Eastern Metropolitan Region Literacy

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Eastern Metropolitan RegionLiteracy Numeracy
Coordinators 19th February 20081pm 330pm

• Julie Kerr
• Senior Policy Officer
• Office for Government Schools Education

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Purpose

• To investigate the role of the Literacy and
  Numeracy Leaders within the Developmental
  Learning Framework for School Leaders

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Reflection

• All children can learn
• Work hard get smart
• Failure is not an option

Describe your school in terms of the quality of
literacy / numeracy learning and teaching.
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Literacy / Numeracy Leadership

• What observations can you make about literacy /
  numeracy learning and teaching in this school?
• What evidence is telling you that?

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1 - 2 - 6
What does good Literacy and Numeracy Leadership
look like?
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QUALITIES OF EXEMPLARY LEADERS
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What are the challenges facing you as a literacy
/ numeracy leader?
Personal Challenges
Possible Solutions
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Human Leadership
TechnicalLeadership
EffectiveLeadership
EducationalLeadership
CulturalLeadership
SymbolicLeadership
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http//www.education.vic.gov.au/proflearning/schoo
lleadership/Developmental_Learning_Framework.htm
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http//www.eduweb.vic.gov.au/edulibrary/public/tea
chlearn/leader/developmental_learning_framework_20
070418.pdf
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Technical Leadership
TechnicalLeadership
An effective technical leader demonstrates the
capacity to optimise the schools financial,
human and physical resources through sound
management practices and organisational systems
that contribute to the achievement of the
schools vision and goals.

• CAPABILITIES
• Thinks and plans strategically
• Aligns resources with desired outcomes
• Holds self and others to account

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Human Leadership
Human Leadership
An effective human leader demonstrates the
ability to foster a safe, purposeful and
inclusive learning environment, and a capacity to
develop constructive and respectful relationships
with staff, students, parents and other
stakeholders.

• CAPABILITIES
• Advocates for all students
• Develops relationships
• Develops individual and collective capacity

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Educational Leadership
EducationalLeadership
An effective educational leader demonstrates the
capacity to lead, manage and monitor the school
improvement process through a current and
critical understanding of the learning process
and its implications for enhancing high quality
teaching and learning in every classroom in the
school.

• CAPABILITIES
• Shapes pedagogy
• Focuses on achievement
• Promotes inquiry and reflection

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Symbolic Leadership
SymbolicLeadership
An effective symbolic leader demonstrates the
capacity to model important values and behaviours
to the school and community, including a
commitment to creating and sustaining effective
professional learning communities within the
school, and across all levels of the system.

• CAPABILITIES
• Develops and manages self
• Aligns actions with shared vision
• Creates and shares knowledge

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Cultural Leadership
CulturalLeadership
An effective cultural leader demonstrates an
understanding of the characteristics of Effective
Schools and a capacity to lead the school
community in promoting a vision of the future,
underpinned by common purposes and values that
will secure the commitment and alignment of
stakeholders to realise the potential of all
students.

• CAPABILITIES
• Shapes the future
• Develops a unique school culture
• Sustains partnerships and networks

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Sergiovannis Model of Transformational
Leadership

• Technical Leadership
• Human Leadership
• Educational Leadership
• Symbolic Leadership
• Cultural Leadership

Expert
Novice
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Technical leadership
Educational leadership
Human leadership
Symbolic leadership
Cultural leadership
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5. Cultural
4. Symbolic
3. Educational
2. Human
1. Technical
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The history of educational reform and innovation
is replete with good ideas or policies that fail
to get implemented or that are successful in one
situation but not in another. A missing
ingredient in most cases is insufficient
appreciation and use of what we will call change
knowledge understanding and insight about the
process of change and the key drivers that make
for successful change in practice. . . .
http//www.michaelfullan.ca/Articles_04/CoreConcep
ts.pdf
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Global Café

• The Global Café is a
• cooperative learning
• strategy that allows
• participants to gather and
• share information quickly.
• It also allows
• participants to piggyback
• ideas, thoughts and
• experiences.

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Global Café

• Each table labels their café location with a name.

2. A recorder is assigned by each group. This
person remains at the table throughout the entire
process and records the conversation as
authentically as possible.
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Global Café

• At table groups, the conversation flows as in a
  coffee shop with participants sharing factual
  information, opinion, and personal experiences
  related to the topic. The recorder can
  contribute while capturing the key aspects of the
  conversation.
• Every 5 to 8 minutes, participants randomly move
  to a new coffee shop. New groups at coffee shops
  are formed with different members.
• When the new coffee shop groups are formed, the
  recorder shares the key aspects of previous
  conversations. This new group continues with
  conversing about the topic while the recorder
  takes notes.
• The activity concludes with feedback from each
  recorder on interesting points.

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Balloon Debate

• Exemplary literacy / numeracy teaching and
  learning depends on effective leadership

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Reflecting on personal leadership professional
learning needs
What domain(s) do you need to prioritize for
future personal professional learning?

• What impact will that have on the literacy /
  numeracy outcomes at your school?

How will you go about this?
http//www.education.vic.gov.au/proflearning/schoo
lleadership/aspirant.htm
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http//www.eduweb.vic.gov.au/edulibrary/public/sta
ffdev/schlead/A3_programs_and_profiles-wps-v1.00-2
0071205.pdf
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http//www.education.vic.gov.au/studentlearning/te
achingresources/english/improvstudlit.htm
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Recorder Feedback Time