Leading school-based coaching
to evaluate Open Education Resources
Professor Kathryn Moyle 24 June 2018
OER… to what end?
Improving capacity
Improving students’ learning outcomes
Organisational development
Solving some challenges
Open Education Resources
Leadership
Quality Mentoring
Coaching
Leading coaching conversations
Open Educational Resources provide a strategic
opportunity for school leaders to facilitate dialogue, share knowledge and build capacity.
The conversations can be used to foster
organizational as well as individual development.
Coaching conversations can be applied to formal and curriculum and assessment materials – digital resources as well as text books.
The processes share commonalities with
approaches to improving the quality of teachers and school principals, to thereby improve the quality of education.
Coaching questions
• In what ways are you expecting Open Education Resources to form part of an explicit improvement agenda that has an emphasis on improving students’
learning outcomes?
• What data have you collected that will
inform whether you have made progress?
• What professional learning approaches are you implementing or planning to implement?
Open Education
Resources
History and policy context
South Africa: 2007
The Cape Town Open Education Declaration, Shuttleworth Foundation,
http://www.capetowndeclaration.org/
2. Open educational resources: Second, we call on educators, authors, publishers and
institutions to release their resources openly.
These open educational resources should be freely shared through open licences which
facilitate use, revision, translation, improvement and sharing by anyone. Resources should be
published in formats that facilitate both use and editing, and that accommodate a diversity of
technical platforms. Whenever possible, they should also be available in formats that are
accessible to people with disabilities and people who do not yet have access to the Internet
UNESCO 2012
The UNESCO 2012 Paris OER
Declaration states that UNESCO member states should:
“Promote and use OER to widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning, thus contributing to social
inclusion, gender equity and
special needs education. Improve both cost-efficiency and quality of teaching and learning outcomes through greater use of OER”.
Reimagining the role of technology in education (2017)
• Empower Teachers – Openly licensed educational resources position teachers as creative professionals by giving them the ability to adapt and
customize learning materials to meet the needs of their
students without breaking copyright laws. Office of Ed Tech, 2017
• Create Learning
Communities -Work
collaboratively to evaluate OER resources
• Contribute to curated repositories
Defining Open Education Resources
OER Commons, a digital repository of OER resources, provides this definition:
“Open Educational Resources are
teaching and learning materials that you may freely use and reuse at no cost, and without needing to ask
permission.
Unlike copyrighted resources, OER
have been authored or created by an individual or organization that chooses to retain few, if any, ownership rights”
Open Education Resources
• Promotes using OER to save money – replacing text books – but more than that
• Learning Registry’s #GoOpen Node (LearningRegistry.org)
• Illinois Shared Learning Environment OER tool set
(https://ioer.ilsharedlearning.org/) Advocated in
Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update
https://tech.ed.gov/files/2017/01/NETP17.pdf Federal register on open education licencing:
https://medium.com/@OfficeofEdTech/u-s-department-of-education-announces- final-regulation-on-open-licensing-requirement-for-60a127333997
5 R’s of Open Education Resources
• Retain: It is used, kept, and copies are made. It is printed or placed on a personal website.
• Reuse: The resource is employed, referred to, and utilized in instruction and assessment.
• Revise: It is permitted/expected that
improvements, revisions, and changes will be made to the original to suit local contexts.
• Remix: The resources are open and you can combine several resources into one. The same permissions that exist for a single OER resource apply to two or more OER resources.
• Redistribute: You are free to put new work out into the world and allow others to begin the 5R’s all over again. (Clarity Innovations)
#GOOPEN
In January 2017, there were over
100 school districts and 19 states that have committed to support the
transition to using high-quality,
openly licensed educational
resources in their schools.
OER repositories
• OERCommons.org
• ck12.org. Includes full lesson plans that can be incorporated into classrooms.
• edmodo.com. Offers a time-saving
‘Spotlight’ search to help teachers find specific OER elements.
• opened.com. Has a wide range of assessments items.
• gooru.org. Provide lesson plans, and full courses
• curriki.org. Provides content and enables educators to share their OER-based
lessons.
Open Education Resources
Commons
Coaching questions
What specifically have you done so far?
What content and standards are you aiming to meet?
Do you have plans for review and refresh?
What are your approaches to curating content?
What options do you have for achieving your plans?
Coaching
Using coaching to lead school improvement
Open Education Resources
Leadership
Quality Mentoring
Coaching
Coaching
'Coaching' refers to the nature of the processes and the type of communication used to help
another person realize his or her personal or professional goals.
The person being coached develops his or her own solutions through the processes used.
