Title: Generating coherence and synergy between system, school and management practices Leadership Festival
1Generating coherence and synergy between
system, school and management practicesLeadersh
ip Festival 2006 Theme One Every School a
Great SchoolModule 1Santiago de ChileApril
4, 2006
Professor David HopkinsHSBC iNet Chair of
International Leadership
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4The Moral Purpose of Schooling
I get to learn lots of interesting and different
subjects
I know what my learning objectives are and feel
in control of my learning
I can get a level 4 in English and Maths before I
go to secondary school
I know what good work looks like and can help
myself to learn
I know if I need extra help or to be challenged
to do better I will get the right support
My parents are involved with the school and I
feel I belong here
I can work well with and learn from many others
as well as my teacher
I know how I am being assessed and what I need to
do to improve my work
I can get the job that I want
I enjoy using ICT and know how it can help my
learning
All these . whatever my background, whatever my
abilities, wherever I start from
5This is an exciting time for Education in Chile
- A national concern consensus on its importance
for the nations development and social
integration - Schools and teachers now enjoy conditions and
resources they never had before - Knowledge and evidence on what to do to improve
academic achievement (focus on learning,
management agreements with incentives and
consequences, support strategies centered on
pedagogy, etc) - Consensus on what remains to be done Broademing
pre-school coverage capacity-building within
most vulnerable schools differenciated voucher
transformation of supervisory system teacher
education redefining the relationship between
Ministry and school municipal authorities /
private owners (sostenedores)
6Every School a Great Schoolas an expression of
moral purpose
- What parents want most is for their local school
to be a great school. - (National Association of School Governors
Education and Skills Select Committee 2004). -
- Test of resolve
- moral purpose and social justice
- focus on enhancing teaching quality rather than
simply structural change - commitment to sustained, systemic change because
a focus on individual school improvement always
distorts social equity.
7The Informed prescription PolicyFramework
Intervention in inverse proportion to success
Ambitious Standards
High Challenge High Support
Devolved responsibility
Accountability
Access to best practice and quality professional
development
Good data and clear targets
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104
11Distribution of Reading Achievement in 9-10 year
olds in 2001
575
550
525
500
475
450
425
400
375
350
325
300
Italy
Israel
Latvia
Belize
France
Greece
Iceland
Cyprus
Turkey
Kuwait
Norway
Sweden
England
Hungary
Bulgaria
Germany
Slovenia
Morocco
Lithuania
Scotland
Romania
Colombia
Argentina
Singapore
Netherlands
New Zealand
United States
Czech Republic
Hong Kong SAR
Slovak Republic
Moldova, Rep of
International Avg.
Macedonia, Rep of
Russian Federation
Iran, Islamic Rep of
Canada (Ontario,Quebec)
Source PIRLS 2001 International Report IEAs
Study of Reading Literacy Achievement in Primary
Schools
12Towards large scale sustainable reform
Building Capacity
Professionalism
Prescription
National Prescription
High Excellence, High Equity
Schools Leading Reform
System Leadership
13Four key drivers to raise achievement and build
capacity for the next stage of reform
- Personalising Learning
- Professionalising Teaching
- Networking and Collaboration
- Building Intelligent Accountability
14Personalising Learning Joined up learning and
teaching
- Learning how to learn
- Curriculum choice entitlement
- Assessment for learning
- Co-production
My Tutor Interactive web-based learning
resource enabling students to tailor support and
challenge to their needs and interests.
15Chilean Example
- Initiative The Cognet model
- School Liceo Amelia Courbis, Talca, Region VII
- Description The Cognet model (Cognitive
Enrichment Network) is an integrated
methodological approach designed to help students
Learn to Learn. It focuses on four areas
mediated learning open classroom environment
instructional practices that turn the classroom
into a laboratory for learning motivational
tools for independant learning and knowledge
blocks to construct learning.
16Professionalising Teaching Teachers as
researchers, schools as learning communities
The Edu-Lancet A peer-reviewed journal
published for practitioners by practitioners
regularly read by the profession to keep abreast
of RD.
