schools Tartu City Estonia October 20 2015 Anna Kristín Sigurðardóttir University of Iceland Agenda Successful educational changes at national and local level Data driven evidence based practice ID: 334153
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Slide1
Leading long lasting changes in educational systems and schools
Tartu City Estonia
October 20, 2015 Anna Kristín Sigurðardóttir University of IcelandSlide2
AgendaSuccessful educational changes at national and local level
Data driven / evidence based practiceTeacher professionalism and educational changeHolistic approach to systemic improvementSome suggestions - A model for systemic improvementSlide3
Educational system
InterdependenceSlide4
Five overlapping phases of research on school and system improvement – what have we learned?
Understanding the organisational culture of the school.Action research and research initiative at the school level.
Managing change and comprehensive approaches to school reform. Building capacity of student learning at the local level and continuing emphasis on leadership.Towards systemic improvement where the complexity of the educational system is emphasised as well as interdependency of different components. Improvement efforts need therefore to focus on different levels of the system; classroom, school, municipality and/or national level.
Hopkins
,
Stringfield
, Harris, Stoll og Mackay,
2014 Slide5
Community
Childrens‘ achievement and well beeing
Student background
SES status
Language environment
Attitudes
Physical conditions
The teacher /
teaching methods
Professional
community
Leadership
Educational
authority
Effects on childrens‘ academic achievements and well beeing.
School
Leisure and extra school activitySlide6Slide7
The main challenge is to
understand how to create coherence between different levels in the system and how various components of the system affect the improvement process
differently in different cultural and social context. The focus must be on the whole system rather than small parts of it.Hopkins, Stringfield, Harris, Stoll og Mackay, 2014Slide8
Two kinds of capital that drives the system
Hargreaves and
Fullan
(2012)
PC = f(HC, SC, DC)Slide9
Approaches to increase the quality of the educational system
Accountability
Competition within and between schools and systems. Outcome based inspection.Privatization and free choice.Outcome measurements used for control. Enroll teachers that are able to enhance high grades among students – get rid of the other. Evidence based practice.Professional capital
Interdependency and coherency.
Clear demands for professionalism and teachers professional competences.
Equality and fundamental values.
Outcome measurements used for increases understanding and development.
A learning community.
Evidence based practice – with creative and critical approach. Slide10
Different approaches to educational change
(Hargreaves & Shirley 2012).
I:II:
III:
IV
A lot of innovations but Inconsistency in the system “fix the parts”, strong professional autonomy and state support.
Top-down pressure, centralisation , accountability, competition and market orientated changes and standardisation.
Focus on teaching methods, balance between professional autonimy and acountebility. Performance driven targets and testing. Capacity building and use of data.
Moral purpose, inclusive school, data used for inquiry and understanding, distributed leadership, equity. professionalism , democracy and sustainable school development. Slide11
Anna Kristín Sigurðardóttir
Hargreaves, Boyle and Harris, 2014,
bls 10
Hargreaves
,
Boyle,
and
Harris
, 2014Slide12
OECD. (2012). Equity and Quality in Education. Supporting disadvantaged students and schools.
“The highest performing education systems are those that combine equity with quality.”
Forwords
by Barbara
Ischinger
,
Director for EducationSlide13
AgendaSuccessful educational changes at national and local level
Data driven / evidence based practice Teacher professionalism and educational change
Holistic approach to systemic improvementSome suggestions - A model for systemic improvementSlide14
“Evidence is the engine for change”
It helps to create space for rethinking by interrupting existing ways of thinking and focusing attention on overlooked possibilities for moving practice forward.
(Ainscow, 2015, p. 83)Slide15
What is wrong with the “what-went- right” approach (Steiner-Khamsi, 2013)
Using
data does not necessarily lead to better practice; it depends on how it is used and whether it is appropriated for the context.The process of using data for educational improvement is far from being straightforward, assuming that practitioners follow the guidance offered by data or evidence in taking decisions (Spillane, 2012) Making universal claims based on standardised international comparison without considering local conditions, may lead to false claims about “best practice”, especially if it transfers between contexts without regard for differences.Slide16
Evidence based practiceData / evidences should be made
to inform teachers’ inquiry and decision making rather than for control.
Hargreaves and Shirley (2012)Slide17
AgendaSuccessful educational changes at national and local level
Data driven / evidence based practiceTeacher professionalism and educational change
Holistic approach to systemic improvementSome suggestions - A model for systemic improvementSlide18
Teachers as professionals The importance of classroom level as a predictor for pupils outcome, is highlighted.
It’s all about the teacher.
The teacher is the most important when raising achievement. What does this mean for teachers professionalism?Slide19
Many factors influence academic achievement.
Achievement is a long term resultsMany teachers (and other) affect students’ learning process.
It is about the teachers as a group / collective professionalism
It is easier to be a good teacher in one school than in another!
It is easier to be a good school in one community than in another!Slide20
Teachers professionalism (The development in the UK)
Traditional professionalism, emphases teacher autonomy.
