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Title: Generating coherence and synergy between system, school and management practices Leadership Festival


1
Generating 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
2
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4
The 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
5
This 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)

6
Every 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.

7
The 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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4

11
Distribution 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
12
Towards large scale sustainable reform
Building Capacity
Professionalism
Prescription
National Prescription
High Excellence, High Equity
Schools Leading Reform
System Leadership
13
Four key drivers to raise achievement and build
capacity for the next stage of reform
  • Personalising Learning
  • Professionalising Teaching
  • Networking and Collaboration
  • Building Intelligent Accountability

14
Personalising 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.
15
Chilean 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.

16
Professionalising 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

17
Chilean 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.

18
Networking 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

19
Chilean 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

20
Building 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

21
Chilean 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

22
Personalised Learning
System Leadership
Professional Teaching
Intelligent Accountability
Networking and Collaboration
The four drivers mould to context through system
leadership
23
System 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.

24
System 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.

25
The Four Domains of System Leadership
  • Setting Direction
  • Developing people
  • Developing the institution
  • Managing the instructional program

26
The 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)

27
Three ways of Thinking about Teaching
Teaching Models
Teaching Skills
Reflection
Teaching Relationships
28
The 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?

29
Why 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.

30
Reaching for the Double Sigma Effect
Number of students
Achievement of students
31
Powerful 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.

32
Models 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.

33
Assessment 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.

34
Chilean 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.

35
The 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

36
Structuring 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

37
Classroom Transformation
Teaching and Learning Strategies
Personalised Learning
Curriculum
Assessment for Learning
38
School Transformation
Teaching and Learning Focus
System Leadership
School Improvement Process
Policy Initiative
39
System Transformation
Classroom
Moral Purpose
School
Networks
40
The Guiding Coalition
Schools
System Leadership
Universities
Government
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42
The 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.

43
Issues 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?

44
Background Reading for this Module
  • Every School a Great School
  • David Hopkins
  • Published by IARTV, Australia August 2005

45
Professor David Hopkins HSBC Chair in
International Leadership
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