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““School Effectiveness and School School Effectiveness and School
Improvement – the UK experience”Improvement – the UK experience”
Presentation to the World BankPresentation to the World Bank
South East Asia Conference on Education Quality South East Asia Conference on Education Quality New Delhi, New Delhi, IndiaIndia, Thursday 25, Thursday 25thth October 2007 October 2007
Professor David HopkinsProfessor David HopkinsHSBC iNet Chair of International LeadershipHSBC iNet Chair of International Leadership
OverviewOverview
• Preamble – effectiveness, improvement and moral purpose
• The legacy of informed prescription
• Towards informed professionalism
• Coherent system design
PROFESSIONAL PROFESSIONAL JUDGEMENTJUDGEMENT
NATIONAL NATIONAL PRESCRIPTIONPRESCRIPTION
KNOWLEDGE POORKNOWLEDGE POOR
KNOWLEDGE KNOWLEDGE RICHRICH
2000s Informed
professional judgement
1970s Uninformed professional judgement
1990s Informed
prescription
1980s Uninformed prescription
““School Effectiveness andSchool Effectiveness andSchool Improvement – School Improvement –
The UK Experience”The UK Experience”
The Legacy of Informed PrescriptionThe Legacy of Informed Prescription
The 1988 Education Reform Act
• State control
• National curriculum
• Assessment at 7,11,14 and 16
• Teacher appraisal – teacher training
• Formulae for school funding
• School inspections every 4 years
• Transfer to most LA powers to central government or governing bodies
1950 1960
11 plus dominated"Formal"
Professional control"Informal"
Standards and accountability
NLNS
1970 1980 1990 2000 2010
2004
Brief History of Standards in Primary SchoolsBrief History of Standards in Primary Schools
4
Distribution of Reading Achievement in Distribution of Reading Achievement in 9-10 year olds in 2001 9-10 year olds in 2001
300
325
350
375
400
425
450
475
500
525
550
575
Sw
eden
Net
her
lan
ds
En
gla
nd
Bu
lgar
ia
Lat
via
Can
ada
(On
tari
o,Q
ueb
ec)
Lit
hu
ania
Hu
ng
ary
Un
ited
Sta
tes
Ital
y
Ger
man
y
Cze
ch R
epu
blic
New
Zea
lan
d
Sco
tlan
d
Sin
gap
ore
Ru
ssia
n F
eder
atio
n
Ho
ng
Ko
ng
SA
R
Fra
nce
Gre
ece
Slo
vak
Rep
ub
lic
Icel
and
Ro
man
ia
Isra
el
Slo
ven
ia
Inte
rnat
ion
al A
vg.
No
rway
Cyp
rus
Mo
ldo
va, R
ep o
f
Tu
rkey
Mac
edo
nia
, Rep
of
Co
lom
bia
Arg
enti
na
Iran
, Isl
amic
Rep
of
Ku
wai
t
Mo
rocc
o
Bel
ize
Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools
Ambitious Standards
Devolved
responsibility
Good data and clear targets
Access to best practice and quality
professional development
Accountability
Intervention in inverse proportion to success
High High ChallengeChallenge
High High SupportSupport
New Labour Policy FrameworkNew Labour Policy Framework
Percentage of pupils achieving level 4 or Percentage of pupils achieving level 4 or above in Key Stage 2 tests 1998-2003above in Key Stage 2 tests 1998-2003
50
55
60
65
70
75
80
1998 1999 2000 2001 2002 2003
English Maths
Test changes in 2003
• Major changes to writing test/markscheme
• Significant changes to maths papers
Per
cen
tag
e
The Key Question - The Key Question - how do we get there?how do we get there?• Most agree that:
• When standards are too low and too varied
• some form of direct state intervention is necessary
• the impact of this top-down approach is usually to raise standards.
• But when:• progress plateaus - while a bit more might be squeezed out in
some schools , and perhaps a lot in underperforming schools, one must question whether this is still the recipe for sustained reform
• there is a growing recognition that to ensure that every student reaches their potential, schools need to lead the next phase of reform.
• The 64k dollar question is how do we get there?
““School Effectiveness andSchool Effectiveness andSchool Improvement – School Improvement –
The UK Experience”The UK Experience”
Towards Informed ProfessionalismTowards Informed Professionalism
Towards system wide sustainable reformTowards system wide sustainable reform
Every School a Every School a Great SchoolGreat School
National National PrescriptionPrescription
Schools Leading ReformSchools Leading Reform
Building Capacity PrescriptionPrescription ProfessionalismProfessionalism
System Leadership
System Leadership: A PropositionSystem 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.’
Personal Development
Strategic Acumen
Managing Teaching and Learning
Developing People
Developing Organisations
Work as a Work as a Change Agent Change Agent
Lead a Lead a Successful Successful Educational Educational Improvement Improvement Partnership Partnership
Moral Purpose
Partner Partner another another School School Facing Facing Difficulties Difficulties and and Improve itImprove it
Lead and Improve a School in Lead and Improve a School in Challenging CircumstancesChallenging Circumstances
Act as a Act as a Community Community LeaderLeader
Leadership for LearningLeadership for Learning
Setting direction
• Total commitment to enable every learner to reach their potential
• Ability to translate vision into whole school programmes
Managing Teaching and Learning
• Ensure every child is inspired and challenged through personalized learning
• Develop a high degree of clarity about and consistency of teaching quality
Developing people
• Enable students to become more active learners
• Develop schools as professional learning communities
Developing the organization
• Create an evidence-based school
• Extend an organization’s vision of learning to involve networks
System Leadership Roles
A range of emerging roles, including heads who:
• develop and lead a successful educational improvement partnership
across local communities to support welfare and potential
• choose to lead and improve a school in extremely challenging
circumstances
• partner another school facing difficulties and improve it. This
category includes Executive Heads and leaders of more informal
improvement arrangements
• act as curriculum and pedagogic innovators who develop and then
transfer best practice across the system
• Work as change agents or experts leaders as National Leader of
Education, School Improvement Partner, Consultant Leader.
