EDUC9707 SUMMARY

Based on the work of:

Schmoker, M. (2004): Tipping Point: From Feckless Reform to Substantive Instructional Improvement. Phil Delta Kappan, 85(6), pp.424-432

Presented by Jan Carey

Week 7

This article presents the view that the most promising strategy for achieving school improvement is ‘building the capacity of the school personnel to function as a professional learning community’

It presents this view through:

1. Evidence against conventional reform and improvement methods

2. Evidence for the use of learning communities

Overview of main points

In 1980’s Strategic Plans were : comprehensive, systemic plans including : vision, mission, belief statements, setting goals, action steps, objectives, resources needed, people responsible, evaluation, timelines… etc (pg 426)

Resulting in overwhelming difficulty to monitor or control

Difficulty with clarity and coherence of plan

Outcomes often based around activities rather than student learning

Too many goals - unachievable

Evolution of strategic plans

One school example …

…cont

‘Looking back, it is clearer to me now that these plans – for all their seemingly tight, logical connections between mission, goals, actions, responsibilities and evaluation – were like beautiful but badly leaking boats.’

Schmoker, Pg 426

Looking back…

Promotes a focus on hasty commitment to long term goals, initiatives & projects rather than thoughtful, smart, short-term cycles of action, assessment and adjustment.

That initiatives often selected for political or personal reasons (trends) rather than due to their direct proven success (pg 427)

Often presumes thinking is done by ‘planners’ in the school before the year starts rather than by practitioners throughout the year

Why does strategic planning fail?

Most productive thinking is continuous, targeted, short term cycles of improvement.

The ‘Magic of momentum’ and ‘win small, win early, win often’ …keeps engagement of teachers high & leads to greater success over a year

Importance of systematic recognition and celebration

Focus on creating conditions for teachers (in teams) to continuously achieve short term wins (pg 427)

Short term vs annual plans...

Planning can impact on staff morale, creativity and enthusiasm

‘overload’, ‘too much to do’, disjointed’ (pg 428)

Too much involvement of parents & community can dilute and complicate the improvement effort & use precious time of principals

Under the illusion we can affect ‘whole school reform’ through planning (pg 429)

Impacts of planning…

Unfocussed menu of workshops

No follow up support or implementation monitoring

‘whims, fads, opportunism’ prevail

Focus on ‘hot topics’

Evaluating participation rates and opinion data

Experts who ‘deliver’ knowledge

Learning as individuals (not teams)

Feckless (ineffective) staff development…

School improvement is most surely achieved when teachers:

engage in frequent, continuous, concrete, precise talk about teaching practice…

Plan, design, research, evaluate and prepare teaching materials together’

(Little, J. pg 430)

Why learning communities?

Higher quality solutions to teaching problems

Increased confidence

Greater ability to support each other and improve

More supportive for beginning teachers

Access to a greater pool of ideas and practices

= ‘remarkable gains in achievement’ (pg 431)

Benefits of PLCs…

Connection with what Schmoker presents… andLeading change in the digital age...

1. What does ‘planning’ for ICT improvements (technology/ pedagogy) currently look like in your context?

2. What impact would Schmoker’s suggestions have on leading improvement of ICT / digital technologies in a school? Record using : Positive, Minus, Interesting

Discussion questions

Despite the evidence and consensus about the effectiveness of learning communities …they are still rarely used / or to their full effect

Momentum in schools needs to reach a ‘tipping point’ where the value and use of PLCs is identified as more effective than using plans

Conclusion… the tipping point

Creating ‘over-detailed’ plans are ineffectual to the improvement focus of a school

Giving time and commitment to teachers and staff working and learning in collaborative inquiry teams produces higher results and better morale

Reflection... Is balance the key?

Conclusion...cont

One school example…

Schmoker, M. (2004): Tipping Point: From Feckless Reform to Substantive Instructional Improvement. Phil Delta Kappan, 85(6), pp.424-432

Prospect Primary School – Site Improvement Plan (slide 15)

References

Thank you

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