(ca. 1955 – 1975).Accountability, demands for effectiveness and improved outcomes: (from ca. 1975, appeared in educational act 1988).Managerial professionalism, results for everyone (Every child matters), centralised lesson plans, best practice, collaboration (after ca 1997 - ?).Collaborative professionalism, interdisciplinary collaboration, the school in the community. (Now)Democratic professionalism, listen to different stakeholders, “pupils’ voice”, the teachers are active agents and leaders for changes rather than victims. (Now and future)
Whitty, G. (2008).
Overlapping phases Slide21
The “new professionalism”
The teacher is: co-worker
investigator (researcher) leaderlearnerknowledge brokertakes care of his/her own professionalism as well as the group. Slide22
Skoðið
líka þetta myndband
með
Fullan
: http://vimeo.com/41310303
“
If we want to improve teaching … we must therefore improve the conditions of teaching that shape them, as well as the cultures and communities of which they are apart.”
(Hargreaves og
Fullan
, 2012,
bls
. 47)Slide23
AgendaSuccessful educational changes at national and local level
Data driven / evidence based practice
Teacher professionalism and educational changeHolistic approach to systemic improvementA model for systemic improvementSlide24
Educational system
InterdependenceSlide25
System leadership involves the interaction between different systems / institutions / ideas.
Anna Kristín Sigurðardóttir
" Systems " are:
dependent on each other so that a change in one results in a change in another,
complicated and best managed by those who are closest to the operation itself,
members have shared vision and understanding of each other work,
success in one based on results in another.Slide26
The focus must be on the whole system
rather than small parts of it.Hopkins,
Stringfield, Harris, Stoll og Mackay, 2014Slide27
Holistic approach for systemic improvements
27
Municipality
School
classroom
Shared focus on children's’ achievement and well being.
Better academic
outcomes and
child well-beingSlide28
AgendaSuccessful educational changes at national and local level
Data driven / evidence based practice
Teacher professionalism and educational changeHolistic approach to systemic improvementSome suggestions - A model for systemic improvementSlide29
What could hinder / holistic approach interdisciplinary collaboration?
Lack of time?Different institutional roles / ways of working / culture / interest?
Different roles of professionals / ways of working / culture / interest? Lack of coherence (or quality) in policy making at municipality / national level. The focus is more on the institution or group of professionals rather than the pupils or other stakeholders. Weak leadership at all levels. Collaborative projects are not interesting / appropriate or likely to be successful. Competition between systems, schools or individuals Slide30
What might helpCreating a shared vision for the whole system.
Building relationships and networking throughout the system.Using evidences for inquiry.Collaboration should be a central theme in teachers professionalism (rather than autonomy).
Professional learning community Slide31
Systemic improvement
Policy and
leadership– Families and community – physical environment.
Standards – Curriculum - Instruction – Assessment - Recourses
-
Based on: Cowan
,
Joyner &
Beckwith,
2012.Slide32
Organisational routines(Spillane, Parise & Sherer, 2011)Slide33
summaryCapacity
building, inquiry orientated practice, professional collaboration, and data driven decisions are considered as central themes in sustainable (long lasting) improvements
Fullan, 2007; Hargreaves & Shirley, 2012; Levin, 2012; Stoll & Louis, 2007Re-creating education will be a job for communities committed to the future that has a future, not just for professional educators.Senge, 2010Slide34
Um hvað snýst málið?
Anna Kristín Sigurðardóttir
How glad I am that our end is okay.
Shared responsibility Slide35
Thank you
Thank youSlide36
Referneces
Ainscow, M. (2015). Towards self-improving school systems. Abingdon UK: Routledge.
London: Routhledge Farmer. Cowan, D., Joyner, S., & Beckwith, S. (2012). Getting serious about the system. California: Corwin.Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press. Hargreaves, A., Boyle, A. og Harris, A. (2014). Uplifting leadership. How organizations, teams and communities raise performance. San Francisco CA: Jossey
- Bass
Hargreves
, A. og
Fullan
, M. (2012).
Professional capital. Transforming teaching in every school.
New York: Teachers College press.
Hargreaves, A og Shirley, D. (2012). The global fourth way. The quest of
educational excellence. London: Sage Publication.
Hopkins, D. Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014).
School and system improvement: a narrative state-of-the-art review.
School Effectiveness and School Improvement, 25(2), 257–281.Levin, B. (2012). System wide improvement. Brussel: The International Academy of Education.Senge, P. (2010) Education for interdependent world. Developing systems citizens. Í
Second international handbook of educational change, bls 131-152. SpringerSpillane, J. P. ( 2012). Data in practice: Conceptualizing the data-based decision-making phenomena. American Journal of Education, 118(2), 113–141.Spillane, J. P., Parise, L. M., &
Sherer, J. Z. (2011). Organizational routines as coupling mechanisms: Policy, school administration and the technical core. American Educational Research Journal, 48(3), 586–619.Steiner-Khamsi, G. (2013). What is wrong with the ‘What-Went-Right’ approach in educational policy? European Educational Research Journal, 12(1),
20–41. http://dx.doi.org/10.2304/eerj.2013.12.1.20Stoll, L., & Louis, K. S. (Eds). (2007). Professional learning communities: Divergence, depth and dilemmas. Maidenhead UK: Open University Press.
Whitty, G. (2008). Changing modes of teacher profeeesionalism: traditional, managerial, collaborative, democratic. Í Cunningham, B. Exploring professionalism. P. 28-48. London: Institute of Education