““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: d.hopkins@ioe.ac.ukWebsite: www.davidhopkins.co.uk

Professor David Hopkins HSBC Chair in International Leadership