thy impact. 2. Review the current state of delivery. As with all learning, knowing prior achievement and what the student brings to the class (from his or her culture, motivation, expectations) is critical for moving forward, and particularly for setting defensible and reasonable targets for enhancing student achievement. This step may entail a needs assessment and a review of current evidence (its quality, appropriateness for the mission, strengths and gaps), but also knowing about whether all in the school understand the delivery challenge and whether there is a culture of delivery. 3. Build the delivery unit. This is not about accountability methods or external imperatives, but about a commitment to action to achieve the aspiration. The unit is not necessarily the teachers or school leaders, but a small group responsible for ensuring delivery. The question arises: who is in charge of ensuring success in this school — that is, who is the 'dean of success'? Of course, the answer is 'everyone', but the delivery unit is more focused on ensuring that all systems are going to meet the targets. Barber recommends that the unit be small, reside outside the school hierarchy (because it must influence the school as well), and have time and sufficient resources to ensure delivery. 4. Establish a guiding coalition that can remove barriers to Change, influence and support the unit's work at crucial moments, and provide counsel and advice. This does not need to be a formal group and may change in membership, with all aiming to help to ensure a maximum probability of success. The coalition is essential for developing the trust that is so important in school change. b. Understand the delivery challenge 1. Evaluate past and present performance. What is the evidence most indicative of performance? How dependable and credible is this evidence to the teachers, school leaders, students, and parents (and whomever else)? What are the target indicators? What are the correlates of these target indicators, and the indicators of unintended consequences? Does the school share a program logic of how learning occurs in this school? 2. Understand drivers of performance and relevant systems activities. Do all in the school understand the drivers of student learning? Are they drivers over which they have some control? Are there mindsets that inhibit the impact that we need to have on learning
thy impact. 2. Review the current state of delivery. As with all learning, knowing prior achievement and what the student brings to the class (from his or her culture, motivation, expectations) is critical for moving forward, and particularly for setting defensible and reasonable targets for enhancing student achievement. This step may entail a needs assessment and a review of current evidence (its quality, appropriateness for the mission, strengths and gaps), but also knowing about whether all in the school understand the delivery challenge and whether there is a culture of delivery. 3. Build the delivery unit. This is not about accountability methods or external imperatives, but about a commitment to action to achieve the aspiration. The unit is not necessarily the teachers or school leaders, but a small group responsible for ensuring delivery. The question arises: who is in charge of ensuring success in this school — that is, who is the 'dean of success'? Of course, the answer is 'everyone', but the delivery unit is more focused on ensuring that all systems are going to meet the targets. Barber recommends that the unit be small, reside outside the school hierarchy (because it must influence the school as well), and have time and sufficient resources to ensure delivery. 4. Establish a guiding coalition that can remove barriers to Change, influence and support the unit's work at crucial moments, and provide counsel and advice. This does not need to be a formal group and may change in membership, with all aiming to help to ensure a maximum probability of success. The coalition is essential for developing the trust that is so important in school change. b. Understand the delivery challenge 1. Evaluate past and present performance. What is the evidence most indicative of performance? How dependable and credible is this evidence to the teachers, school leaders, students, and parents (and whomever else)? What are the target indicators? What are the correlates of these target indicators, and the indicators of unintended consequences? Does the school share a program logic of how learning occurs in this school? 2. Understand drivers of performance and relevant systems activities. Do all in the school understand the drivers of student learning? Are they drivers over which they have some control? Are there mindsets that inhibit the impact that we need to have on learning
2_81_a-model-for-school-leaders-visible-learning-for-teachers-john-hattie.docx