POWERFUL LEARNING
EXPERIENCES
““School Effectiveness andSchool Effectiveness andSchool Improvement – School Improvement –
The UK Experience”The UK Experience”
Coherent System DesignCoherent System Design
Coherent System Design
Leadership and School ethos
Teaching quality
High quality personalised learning for
every student
Personalised Learning andProfessionalised Teaching
Intelligent accountability,Governance and
Segmentation
Innovation, Networkingand System Leadership
U N I V E R S A L
H I G H
Recurrent funding
Physical capital
Human capital
Knowledge creation and management
Qualifications framework
Curriculum
S T A N D A R D S
Hardware
Infrastructure
Software
Teaching and learning
Operating system
Reform model
Complementary Policy Framework for System Reform
Ambitious
Standards
Devolved
responsibility
Good data and
clear targets
Access to best
practice and quality
professional
development
Accountability
Intervention
in inverse proportion
to success
High High
ChallengeChallenge
High High
SupportSupport
Governance and
Segmentation
Innovation and Networking
System Leadership
Professionalised Teaching
Intelligent Accountabil
ity
Every Every School a School a
Great Great SchoolSchool
Personalised Learning
Governance and
Segmentation
Innovation and Networking
System Leadership
Professionalised Teaching
Intelligent Accountability
Every Every School a School a
Great Great SchoolSchool
Personalised Learning
Every School a Great School FrameworkEvery School a Great School Framework
• Metacognition
• 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.
(i) Personalising Learning(i) Personalising Learning‘Joined up learning and teaching’
• Enhanced repertoire of learning & teaching strategies
• Evidence based practice with time for collective inquiry
• Collegial & coaching relationships
• Tackle within school variation
‘The Edu-Lancet’
A peer-reviewed journal published for
practitioners by practitioners & regularly read by the profession to keep abreast of R&D.
(ii) Professionalising Teaching(ii) Professionalising Teaching‘Teachers as researchers,
schools as learning communities’
• 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
‘Charteredexaminers’
Experienced teachers gain certification to
oversee rigorous internal assessment as a basis for externally awarded
qualifications.
(iii) Building Intelligent Accountability(iii) Building Intelligent Accountability
‘Balancing internal and external accountability and assessment’
• Best practice captured and highly specified
• Capacity built to transfer and sustain innovation across system
• Keeping the focus on the core purposes of schooling by sustaining a discourse on teaching and learning
• Inclusion and Extended Schooling
‘Leading Edge Practice
Partnerships’Schools develop
exemplary curriculum and pedagogic practices
and share with others
(iv) Networking and Collaboration(iv) Networking and Collaboration
‘Disciplined innovation, collaboration and building social capital’
• Greater responsibility taken for neighbouring schools
• All ‘failing schools’ in Federations
• Significantly enhanced funding for students most at risk
• Rationalisation of national and local agency functions
‘Autonomous Federations’
Groups of schools opt out of LA control but
accept responsibility for all students in their area
(v)(v) Governance and SegmentationGovernance and Segmentation‘System transformation is both complicated and facilitated by the high
degree of segmentation within the secondary school system’.
• Measure their success in terms of improving student learning
• Are fundamentally committed to the improvement of teaching and learning
• Develop professional learning communities
• Strive for equity and inclusion
‘System leaders’
… understand that in order to change the
larger system you have to engage with it in a
meaningful way
(vi) System Leadership(vi) System Leadership
‘System leaders care about and work for the success of other schools as well as their own’
Estimated 5+A*-C % from pupil KS3 data
1009080706050403020100
Act
ual 5
+A
*-C
% 2
003
100
90
80
70
60
50
40
30
20
10
0
N = 3313
Low Achieving
N = 483
Underperforming
N = 539
Progressing
N = 1495
High Performing
N = 696
Leading the System
N = 100
Segmentation of the Secondary School SystemSegmentation of the Secondary School System
Below 30% 5+A-C
5+A*-C >=30%, lower quartile value added
5+A*-C >=30%, 25-75th percentile value
added
5+A*-C >=30%, upper quartile value added
Networking and Segmentation:Networking and Segmentation:Highly Differentiated Improvement StrategiesHighly Differentiated Improvement Strategies
Type of School
Leading schools
Succeeding schools with
internal variation
Underperforming schools
Failing schools
Key strategies – responsive to context and need
- Become curriculum and pedagogic innovators
-Support lower-performing schools
- Regular local networking
- Subject specialist support to particular departments
-Linked school support
- Consistency interventions
- Formal support in a Federation structure
- New provider
System Leadership Role
-Leading Edge
- Consultant Leader
- Education Improvement Partnerships
- 14-19 partnerships
- Raising Achievement Transforming Learning
- School Improvement Partners
- National Leader of Education and National Support Schools
- School Sponsored Academy
Paulo Freire once said…Paulo Freire once said…
“No one educates anyone else
Nor do we educate ourselves
We educate one another in communion
In the context of living in this world”
David Hopkins is the inaugural HSBC Chair in International Leadership, where he supports the work of iNet, the International arm of the Specialist Schools Trust and the Leadership Centre at the Institute of Education, University of London. He is also a Professorial Fellow at the Faculty of Education, University of Melbourne. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Dean of the Faculty of Education at the University of Nottingham. Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. Before becoming a civil servant he outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, London: Routledge / Falmer. His new book Every School a Great School has just been published by The Open University Press.
Email: [email protected]: www.davidhopkins.co.uk
Professor David Hopkins HSBC Chair in International Leadership