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Use practices that get us to the Zone of Desired Effects

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theories of action with merit:

-focus on motivation

-capacity building, with a focus on results

-learning in context

-changing context

-a bias for reflective action

-tri-level engagement

-persistence and flexibility in staying the course

Change needs to have a clearly articulated vision and commitment. Change should be at multiple levels and be done in context.

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Hattie suggests that teachers and leaders who develop 8 mindsets can have major impact on students learning

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Hattie suggests that teachers and leaders who develop 8 mindsets can have major impact on students learning

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1. feedback and evaluation supports our understanding of our teaching impact on learning (what is the ES impact on student learning?)

2. We own the successes/ failures of our students. These are a function of what we did or didn't do.

3. Teachers/leaders need to be adaptive learning experts to support the diversity of learning processes

4. See assessment as a mechanism of feedback

5. Engage students in purposeful engagement/ discussion to push critical thinking and development

6. Commit to continuous self-improvement

7. Support a positive and safe environment for learning

8. Share a common language so stakeholders have similar understanding of the processes of change

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flawed change theories

theories of action with merit

prospects for future use of change knowledge

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Positive pressure is pressure that does motivate, that is palpably fair and reasonable and does come accompanied by resources for capacity building

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Improvement is more a function of learning to do the right things in the settings where you work

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Kotter: Helping educators recognize and avoid typical pitfalls when leading and organizing change

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Kotter: Helping educators recognize and avoid typical pitfalls when leading and organizing change

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Gabe Gutierrez

Nikki Bechtold

Kyra Bartlett

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Hattie - What does learning look like and how do we know we have achieved the goal...

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Hattie - What does learning look like and how do we know we have achieved the goal...

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"A place to start is to consider the nature and quality of the learning intentions and success criteria and how these relate to the different levels of surface and deep understanding desired" (p.189)

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Hattie's article pushes leaders to challenge the status quo by examining our thinking processes....

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Hattie's article pushes leaders to challenge the status quo by examining our thinking processes....

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-- Our thinking is powerful and can create a mechanism for improvement.

-- Throw out practices that lead to effect sizes greater than 0 (d > 0) and KEEP practices that improve effect size estimates greater than 40 (d>40).

Gabe's interpretation: Effect size estimates greater than .40 indicates a years worth of improvement. So if we have a practice that leads to an ES=80, we are likely to see 2 years growth in one year!

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"Having a "theory in use" is not good enough, of itself. The people involved must also push to the next level, to make their theory of action explicit."