A coach fosters increased self-awareness
through questions and conversations aimed at self-directed learning.
https://www.edutopia.org/blog/coaching-impact-teachers- principals-students-elena-aguilar
Coaching
• Role of school leaders and technology coaches
• Requires trust to build professional
capacity around the new OER resources
• Supports contributions to repositories that are curated and aligned to the
relevant
Technology coaching:
• http://www.iste.org/docs/pdfs/20-14_ISTE_Standards- C_PDF.pdf
Coaching approaches
• GROWTH Coaching
International (AUS & UK)
– G Growth – R Reality – O Options – WWill
– T Tactics – H Habits
• Visible learning (Hattie)
• Build knowledge
• Challenge beliefs
• Strengthen classroom practices
• Enhance student learning
• Improve student achievement
• Visible Learning means teachers become evaluators of their own teaching.
• Visible Teaching and Learning occurs when teachers see learning through the eyes of students and help them become their own teachers
GROWTH Model
Reality
What is happening
now
Goals
What you have to achieve
Options
Various ways to achieve goals
Will
What do you have the will to
do?
Tactics
Approaches selected
Habits
Ways you will sustain the goals
Relationship building:
building trust
1. Keep your word
2. Follow up on promises of action
3. Communicate effectively – avoid judgemental
language
4. Take time to make
decisions ie think before acting too quickly
5. Value long-term relationships
6. Deliberately foster relationships
• Earn it
• Keep your promises
• Be transparent and authentic
• Be forgiving
• Keep confidentialities entrusted to you
• Work on your own personal growth ie
‘walk the talk’
• Earn it
• Keep your promises
• Be transparent and authentic
• Be forgiving
• Keep confidentialities entrusted to you
• Work on your own personal growth ie
‘walk the talk’
https://www.coachingpositiveperformance.com/13-simple-strategies-building-trust/
Coaching questions
• How would you rate yourself as a coach?
Or are you more of a mentor?
• Does your school have a coaching culture that promotes learning? What is the
evidence for your explanation?
• To what extent do the school processes identify and respond to student learning needs through the allocation of staff and resources? In what ways?
Leadership
Leadership
US Ed Tech 2017 policy:
Effective leaders take direct responsibility to ensure infrastructure remains up-to-date both in terms of security and relevant software,
apps, and tools, and be open to appropriate Web content and social media tools to enable collaborative learning.
Leaders also recognize the importance of building capacity among those responsible for creating and maintaining the technology infrastructure.
Effective leaders support all of these efforts through careful planning and financial
stewardship focused on long-term sustainability
OER: vehicle for coaching leadership
• Establish trust to have safe curriculum, assessment and resourcing conversations
• Ask open-ended, probing questions
• Make discussions about a shared activity, that are solutions focused
• Develop shared understandings about key curriculum and assessment
concepts and how they can be taught
• Use differentiated approaches to conversations
Coaching questions
General Conversation and Questioning Stems
Paraphrase
What I hear you saying is…
As I listen to you, I’m hearing…
I’m hearing many things including…
Clarify
Would you tell me more about…?
It would help me understand if I had an example of…
Tell me what you mean when you…
Mediational Questions
What’s another way we might…?
What would it look like if we…?
What sort of an impact might there be
if…?What might you see happening in your classroom if…?
Non-Judgmental Responses
What did you do in the planning and teaching to see so many students improve their learning data?
How did it work when you tried…?
It sounds like you have a number of ideas to try. It will be exciting see what works best for you and the students.
Mentoring
https://www.youtube.com/watch?
v=sJv5IYHTqOM
Mentoring
'Mentoring' refers to relationships where more experienced individuals (eg school
principals), share their skills and knowledge with other, less experienced practitioners.
A mentor provides direction, guidance,
education influence and support to others who are less experienced, with the aim of supporting the mentee's development.
Some mentors provide subject specific guidance, while others provide support about more general pedagogical
development.
Formal and informal mentoring
Formal structures include
performance observations and feedback, policies concerning
teachers' probation and teachers' registration.
Informal approaches include the development of learning
communities, professional learning and informal peer observations and appraisals.
Quality
Quality Open Education Resources
• Findable/discoverable – it can be in multiple locations
• Curated OER resources linked to standards
• Are housed in repositories
• Clearly described
• Clearly licensed (normally through Creative Commons)
• From a trusted source
• Are easy to modify
• Are modular and free-standing – they do not assume knowledge of other resources
• Are free of copyright content
Leadership of the processes for evaluating OER
resources
• Invite participation in the processes
• Form cross-faculty, discipline or district leadership teams
• Provide initial and ongoing personalised professional learning and support
• Develop internal expertise through coaches and mentors
• Foster discipline-based communities of practice
• Review and refresh resources
• Review and refresh processes collaboratively
Examples
Evaluating OER resources
Focus is on learning and active use of technology
You can view and
download a complete set of rubrics from
www.achieve.org/oer--‐
rubrics.
Key messages in OER checklists
Content
• Clarity of expression
• Appropriate to the age of students
• Content is accurate
• Content is up-to-date
• Mapped to curriculum standards
Design
• Technical Accuracy
• Adaptable
• Modular
• Accessible
Feedback
• Mobile app: Use speaker or session filter to find feedback form
• Conference website: Program search
• http://conference.iste.org/2018/progr am/search
• Select ‘Evaluate this session’
