Enhancing Instructional
Leadership capacity of
principals to improve teacher
practice
Heather Hopcroft
Victoria
9 Regions:
Eastern Region 245 schools
10 Networks
Monash Network 22 schools
How do people learn to get better
at what they do in your school?
MY GOAL
By the end of this workshop I
will have explained the
implementation, sustainablity
and evaluation of our coaching
program so that you can make
your own decisions re its
applicability to your situation
Facilitative,
supportive actions
by principals as
instructional
leaders have
powerful, effects
on classroom
instruction.
Blasé & Blasé (2004)
Improved Student Performance
Table 1: Practices and behaviours of highperforming schools in Victoria
1.
2.
3.
4.
5.
6.
You learn by
Using Data
Coaching, mentoring and sharing expertise
Raising teacher expectations of students
Establishing and aligning values, vision and goals
Working in teams
Aligning professional learning
Raising students expectations
Assigning staff to key priority areas
Focusing on literacy and numeracy
Establishing partnerships
Personalising through individuals learning plans
Engaging students
Articulating clear staff performance expectations
Targeting resources to student needs
Releasing staff for group learning, dialogue and planning
Recognising staff and student achievement
doing the work
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Table 1 – taken from DEECD paper No. 16 May 2009 – “Signposts: Research points to how Victorian government schools have improved student performance”
A set of 28 practices and behaviours were identified in 26 Victorian schools (9 Secondary, 17 Primary) that have sustained improvement in student outcomes over 10 years.
Enabling Communities to Prepare all Young People for fulfilling and Productive Lives
EMR THEORY OF ACTION
If we enhance the Instructional
Leadership capacity of EMR Principals in
order to improve teacher practice and
to develop a common understanding of
what constitutes effective teaching and
learning, then student performance will
improve.
Agenda of all my network meetings
1.Build the Instructional Leadership
Capacity of network principals
2. Build cohesive teaching and learning
practices within and across schools
Build the Instructional
Leadership of Network
Principals
Coaching Proposal
4 A’s Protocol
How do you
determine the
starting point
for a
conversation
about quality
teacher
practice in your
school?
Monash Network
Program
 6 Sessions
 April to November 2010
 All principals
 Financial commitment
 Personal commitment
Networks
• An effective
network draws on
the experience
that resides within
each network
school to improve
student learning
We Practised
• 6 workshops
• In between tasks,
readings and
activities
Here are a series of
slides that give
some examples
COACHING PRACTICE
• 3 way observations: Coach, Coachee, observer
• FOCUS ON A GOAL! 10 Minutes then rotate
What skill will the observer give feedback on?
Being present
Listening Actively
Clarifying
Empathising
Being Succinct
Questioning
Giving Feedback
COACHING:
Real Conversations
Conversations that Affirm and Strengthen
Conversations that Challenge and Strengthen
EXAMPLES

This teacher is always late to class. Parents have given verbal complaints

This teacher has been seen taking drinks from the staff fridge on 2 occasions, once
by you, without paying for them

A teacher has accepted an invite to a Year 12’s birthday function

Married member of staff having a relationship with another single member of staff
that has been mentioned by students on Facebook
‘ Watch Out Fors’ that Undermine Impact
Following Praise with Correction –
“This is very good but…
• Following Praise plus a Challenge
“ You have done great work this
year and we need to step up again to
overcome next year’s challenges.”
FAST Feedback
Good feedback
is:
• Fast – 7 minutes
• Accurate – your
observations are best
• Straightforward and
Solution focussed
• Timely
A Triangle
A parent rang to tell you that their children are leaving your school today
because of the bullying they have received. On investigation you find
out they are enrolled at your neighbouring school. You haven’t had any
contact with this principal.
OR
A parent of a PSD student comes for a tour, out of your neighbourhood
area and tells you that their local principal indicated your school would
be a “better fit” for their child.
OR
A parent tells you that their child’s school level co ordinator has told
them that your school would better suit their child’s needs.
October 2010
COACHING PRACTICE
•
3 way observations: Coach, Coachee, observer
•
•
FOCUS ON “Options and Will” 5 minutes
The goal is “To be able to mobilise stakeholders to our student
learning goals in our 2011 AIP”
•
•
•
•
•
•
•
•
What skill will the observer give feedback on?
Being present
Listening Actively
Clarifying
Empathising
Being Succinct
Questioning
Giving Feedback
Developing a Goal
1.Using the Head, Heart, Bin and Bag protocol choose a “bag
option” that you would like to see operating in your school
2. Using the GROWTH model develop a goal with your coach to
achieve this
BY …………….. I will ………………………… so that……………….
ISMART goals are:
Inspiring, Specific. Measureable, Achieveable, Realistic and
Timely
May 2011
What?
So What?
What now?
In the final analysis there
are no policies that can
improve schools if the
people in them are not
armed with the knowledge
and skills they need.
What do the Principals
say?
What was your overall impression of the program?
It surpassed other courses on coaching, Well structured, Impressive
Most valuable things you gained
Don’t give up, Goal setting, Prioritise, Watch out for the monkeys, Recognition of my areas for
development, Questioning skills
What will you do differently
Implement at my school, Firm up my goals, Ask the questions not hand over the glasses, More active
listening
What do you do in 2011 that is different?
I am more confident in my “non- preferred styles” when leading others
I am confident and skilled in the ability to lead conversations on tough issues
I respond non defensively when tricky or sensitive issues are raised by others
I am aware of my current strengths and areas for leadership skill development eg EQ, DISC, Situation
Leadership
I display confidence and competence when conducting team coaching sessions with my staff.
I initiate and guide conversations about student learning.
Thank you