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Facilitator: Lori Gracey (@lgracey)
http://ly.tcea.org/researchforleader
http://ly.tcea.org/researchforleader
Session Description
Session Description
John Hattie’s research doesn’t just address teachers in the classroom. Discover what he found out about best practices for leaders, too.
John Hattie’s research doesn’t just address teachers in the classroom. Discover what he found out about best practices for leaders, too.
Goals for Today
Goals for Today
Gain a quick understanding of what a meta analysis and an effect size are and why they matter in looking at research.
Gain a quick understanding of what a meta analysis and an effect size are and why they matter in looking at research.
Examine the two types of school leaders and see the effect size of each.
Examine the two types of school leaders and see the effect size of each.
Evaluate your own leadership with six key questions.
Evaluate your own leadership with six key questions.
An Exciting Look at Statistics!
An Exciting Look at Statistics!
There are lots of educational studies and research available. The question is, how can you know what is valid and relevant and worth your time?
There are lots of educational studies and research available. The question is, how can you know what is valid and relevant and worth your time?
The best way is to examine meta-analyses.
The best way is to examine meta-analyses.
In other words, we want to see
In other words, we want to see
an effect size higher than 0.4
an effect size higher than 0.4
as a gauge of what is proven to work.
as a gauge of what is proven to work.
John Hattie's Visible Learning Research
John Hattie's Visible Learning Research
The book Visible Learning was introduced by John Hattie in his groundbreaking meta study Visible Learning (2009).
The book Visible Learning was introduced by John Hattie in his groundbreaking meta study Visible Learning (2009).
He has since gone on to write Visible Learning for Teachers and Visible Learning in Action.
He has since gone on to write Visible Learning for Teachers and Visible Learning in Action.
More than 800 meta-analyses of research studies for his initial study
More than 800 meta-analyses of research studies for his initial study
More than 1,400 meta-analyses of 80,000 studies involving 300 million students for his final data
More than 1,400 meta-analyses of 80,000 studies involving 300 million students for his final data
Compared effect sizes of the many aspects/strategies that influence learning outcomes.
Compared effect sizes of the many aspects/strategies that influence learning outcomes.
What Hattie Found
What Hattie Found
Strategies That Don't Work
Strategies That Don't Work
Summer vacation (-.02)
Summer vacation (-.02)
CAI in distance education (.01)
CAI in distance education (.01)
Single sex schools (.08)
Single sex schools (.08)
Modifying school calendars/timetables (.09)
Modifying school calendars/timetables (.09)
Reduced class size (.21)
Reduced class size (.21)
Strategies That Do Work
Strategies That Do Work
Collective teacher efficacy (1.57)
Collective teacher efficacy (1.57)
Self-reported grades/student expectations (1.33)
Self-reported grades/student expectations (1.33)
Cognitive task analysis (1.29)
Cognitive task analysis (1.29)
Response to intervention (1.29)
Response to intervention (1.29)
Jigsaw method (1.20)
Jigsaw method (1.20)
Conceptual change programs (0.99)
Conceptual change programs (0.99)
Teacher credibility (0.90)
Teacher credibility (0.90)
Micro-teaching/video review of lessons (0.88)
Micro-teaching/video review of lessons (0.88)
Classroom discussion (0.82)
Classroom discussion (0.82)
Teacher clarity (0.75)
Teacher clarity (0.75)
Two Types of Educational Leaders
Two Types of Educational Leaders
Transformational
Transformational
Sets a vision
Sets a vision
Creates common goals
Creates common goals
Inspires the troops
Inspires the troops
Buffers external demands
Buffers external demands
Staffs well
Staffs well
Gives teachers autonomy
Gives teachers autonomy
Effect size of 0.11
Effect size of 0.11
Instructional
Instructional
Believes that student learning is about what teachers and leaders do or don’t do
Believes that student learning is about what teachers and leaders do or don’t do
Focuses on the impact of teaching on learning
Focuses on the impact of teaching on learning
Sets challenging targets to maximize student outcomes
Sets challenging targets to maximize student outcomes
Sees assessment as feedback on adults’ actions
Sees assessment as feedback on adults’ actions
Evaluates every staff member’s impact on student learning
Evaluates every staff member’s impact on student learning
Understands the importance of listening to students’ and teachers’ voices
Understands the importance of listening to students’ and teachers’ voices
Creates an environment in which everyone can learn from errors without losing face
Creates an environment in which everyone can learn from errors without losing face
Effect size of 0.42
Effect size of 0.42
Believing in evaluating one’s impact as a leader: 0.91
Believing in evaluating one’s impact as a leader: 0.91
Getting colleagues focused on evaluating their impact: 0.91
Getting colleagues focused on evaluating their impact: 0.91
Focusing on high-impact teaching and learning: 0.84
Focusing on high-impact teaching and learning: 0.84
Being explicit with teachers and students about what success looks like: 0.77
Being explicit with teachers and students about what success looks like: 0.77
Setting appropriate levels of challenge and never retreating to “just do your best:” 0.57
Setting appropriate levels of challenge and never retreating to “just do your best:” 0.57
Questions for the Leader to Answer
Questions for the Leader to Answer
What success have I had in creating a climate for quality teaching, and can I provide evidence of creating and valuing discussions among my teachers about their teaching?
What success have I had in creating a climate for quality teaching, and can I provide evidence of creating and valuing discussions among my teachers about their teaching?
How am I creating a safe psychological climate for engagement, for listening, and for developing a can-do climate for teachers and for students?
How am I creating a safe psychological climate for engagement, for listening, and for developing a can-do climate for teachers and for students?
Do I have high self-efficacy for managing change towards ensuring that quality teaching is the norm of discussion?
Do I have high self-efficacy for managing change towards ensuring that quality teaching is the norm of discussion?
How often is teaching the discussion topic in my school?
How often is teaching the discussion topic in my school?
What do I exclude in order to focus on the important and challenging?
What do I exclude in order to focus on the important and challenging?
What evaluation models am I constantly promoting to ask the question about whether my school is working toward worthwhile goals?
What evaluation models am I constantly promoting to ask the question about whether my school is working toward worthwhile goals?
How successful am I at making parents part of the answer, not the problem, of educational outcomes of my students and teachers?
How successful am I at making parents part of the answer, not the problem, of educational outcomes of my students and teachers?
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