Slides used by James Nottingham on 25th July 2011 with Aspiring Principals and School Leaders in Frankston, VIC

1. AP Program: Leading Learning, 25th July www.jamesnottingham.co.uk

2. Too much innovation “One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations” Fullan & Stiegelbauer, 1991

3. Almost Everything Works 95% of all things we do have a positive achievement on education When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works

4. Effects on Achievement (Hattie, 2009)

5. Not everything counts Not everything that counts can be counted, and not everything that can be counted counts Sign hanging in Einstein's office at Princeton

6. Levels of Perspective (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events

8. Levels of Perspective (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events

11. Primary School Vision At this school we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team. We are open to the views and opinions of every member of our school community. We invite and value their ideas. We take time to listen and communicate with each other in a respectful and open manner. This creates a rich culture of quick, effective feedback. In this way everybody feels valued and we pull together to support each other. We recognise and praise each other’s achievements in an informal way. The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment where issues are dealt with fairly and consistently.

12. Teaching and Learning Vision At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment. We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success. At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.

13. Your vision is the star by which you navigate

14. Where do you want to go? “Which road do I take?” "Where do you want to go?” "I don't know," Alice answered. "Then,” said the cat, “it doesn't matter. If you don't know where you are going, any road will get you there.”

15. Curriculum – national or local? “The best schools design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreedentitlement for all the nation’s children. The attainment targets give a touchstone for the expected standards and that’s it.” It doesn’t really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools meet day in, day out. Mick Waters, Curriculum Foundation

16. The difference between leadership & management Vision Leadership Mental Models Systems & Structures Patterns of Behaviour Management Events

18. Social

19. Communicative

21. Desire to succeed

22. Open-mindedness

23. Resilience

25. Figures

26. Concepts

28. MM: Let’s reward the students who get best marks 10/10

29. The dangers of new ideas I wish teachers had never heard my theory – they’re all obsessed with categorizing kids! Prof Howard Gardner, Multiple Intelligences

31. What level of plasticity do our brains have?

32. MM: Praise that can do more harm than good (Dweck) Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best

33. The effects of different types of praise Mueller and Dweck, 1998 In six studies, 7th grade students were given a series of nonverbal IQ tests.

34. Mueller and Dweck, 1998 Intelligence praise “Wow, that’s a really good score. You must be smart at this.” Process praise “Wow, that’s a really good score. You must have tried really hard.” Control-group praise “Wow, that’s a really good score.”

35. Number of problems solved on a 3rd test

36. Boys get 8 times more criticism than girls

37. The effects of praise Swimming “You do your best swimming when you concentrate and try your best to do what Chris is asking you to do” Ballet “What a brilliant ballerina you are!”

38. 1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding performance; 5.What a scientist you are; 6.Unbelievable work; 7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You should be proud; 11.You've got it; 12.You're special; 13. Very talented; 14. You've outdone yourself; 15. What a great listener; 16. You came through; 17.You’re very artistic; 18.Keep up the good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work; 22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very responsible; 26.You're very talented; 27.Spectacular work; 28.Great discovery; 29.You're amazing; 30.What a great idea; 31.Well worked through; 32.Very thoughtful; 33.You figured it out; 34.Top of the class; 35. You make me smile

39. Swedes talk about ‘curling parents & teachers’

40. The Learning Challenge Concept Conflict Clarity 1 2 Confusion The Pit 188

41. A selection of thinking skills GROUP HYPOTHESISE IDENTIFY INFER INTERPRET ORGANISE PARAPHRASE PREDICT QUESTION RANK REPRESENT RESPOND SEQUENCE SIMPLIFY SHOW HOW SOLVE SORT SUMMARISE SUPPORT TEST VERIFY VISUALISE ANALYSE ANTICIPATE APPLY CAUSAL-LINK CHOOSE CLASSIFY COMPARE CONNECT CONTRAST DECIDE DEFINE DESCRIBE DETERMINE DISCUSS ELABORATE ESTIMATE EVALUATE EXEMPLIFY EXPLORE GENERALISE GIVE EXAMPLES GIVE REASONS 137

42. Cognitive conflict is the key to ‘wobble’ Robin Hood was right Stealing is wrong 142

43. Challenge with young children

44. Eureka moments come from challenge Eureka! Concept Conflict Construct Clarity 1 Confusion 3 2 The Pit 188

45. Kriticos = able to make judgments Critical Thinking Comes from the Greek, Kriticos Meaning: able to make judgments Source: www.etymonline.com

46. Contact Details www.jamesnottingham.co.uk