Education Reform: A Global Agenda
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Education Reform: A Global Agenda. Plateau Effect Performance Variability Determinism. Emerging Consensus. Twin Pillars for Transformation “Quality of A Schooling System cannot exceed Quality of its Teachers” (McKinsey). School Leadership Matters (OECD). Empirically validated

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Education Reform: A Global Agenda

  • Plateau Effect

  • Performance Variability

  • Determinism


Emerging consensus
Emerging Consensus

  • Twin Pillars for Transformation

    “Quality of A Schooling System cannot exceed Quality of its Teachers”

    (McKinsey)


School leadership matters oecd
School Leadership Matters (OECD)

  • Empirically validated

  • Indirect/proximal effect

  • Greatest where learning needs are greatest

  • Antidote to variations in performance

  • Leadership as the Practice of Improvement (Elmore)


Leadership the enabler
Leadership the Enabler

  • Archimedes/Fullan

  • Energy Flow/Brighouse

  • Interface/OECD

  • “Only Leadership can bring (it) all together”

    (Southworth)


The prize
The Prize

Optimising School Leaders Contribution to:

  • Student Learning

  • Professional Learning

  • Systems Learning


The challenge
The Challenge

How such leadership can be:

  • Identified

  • Nurtured

  • Developed

  • Sustained


Oecd report
OECD Report

  • Affirming

  • Challenging – 4 levers

  • A Call to Action

    - Policy

    - Employing Authority (s) level

    - School/Site level


A systems wide agenda
A Systems wide agenda

“…requires root-and-branch reform of inherited traditional bureaucratic systems of recruiting and training leaders, of paying and rewarding them and of shaping their incentives both short term and long term including pension arrangements.”

(Michael Barber)


“A man’s praises have very musical and charming accents in another’s mouth, but very flat and untuneable in his own”

(Xenophon)


Directions of travel consistent with oecd framework
Directions of Travel consistent with in another’s mouth, but very flat and untuneable in his own”OECD Framework

  • Re purposing Leadership/Leadership Development

    - Leadership of Teaching and Learning

    - Learning Centred Leadership is Critical

    “When School leaders seriously address within school variation it can make a significant difference”

    (Munby)


  • Lead Curriculum development in another’s mouth, but very flat and untuneable in his own”

  • Monitor and evaluate the quality of teaching

  • Lead teacher Professional development

  • Build a Culture of Collaboration amongst teachers

  • Use DATA effectively to improve practice

  • Ensure that resource allocations are consistent with pedagogical practices


MODELLING – in another’s mouth, but very flat and untuneable in his own”

“Example is not the main thing in influencing others it is the only thing” (Albert Schweizer)

MONITORING – DATA RICH

Conversation

DIALOGUE Co-Construction

Constructivist


From To in another’s mouth, but very flat and untuneable in his own”

Comfortable Demanding

Introverted Outward looking

Input Focused Results Focused

Evidence Light Evidence Based

(Barber)


Revisiting preparation for headship
Revisiting Preparation for Headship in another’s mouth, but very flat and untuneable in his own”

  • Leadership supply a strategic imperative

  • Repurpose PQH

    - Candidates - trainee Headteachers

    - Secure/Enhance Quality

    - Enrich the journey/ ‘Contextual Literacy’

    - Ownership

    ~ Profession

    ~ Employing Authorities

    - Eradicate the Preparation/Recruitment Gap


Revisiting distributive leadership
Revisiting Distributive Leadership in another’s mouth, but very flat and untuneable in his own”

Pathway to:

  • School Transformation

  • Leadership Supply

  • Leadership Sustainability

  • Systems/Consultant Leaders


“Distributive leadership is a common denominator in schools that have sustained improvement over a five year period”

(Day, Sammons et.al 2008)


Challenges
Challenges schools that have sustained improvement over a five year period”

  • Leadership as role

  • Culture

  • Structure

  • Remuneration

  • CPD Gap


How schools that have sustained improvement over a five year period”

  • Building Leadership Capacity

    - a key prerequisite for school effectiveness and improvement

    - principals a primary role

  • Principal development

  • Leader/Coach

  • Web Support

    - think pieces

    - toolkits

    - materials


Re conceptualising the policy implementation interface
Re-conceptualising the schools that have sustained improvement over a five year period”Policy-Implementation Interface


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