Post on 22-Dec-2014
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System System ImprovementImprovement
Nord Trondelag, Norway
Ben LevinBen LevinOISE/University of TorontoOISE/University of Toronto
Questions to AskQuestions to Ask
What are the positives and What are the positives and constraints in your setting?constraints in your setting?
Which of these ideas are most Which of these ideas are most promising or important? Which promising or important? Which seem most difficult?seem most difficult?
What is confusing or missing or What is confusing or missing or seems incorrect?seems incorrect?
The Importance of The Importance of ImprovementImprovement
Education matters more than everEducation matters more than ever Schools have improved over many Schools have improved over many
yearsyears We can do better stillWe can do better still
We don’t know the limits of We don’t know the limits of improvementimprovement
Ontario 2003–2009Ontario 2003–2009
From high conflict, stagnant From high conflict, stagnant results, public dissatisfaction, and results, public dissatisfaction, and poor moralepoor morale
To improving student results, low To improving student results, low conflict, improved educator conflict, improved educator morale, morale, and increased public satisfactionand increased public satisfaction
ExamplesExamples
Literacy/numeracy at standard up Literacy/numeracy at standard up from 54% to 70%from 54% to 70%
High school graduation from 68% to High school graduation from 68% to 79%79%
Low performing schools down by Low performing schools down by 75%75%
95% of students at ‘competence’95% of students at ‘competence’ Teacher attrition down sharplyTeacher attrition down sharply
How to Do ThisHow to Do This
The right changesThe right changes The right implementationThe right implementation A positive approachA positive approach Managing the politics and Managing the politics and
distractionsdistractions
Main Elements – 1Main Elements – 1 Public goals and targetsPublic goals and targets
Simple, clear, with high consensusSimple, clear, with high consensus
GoalsGoals
Better outcomesBetter outcomes 75% at standard in literacy and 75% at standard in literacy and
numeracy, age 12numeracy, age 12 85% high school graduation rate85% high school graduation rate
Reduced gaps in outcomesReduced gaps in outcomes Ethnicity, SES, gender, disability…Ethnicity, SES, gender, disability…
Increased public confidenceIncreased public confidence
Main Elements – 1Main Elements – 1 Public goals and targetsPublic goals and targets Clear strategy, strong leadershipClear strategy, strong leadership
At all levelsAt all levels Beyond projects to system changeBeyond projects to system change
Sector supportSector support Positive two-way communicationPositive two-way communication
Sector capacitySector capacity Helping people do betterHelping people do better
Main Elements – 2Main Elements – 2
Policy is supportive rather than centralPolicy is supportive rather than central Curriculum, assessment, etc.Curriculum, assessment, etc.
Support well-grounded practicesSupport well-grounded practices Build on what already worksBuild on what already works Minimize “mandates” but work towards Minimize “mandates” but work towards
standard practicestandard practice Stay focusedStay focused
It takes yearsIt takes years Coherence and alignmentCoherence and alignment
Things Not to DoThings Not to Do
Focus on structures – i.e. size, Focus on structures – i.e. size, organizationorganization
Attack teachers or studentsAttack teachers or students Use a single test as the only Use a single test as the only
measuremeasure
The Right ChangesThe Right Changes
Change teaching and learning practices Change teaching and learning practices in all schoolsin all schools Best evidenceBest evidence Student engagementStudent engagement
Reach out to parents and communityReach out to parents and community Build sector capacity and commitmentBuild sector capacity and commitment Improve leadership skillsImprove leadership skills Approach curriculum and assessment Approach curriculum and assessment
as servants, not mastersas servants, not masters
Secondary SchoolsSecondary Schools
Subject specializationsSubject specializations Preparation for post-secondaryPreparation for post-secondary Double standardDouble standard Teacher and public beliefs about Teacher and public beliefs about
what students can dowhat students can do ‘‘A good outcome for every student’A good outcome for every student’
Strategy for Secondary Strategy for Secondary SchoolsSchools
Knowing students and tracking Knowing students and tracking progressprogress
Thinking about deliveryThinking about delivery Curriculum, course offerings, Curriculum, course offerings,
timetabletimetable Engaging the communityEngaging the community Changing daily teaching practiceChanging daily teaching practice
Where to FocusWhere to Focus
Think ‘system’ more than ‘school’Think ‘system’ more than ‘school’ All schools need to improveAll schools need to improve Specific attention to:Specific attention to:
Low-performing schoolsLow-performing schools ““Coasting” schoolsCoasting” schools Priority groupsPriority groups
Poor, immigrants, special education, Poor, immigrants, special education, disabilitydisability
ImplementationImplementation
Focus on system and whole school Focus on system and whole school changeschanges Avoid “projects”Avoid “projects”
Create infrastructureCreate infrastructure Relevant to the size of the challengeRelevant to the size of the challenge Support people as well as resourcesSupport people as well as resources
Be relentless about reminders, events, Be relentless about reminders, events, and supportsand supports
Build research, evaluation, and dataBuild research, evaluation, and data
Engaging the CommunityEngaging the Community
ParentsParents Employer, unions, workplacesEmployer, unions, workplaces Post-secondary institutionsPost-secondary institutions Community groups and Community groups and
organizationsorganizations
Improving PracticesImproving Practices
Use what we knowUse what we know Build on good practices towards universal useBuild on good practices towards universal use Start with easier stepsStart with easier steps Take ownershipTake ownership Work collectivelyWork collectively
In teams (subjects as much as schools)In teams (subjects as much as schools) Cross-school workCross-school work
Root practices in school settingsRoot practices in school settings Use data effectivelyUse data effectively
Importance of Systems Importance of Systems
Regular events to review data Regular events to review data and progressand progress
Processes to ensure every student Processes to ensure every student is consideredis considered
Prevention rather than remediationPrevention rather than remediation Building a system across schoolsBuilding a system across schools
Building Sector SupportBuilding Sector Support Build strong political leadershipBuild strong political leadership
““Guiding coalition”Guiding coalition” Align with local leadersAlign with local leaders Respect all partnersRespect all partners Appeal to educators’ idealsAppeal to educators’ ideals Build staff supportBuild staff support Stay focused and alignedStay focused and aligned Develop public confidence and supportDevelop public confidence and support Engage studentsEngage students
Public ConfidencePublic Confidence
People must believe that the People must believe that the schools deliver valueschools deliver value
This takes sustained effortThis takes sustained effort Day to day work matters more Day to day work matters more
than PR effortsthan PR efforts Must be simple, clear messages Must be simple, clear messages
backed by actionbacked by action
Communication and Communication and SupportSupport
Endless communication to sectorEndless communication to sector Enlisting support from leaders and Enlisting support from leaders and
teachersteachers Constant positive reinforcementConstant positive reinforcement Respectful but with expectationsRespectful but with expectations
Regular public communicationRegular public communication Successes and challenges Successes and challenges
Questions for Questions for ConsiderationConsideration
What are the positives and What are the positives and constraints in your setting?constraints in your setting?
Which of these ideas are most Which of these ideas are most promising or important? Which promising or important? Which seem most difficult?seem most difficult?
What is confusing or missing or What is confusing or missing or seems incorrect?seems incorrect?
Thank You!Thank You!