Experiences of Other Countries

Confronting Issues of

Poor Students’ Achievements

Professor Louise Stoll

Professor Coleen Jackson

Professor Jan Robertson

National Leadership in Education Forum

6 March 2014

2

Below average maths performance Above average equity in education

Below average mathematics performance Below average equity in education

Above average maths performance Above average equity in education

Above average mathematics performance Below average equity in education

PISA 2012 Mathematics – student performance and equity

30 25 20 15 10 5 0

Greater equity

300

650

500

550

600

450

400

350

UK

Australia

Japan

Korea

Canada Hong Kong China

Liechtenstein

Macau-China

Finland

Estonia

Singapore

Lithuania

New Zealand

Mean maths score

OECD average

OEC

D average

Austria

Andreas Schleicher - OECD • “Nowhere does the quality of the school system

exceed the quality of its teachers.”

• How they select teachers and develop teachers

• How they improve the quality of teachers performance

• How teachers work together to develop and share knowledge of great teaching

• Recognition for good teaching and results

• Valuing good teaching in the profession

Professor John Hattie • Meta-analysis of research studies of what makes a

difference

• After what the child brings to the school experience, the teacher contributes more than any other factor to student achievement.

• But it is the expert teacher, not simply the experienced teacher, who makes the great difference!

• Expert teachers “engage students in learning and develop the student’s self-esteem as learners”. And it is certain things that the teacher does. Effective instruction and certain components of feedback, dialogue between the teacher and the student, contribute substantially.

The focus of investment in New

Zealand?

• Teacher quality

• Head teacher/ Director quality

• We know some teachers and some leaders are more effective than others. How do we use these effectively across the system for leadership for learning? Investment of resources where they make a difference.

New roles to enhance pedagogical

responsibilities, enhance career diversity

• Executive principal – Highly capable, Proven track record of lifting achievement; 2 days per week to work in other schools in community

• Expert teacher – highly capable; proven track record and experts in science and maths; work with EPs and with Ts in others classrooms 2 days per week

• Lead teacher –Highly effective. Open classroom. Role model for others Ts =own school and others.

• Change principal – employed to lift achievement. Turn school around. Paid bonus by Government to trun school around.

Key outcomes • Raise profile of teaching profession

• Greater career differentiation – more opportunities and recognition for good teaching

• Attract greatest talent to challenging classrooms and schools

• Innovation in pedagogies - shift knowledge around pockets of innovation

• Motivation to improve own performance and that of colleagues

• Collaboration between teachers and schools - networks

• System leadership for NZ school system

High accountability systems • Teacher standards – measuring what matters

• Principal standards – instructional leadership, sharing leadership, building community partnerships, competencies for monitoring instruction, projects between schools, advice to parents

• Appraisal and performance management systems

• New standards developed for new positions –

teachers evaluated on student results, teacher and peer appraisal, classroom observation, principal appraisal, teacher portfolios (great data and professional judgment)

• School evaluation and school self-review on annual targets set with Ministry of Education

Sutton Trust-EEFToolkit

Accessible summary of educational research. Guidance on how to use resources to improve attainment of

disadvantaged pupils Supports teachers to make informed choices and adopt more

‘evidence-based’ approach Average impact, additional months progress expect pupils to

make over a year as result of using approach 0 (low/no effect) to 12 (.96+ very high effect)

Cost estimation, based on approximate cost of implementing approach in a class of 25 pupils £ very low to £££££ very high

Evidence, based on availability, methodological quality, magnitude of impact, reliability or consistency of impact across studies * (very limited) to ***** (very extensive)

FOCUSING What does our focus need to be? Where are we going to place our attention?

DEVELOPING A HUNCH What is leading to this situation? How are we contributing to it?

LEARNING [New professional] How and where can we learn more about what to do? TAKING ACTION

What will we do differently?

CHECKING Have we made

enough of a difference?

SCANNING What’s going on for our

learners?

What’s going on for our learners? How do we know? Why does this matter?

Spirals of Inquiry For equity and quality

Halbert and Kaser (2013)

Reform project Neue Mittelschule - New Middle School (NMS)

Fundamental reorientation of

instructional and organizational system of teaching and learning for 10- to 14- year-olds Dissolving structure of tracking in lower

secondary schooling, creating homogenous groups

Creating new roles – learning designers, helping school director shift from teaching to learning

Focusing on individual child Creating professional learning

communities Backward mapping – keeping the end in

mind

Austria

Core values

Social awareness

Relationship management

Responsible decision-making

Self awareness

Self management

Critical and inventive thinking

The 21st Century Competencies (21 CC) Framework

Respect, responsibility, integrity, care, resilience, harmnoy

Social and emotional competencies

Emerging 21st century competencies

PISA 2015 collaborative problem solving Students will be tested on their proficiency in: Establishing and maintaining shared

understanding Taking appropriate action to solve problems Establishing and maintaining team organization

Leadership for Learning:

The Role and Power of

Educational Leaders

Professor Louise Stoll

Professor Coleen Jackson

Professor Jan Robertson

National Leadership in Education Forum

7 March 2014

The power of

leadership

for learning

Effecting change through the New Zealand

Aspiring Principals’ Programme

230 leaders each year –

now in fourth year (1000 school leaders)

To coaches …

• “You have to work with

them so that they are more

than you have ever been

able to be yourself…”

• “Be open to learn from

them.”

• “Change our practice from

their experiences.”

• “So they can fly …

Coaching leadership for

change • The model is that of a

partnership

with two-way learning .

•

The leader is a learner

in this model – an important

leadership disposition.

• (What can I learn through

my leadership? What do I

need to learn to be a better

leader?)

(Robertson, Jan, 2008, Coaching

educational leadership: Building leadership

capacity through partnership. London:

Sage.

The action – for leadership for

learning • Every leader focuses on students who are under-

achieving in their school.

• Decides on a school-wide inquiry action research project in negotiation with Director.

• Leads teachers in transformative changes in classroom practices – “what are you doing differently that will effect change?”

• Reflects regularly with experienced coach and peer coach – through online journals and forums, skype, school meetings, regional forums.

• Gathers data and reports on effect of leadership to colleagues and school Board at end of year.

Connected nation-wide • System leaders

• Commitment to NZ

education, not just own

school

• Collaborative – support

and challenge

• Sharing and creating

innovative practice and

new knowledge

Then we research what we do and

what the most effective learning

experiences are.

• How do we develop “moral purpose for equity” in

leaders? What works? What do we do?

• How do we develop confidence in leaders that

they can effect change?

• How do we develop leaders who have a

disposition to learn?

• And then how do we develop coaching tools for

the coaches that are intentional and focused on

what we know works.

Leadership for 21st Century Learning: critical for change and innovation

Design, implement and sustain powerful innovative learning environments

Create conditions for 21st century learning and teaching at the core of practice

Demonstrate creativity and often courage

Model and nurture 21st century professionalism

Social and connected, including team leadership

Involve diverse non-formal partners

Involve complex multi-level chemistry, distributed throughout system

OECD - Istance and Stoll (2013)

Systemic

capacity

building

hierarchical system

heads

inspectors

ministry

Austrian Leadership

Academy (LEA)

Schratz and Schley (2007)

dynamic

system

traditional

system

Connecting the levels and teams Austria - The Leadership Academy and Lern Designers Israel – The Ministry of Educational Experiments and Entrepreneurship Division Catalonia – Juame Bofill Foundation and 30 stakeholders England – Creative Leadership Learning – team development