School Improvement Partnerships for Equity and Change: A case of balancing science and artistry

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Creating a more equitable education system
School Improvement Partnerships for Equity and
Change A case of balancing science and
artistry Christopher Chapman Director, Robert
Owen Centre for Educational Change Co-Director,
ESRC/Scot Gov What Works Scotland Centre Director
of Research, School of Education
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SIPP and system change

• Context- understanding and learning from
  similarities and difference Art of
• Change and Improvement- diverse and rigorous
  methods
• Collaboration- rethinking roles and
  responsibilities
• Capacity Building- leadership and expertise
• Cohesion- connecting across policy initiatives

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How important is context?
Change as science Change as artistry
Emphasis on replication across contexts Confidence in quantitative data Highly structured and mechanistic School-level orientation Large-scale and external led/ monitored Success defined in terms of scaling up and impact on harder measures Eg. High Reliability Schools (HRS) Emphasis on understanding detail of context Confidence in qualitative data Process dominated and organic Classroom orientation Small-scale and internally owned Success defined in terms of improved understandings and softer outcomes Eg. Improving Quality of Education for All

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SIPP change and improvement

• You are moving SIPP beyond these two distinct
  traditions
• More nuanced approach incorporating strengths
  from both
• matched to specific needs and contextual
  conditions
• Involves having a repertoire of approaches and
  methods at your disposal, including
• Collaborative Enquiry
• Improvement Science
• Instructional Rounds
• Lesson study

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SIPP change and improvement

• Lesson Study Cycle
• http//www.youtube.com/watch?vg48DAG4hJd4
  (Process 5.28) http//www.youtube.com/watch?
  vnV35Nr0DKFs (Primary 2.41)
• http//www.youtube.com/watch?v8EjljMOrrKI
  (Middle 4.33) https//www.youtube.co
  m/watch?v6Tr0ZLxcHBc (Power 2.16)

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SIPP change and improvement
The impact of leadership activities on student
outcomes
Robinson, V., Hohepa, M. and Lloyd, C. (2009),
School Leadership and Student Outcomes
Identifying What Works and Why Best Evidence
Synthesis Iteration, Wellington New Zealand
Ministry of Education.
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SIPP and collaboration
Local Authorities
Schools
Other stakeholders
HEIs
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Collaboration for within- school improvement
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Collaboration for between- school improvement
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Collaboration for beyond- school improvement
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SIPP and capacity building

• Challenging assumptions and beliefs
• Changing behaviours and practice
• Developing expertise within the system
• Moving existing knowledge and generating new
  knowledge- accessing existing reservoirs and
  creating new ones!
• Making connections to un-tap this potential

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SIPP and system cohesion

• Providing a context to create coherence with a
  range of policy initiatives including
• CfE
• GIRFEC
• Pathfinder and Raising Attainment
• Potentially with CPPs and new What Works Centre
• Future public sector developments?

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SIPP summary

• Context- understanding and learning from
  similarities and difference Art of
• Change and Improvement- diverse and rigorous
  methods
• Collaboration- rethinking roles and
  responsibilities
• Capacity Building- leadership and expertise
• Cohesion- connecting across policy initiatives