- Enhanced repertoire of learning teaching
strategies - Evidence based practice with time for collective
inquiry - Collegial coaching relationships
- CPD to tackle within school variation
17Chilean Example
- Initiative Collaborative Learning
- School Instituto Regional Federico Errázuriz,
Region VI - Description a methodological approach that
organizes the T/L process in science, through
rsearch projects conducted by small groups of
students. The objective is to maximize individual
learning, strengthening social skills and group
interaction. The research projects extend over a
6-month period, but the team work is on-going,
stimulating the sense of responsibility,
leadership and commitment.
18Networking and Collaboration Disciplined
innovation, collaboration and building social
capital
Autonomous Federations Groups of schools opt
out of LEA control but accept responsibility for
all students in their area
- Best practice captured and highly specified
- Capacity built to transfer and sustain innovation
across system - Greater responsibility taken for neighbouring
schools - Inclusion and Extended Schooling
19Chilean Examples (JJ Brunner)
- Foundations and Corporations networks (FME)
- Community and business networks
- Lead Teachers Networks
- Enlaces Latin American Educational Portals
Networks - School Management School Certification Network
- iNet Chile
- Association of British Schools in Chile
- Regional Networks Chile Califica (Life Long
Learning) - Eco- schools international Network
20Building Intelligent Accountability Balancing
internal and external accountability and
assessment
Chartered examiners Experienced teachers gain
certification to oversee rigorous internal
assessment as a basis for externally awarded
qualifications.
- Moderated teacher assessment and AfL at all
levels - Bottom-up targets for every child and use of
pupil performance data - Value added data to help identify strengths /
weaknesses - Rigorous self-evaluation linked to improvement
strategies and school profile to demonstrate
success
21Chilean Examples
- The Quality Assurance Framework of the Education
Ministry, through which 1000 schools are
participating in an improvement process involving
self- and external evaluation, as well as a focus
on management and accountability for results,
with Ministerial support and funding - The new Framework for Heads, with compulsory
tests for recruitment, goal-based incentives,
performance assessment, all based on the
Framework for Good Headship - Teacher performance assessment
- are forms of initially external accountability
- which are gradually being internalized
22Personalised Learning
System Leadership
Professional Teaching
Intelligent Accountability
Networking and Collaboration
The four drivers mould to context through system
leadership
23System Leadership A Proposition
- System leaders care about and work for the
success of other schools as well as their own.
They measure their success in terms of improving
student learning and increasing achievement, and
strive to both raise the bar and narrow the
gap(s). Crucially they are willing to shoulder
system leadership roles in the belief that in
order to change the larger system you have to
engage with it in a meaningful way.
24System Leadership Roles
- A range of emerging roles, including
- Executive Headship or partnering another school
facing difficulties i.e. run two or more schools
(or softer partnership) - Lead in extremely challenging circumstances or
become an Academy Principal. - Civic leadership to broker and shape partnerships
across local communities to support welfare and
potential. - Change agent or school leader able to identify
best practice and then transfer and refine it to
support improvement elsewhere.
25The Four Domains of System Leadership
- Setting Direction
- Developing people
- Developing the institution
- Managing the instructional program
26The Primacy of Pedagogy
- The purpose of leadership is the improvement of
instructional practice and performance,
regardless of role. - Instructional improvement requires continuous
learning - Learning requires modelling
- The roles and activities of leadership flow from
the expertise required for learning and
improvement, not from the formal dictates of the
institution - The exercise of authority requires reciprocity of
accountability and capacity. - Richard F Elmore Building a New Structure for
School Leadership (200466-8)
27Three ways of Thinking about Teaching
Teaching Models
Teaching Skills
Reflection
Teaching Relationships
28The Key Question
-
- What teaching strategies do I and my colleagues
have in our repertoires to respond to the student
diversity that walks through our classroom doors?
29Why Focus on Teaching?
- There are many teaching approaches that can
impact powerfully on learning its about
fitness for purpose - The most successful teaching patterns induce
students to construct knowledge - to inquire into
subjects intensively. - The most effective models of teaching are also
models of learning they increase the capacity
of every student - Teaching strategies should also be adapted to
individual need through Assessment for Learning.
