System Improvement

1. System Improvement PARCC Washington DC June, 2011 Ben Levin, OISE- University of Toronto

5. Daunting Task • Big undertaking • It’s reasonable to feel apprehensive • Ontario – Fall 2004 • Key is sustained, thoughtful effort

7. Ontario Education System • 13 M people • 415,000 sq ms – much larger than Texas • 2 M students in 4900 schools, many are small • 72 districts in 4 different public systems (Catholic, French) widely varied in size • 100% provincial funding; $10,400/student/year • Qualified, skilled teachers • Unionized teachers and support staff

8. Ontario 2003–2009 • From high conflict, stagnant results, public dissatisfaction, and poor morale • To improving student results, low conflict, improved educator morale, and increased public satisfaction

9. Examples • Literacy/numeracy at standard (a high standard) up from 54% to 69% • 95% of students at ‘competence’ • High school graduation up from 68% to 81% • Low performing schools down by +75% • Teacher attrition down sharply

10. How to Do This • The right changes • No simple solutions • The right implementation • ‘Deliverology’ • A positive approach • Managing the politics and distractions • As important as the technical side • Persistence

11. Context Matters • Political culture • Level of autonomy • Public views of acceptable policy • Political supports (or opposition) • System capacity • Leader expertise • Teacher expertise

12. Main Elements – 1 • Public goals and targets • Simple, clear, with high consensus

13. Ontario example - goals • Better outcomes • 75% at standard in literacy and numeracy, age 12 • 85% high school graduation rate • Reduced gaps in outcomes • Ethnicity, SES, gender, disability… • Increased public confidence

14. Main Elements – 1 • Public goals and targets • Clear strategy, strong leadership • At all levels • Beyond projects to system change • Sector support • Positive two-way communication • Adjustment as you proceed • Policy is supportive rather than central • Curriculum, assessment, etc.

15. Main Elements – 2 • Sector capacity • Helping people do better • Support well-grounded practices • Build on what already works • Minimize “mandates” but work towards standard practice • Stay focused over years • Adjust as needed • Coherence and alignment

16. The Right Changes

18. The Right Changes • Change teaching and learning practices in all schools • Best evidence • Student engagement • Reach out to parents and community • Build sector capacity and commitment • Improve leadership skills • Approach curriculum and assessment as servants, not masters

19. Where to Focus • Think ‘system’ more than ‘school’ • All schools need to improve • Specific attention to: • Low-performing schools • “Coasting” schools • Priority groups • Minorities, ESL, special education, disability

20. Implementation/ Delivery • Focus on system and whole school changes • Avoid “projects” • Create infrastructure to deliver • Relevant to the size of the challenge • Support people as well as resources • Ontario examples – LNS, L18 • Be relentless about reminders, events, and supports • Build research, evaluation, and data

22. Capacity to Deliver • Fullan’s ‘tri-level solution’ • State departments/ministries need lots of change • Never designed to support improvement • Alignment of policy and approach across units • This is very hard to do • Same at district level

23. Stronger State Departments • Checklist of 26 characteristics • Under main headings of goals, senior management, structure, culture, resources, plans, stakeholders, staffing, research • Ontario example – realigning (NOT reorganizing) the Ministry • Goal achievement, not compliance

25. Improving Practices • Use what we know • Avoid ‘mandating’ in favor of learning • Ontario example – Lighthouse schools • Start with easier steps • Work collectively • In teams more than as individuals • Ontario example – Leading Student Achievement • Root practices in school settings • Use data effectively

26. Importance of Systems • Make the priorities, the priorities! • Regular events to review data and progress Ontario example – major events • Processes to ensure every student is considered Ontario example – student progress indicators • Prevention rather than remediation

28. Working with Districts • Creating networks and shared learning • Building leadership at district as well as school level • Elected boards as well as managers • Ontario example – legislation • Ontario example – back office • Lots of communication – but aligned • Simplifying reporting

29. Elementary and Secondary • Different strategies • Elementary more focus on teaching/learning • Secondary more focus on knowing students and tracking progress • Also different delivery strategies • More program issues in secondary • Influence of PSE and subject areas

30. Building Sector Support • Strong political leadership • “Guiding coalition” • Align with local leaders • Respect all partners • Ontario example – Partnership Table • Appeal to educators’ ideals • Stay focused and aligned • Develop public confidence and support

31. Public Confidence • Talking positively about schools • But also open about challenges • Working with media and intermediaries on understanding • Must be simple, clear messages backed by action

32. Communication and Support • Endless communication to sector • Enlisting support from leaders and teachers • Constant positive reinforcement • Respectful but with expectations • Regular public communication • Successes and challenges • Learn and adapt as you go • Feedback, critical friends • Labor peace a key element

33. Recap • It takes ongoing effort, on a consistent agenda, with strong support, sufficient infrastructure, and a positive message.

34. For States • Do you have the capacity to deliver at scale? • Do you have the systems and processes to make this your priority? • Do you have the alignment across your whole organization? • Can you manage the politics?

36. Thank You!