Kooperative Bildungslandschaften: Führung im und mit System

Learning Communities: Networked Systems and System Leadership

SL

Symposium

Schulleitungssymposium 2011

School Leadership Symposium 2011

Präsentation / Presentation

Hinweis: Informationen, die inhaltlich, paraphrasierend oder wörtlich aus Power Point Folien entnommen werden, sind genauso zu behandeln wie Zitate aus anderen Publikationen und mit den üblichen bibliographischen

Hinweisen auf die Quelle zu versehen. Z.B.: „[Autorenname]. (2011). [Titel der Präsentation]. Vortrag beim Schulleitungssymposium 2011,

veranstaltet vom IBB der PHZ Zug am 08-10.09.2011 in Zug.“ Das Programm ist einsehbar unter: www.Schulleitungssymposium.net

Note:

Information taken from power point slides (either literally or paraphrasedly or in terms of content) has to be quoted in the same way as that from other publications, with the usual bibliografical details indicating

its source. E.g.: „[Author]. (2011). [Title of presentation]. Presentation at the School Leadership Symposium 2011, hosted by the IBB of the PHZ Zug on September 8

th-10th 2011 in Zug.”

The programme is available at: www.EduLead.com

The symposium was hosted by in cooperation with

supported by

further partners are

Stadt Zug

within the University of Teacher Education of Central Switzerland (PHZ) Zug, e.g.:

WBZA PHZ Zug

WBZA PHZ Luzern

WBZA PHZ Schwyz

other Universities of Teacher Education, in particular:

University of Teacher Education in Ludwigsburg

University of Teacher Education in Thurgau

University of Teacher Education in Weingarten

University of Teacher Education in Zürich

Universities, in particular:

Erfurt School of Education, University of Erfurt

School of Education, University of Manchester

Management of Education, University Halle-Wittenberg

various Departments of Switzerland, in particular:

Department of Education-Canton Zug

Training Centres of Switzerland, in particular:

Academy of Adult Education Switzerland

various Ministries and Training Centres of the German States, in particu-lar:

Department of Educational Leadership of the Training Centre of Saxony

Ministry of Education of Saxony-Anhalt

Training Centre of Saxony-Anhalt

Department of Educational Leadership of the Training Centre of Saxony-Anhalt

Societies and Associations of the German States, in particular:

German Association of Educational Management e.V.

School Leadership Association from Baden-Württemberg

1

School Leadership and

Students’ Learning

A two - year action plan in Trentino

(Italy)

Zug, 9th September 2011

Mario G. Dutto, PhD

2

Trentino School

System

Students: 68.000

Teachers: 6.900

Primary and Low Secondary Schools: 55

Provincial Evaluation Committee (Comitato di Valutazione)

Provincial Institute for Educational Research - IPRASE

Teacher Training Centre - Centro formazione insegnanti

Upper Secondary Schools: 26

Vocational Schools: 25 (4.900 students)

3

“Good is not

enough”

Students from Trentino are performing well in PISA (2006,2009); however, the number

of students at the level 1 is still high and those at the level 6 is low (in maths 14%).

Should we be more ambitious? In what direction should schools and teachers work ?

What’s the role of headmasters ?

4

Students performance (OECD PISA)

Maths Reading Science

2006 2009 2006 2009 2006 2009

Licei 544 552 565 571 564 571

Istituti Tecnici 547 535 522 509 548 538

Istituti Professionali 440 474 469 471 470 492

Formazione

Professionale

409 444 392 415 417 434

Trentino 508 514 508 508 521 523

Italy (North East) 505 507 504 504 519 515

Italy (all) 473 483 477 486 487 489

OECD 500 500 500 500 500 500

5

Students performance (OECD PISA)

Variazioni dei risultati 2009-2006 - Trento

-20 -10 0 10 20 30 40

LICEI

IST. TECNICI

IST. PROFESS.

FORM. PROF.

scienze

lettura

matematica

6

Top students at maths (OECD PISA,2009)

12,7

9

15,8

15,2

14

14

17,8

19,8

20,4

21,6

25,5

30,7

50,4

0 10 20 30 40 50 60

O ECD

Italia

Licei italiani

Emilia Romagna

Lombardia

Trento

Germania

Paes i Bass i

Belgio

Finlandia

Corea S

Hong Kong

Shanghai

7

Learning is moving centre stage.

We have been dealing with reforms attempting to modify and restructure several

aspects of school organization and setting; the outcomes have not been satisfying.

There is a need to come back to the core business of schooling, i.e. learning and …

learning.

Leadership matters. Leadership is second only to teaching among schools-related factors in its impact on student learning

8

Leadership

and learning

1. Setting directions.

Shared goals lead teachers and students to have a sense of purpose.

Identifying a vision may increasing performance expectations.

2. Promoting and developing people.

A collaborative learning culture and effective strategies for professional development foster best practices and beliefs.

3. Making organization work and creating a student-centered school environment.

Management strategies have to be coherent with school goals.

9

Teaching

Professional

Students

Leadership in Learning

Parents

Community

A

D

D

E

D

V

A

L

U

E

10

For a renewal of

learning cultures

3. Developing partnership with parents.

1. Leading professional communities.

2. “Leading teaching”.

4. Monitoring the outcomes.

5. Sharing vision with local communities.

11

A multi-method

approach

1. Working groups: five groups (15-18 headmasters) tackling the five basic tasks.

2. Thematic conferences: three conferences on the new cultures of learning and the effective learning environments.

3. School visits: field trips in Italy, Canton Ticino and United Kingdom.

4. Project works: innovative pilot schemes developed by headmasters.

5. e-platform: a virtual community among headmasters.

12

2011 2012

1

Cooperative

planning

2 Working groups

3 Conferences

4 School visits

5 Project works

e-platform

Project

evaluation

LpA Planning

13

1. Improvements in students’ performance at the school level.

2. Better understanding of learning processes and of existing learning environments.

3. First hand experience of new practices in classrooms and of professional development of teachers.

4. Guidelines and set of instruments for medium term actions.

5. Creation of a strong community of headmasters.

Outcomes

6. Formative use of evaluative data available at provincial and school level.

14

Current issues

1. Headmaster’s leading role and professional discretion of teachers.

2. Administrative and organizational workload for headmasters.

3. From “good” to “best”, it requires ad hoc strategies.

4. Changing learning cultures and classroom routines is a long-term process.

15

1. There is a need for in - dept knowledge of learning theories and a specific familiarity with their implications for learning environments.

2. Headmasters show a growing interest in knowing recent trends in learning theories and practices.

3. Professional development of teachers needs school co- operation and networks.

4. Working together is proving to be promising for headmasters.

5. Project works may be the starting point for new practices and positive routines to be further developed.

Preliminary remarks

16

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