30Reaching for the Double Sigma Effect
Number of students
Achievement of students
31Powerful Learning
- is the ability of learners to respond
successfully to the tasks they are set, and the
task they set themselves. To - Integrate prior and new knowledge
- Acquire and use a range of learning skills
- Solve problems individually and in groups
- Think carefully about their successes and
failures - Accept that learning involves uncertainty and
difficulty - All this has been termed metacognition it is
the learners ability to take control over their
own learning processes.
32Models of Learning - Tools for Teaching
- In our teachers toolbox are the range of
models of learning and teaching that
simultaneously define curriculum content, and the
learning strategies that create personalised
learning for all our students. For example,
students learn models for - Extracting information and ideas from
presentations - Memorising information
- Building hypotheses and theories
- Using metaphors to think creatively
- Working effectively to carry out co-operative
tasks.
33Assessment for Learning
- The Given
- A detailed map of a given curriculum with precise
knowledge of how best to teach to the learning
objectives in regular classroom settings. - What Else is Needed
- A set of formative assessment tools for each
lesson - Formative assessment that is not time-consuming
- Using the assessment information on each student
to design and deliver differentiated instruction - A built-in means of systematically improving
effectiveness of teaching - If classroom instruction could be thus
organised, then for the first time, teaching
would follow the student.
34Chilean Example
- Initiative Fundación Chile 2002-2005 Mobilizing
School Capacity Project - Schools Escuela Arturo Merino Benitez (Munic.)
in Pudahuel Improvement in SIMCE score of 298
points (Understanding the environment) Escuela
Balmaceda de Ranca (Priv-subsidized) aumento de
88 puntos in Maths 89 in Language - Description The Model seeks to introduce in the
schools effective managerial and instructional
systems and mechanisms and to promote a
result-oriented culture. The support given to the
schools emphasized the systematic use of
formative assessment self-evaluation for
decision-making bi-mensual pre and post-tests in
Maths and Language periodic analysis of SIMCE
and municipal tests data use of results and of
stakeholders opinion surveys to orient
improvement strategies.
35The Nature of Professional Learning
- Make space and time for deep learning and
teacher enquiry - Use the research on learning and teaching to
impact on student achievement - Studying classroom practice increases the focus
on student learning - Invest in school-based processes for improving
teachers pedagogical content knowledge - By working in small groups the whole school staff
can become a nurturing unit
36Structuring Staff Development
- Workshop
- Understanding of Key Ideas and Principles
- Modelling and Demonstration
- Practice in Non-threatening Situations
- Workplace
- Immediate and Sustained Practice
- Collaboration and Peer
- Reflection and Action Research
37Classroom Transformation
Teaching and Learning Strategies
Personalised Learning
Curriculum
Assessment for Learning
38School Transformation
Teaching and Learning Focus
System Leadership
School Improvement Process
Policy Initiative
39System Transformation
Classroom
Moral Purpose
School
Networks
40The Guiding Coalition
Schools
System Leadership
Universities
Government
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42The journey of school transformationbut we
journey as pilgrims, not as nomads
- Achievement focused on student learning in a
broader sense than test scores. - Empowering in aspiration staff skilled in
learning change agentry. - Evidence based using programmes with an
established track record. - Context specific building strategies on an
analysis of the unique features of a schools
situation. - Capacity building developing conditions to
support continuous improvement. - Systemic realise the need to adapt external
change for internal purpose, exploit synergies
existing in the system.
43Issues for Discussion
- How would you describe the current aspirations
for the Chilean Education System? - Are the four key drivers the right ones for
Chile at the present time? - Does the model of moving from prescription to
professionalism make sense at this phase of
education development in Chile? - In particular are the concepts of personalising
learning and system leadership appropriate? - Is the approach to schools supporting schools in
the way described in the presentation realistic
for schools in Chile? - How feasible is it to link vertical and
horizontal strategies together as a means of
achieving system wide reform?
44Background Reading for this Module
- Every School a Great School
- David Hopkins
- Published by IARTV, Australia August 2005
45Professor David Hopkins HSBC Chair in
International Leadership