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How the world’s most
improved school
systems keep getting
better
Tricia Okoruwa
Education Director
The 3 Dimensions to crafting and
implementing and improvement journey
1. Assess current performance level
• Measure pupil outcomes – decide if current level
is poor, fair, good, great or excellent
2. Select interventions:
• Decide what the system needs to do in order to
raise student outcomes – guided by its
performance level and specific challenges
3. Adapt to context:
• Tailor leadership style and tactics to the history,
culture, politics, structure of the school system
Sustaining the system’s improvement
journey over the long term
3 ways have been identified:
• By establishing collaborative practices
• By developing the mediating layer
between the schools and the centre
• By architecting tomorrow’s leadership
Each aspect is interconnected and an
integral part of the system pedagogy
Fair to good Good to great
Getting the foundations in place Shaping the professional
Data and accountability foundation
•Transparency to schools/public on
school performance
•School inspections
Raising calibre of entering teachers
and principals
•Recruiting programmes
•Pre-service training
Financial and organisational
foundation
•Optimization of schools/teachers
•Decentralisation
•Funding allocation model
•Organizational redesign
Raising calibre of existing teachers
and principals
•In-service training programs
•Coaching
•Career tracks
•Teachers and community forums
Pedagogical foundation
•School model/streaming
•Language of instruction
School-based decision-making
•Self-evaluation
•Independent/specialized schools
Journeys of school improvement: it’s a
system thing not a single thing
Getting to fair: improving literacy and numeracy
Fair to good improvement journeys emphasise getting the system foundations in place
Good to great improvement journeys emphasise shaping the professional
Great to excellent improvement journeys emphasise learning through peers and innovation
[McKinsey and Company]
Building Leadership capacity [International review of school leadership Alberta, England, Netherlands, New Zealand, Ontario, Singapore, Victoria]
For every 100 schools with good leadership and management 93 will have high pupil achievement
For every 100 schools who do not only 1 will have good pupil achievement
60% of pupil achievement is attributable to leadership
How important is leadership?
Sustained articulation, communication and application of core values Focused on pupil achievement –
above personal/political interests Resilient and persistent Willing to develop a deep
understanding of people/context Risk taker and challenger Optimistic and enthusiastic
How do high performing leaders spend their time?
Primary % Secondary %
Encouraging use of data/research 28 Encouraging use of data/research 34
Improved assessment procedures 28 Teaching policies and practices 28
Teaching policies and practices 26 Change in school culture 21
Changes to pupil target setting 20 Providing/allocating resources 20
Strategic allocation of resources 20 Improved assessment procedures 19
Providing and allocating resources 19 Monitoring departments/teachers 16
Promoting leadership/CPD 16 Promoting leadership /CPD 15
Most frequently cited actions: primary and secondary schools [Ten Strong Claims, NCSL]
Broad phases of leadership success: the journey of one Primary School [Ten Strong Claims, NCSL]
System foundations
Ownership and responsibility
Vision and values Non-negotiables Defining teaching and learning: leading by example Infrastructure improvement/re-configuration
Data and accountability Relentless focus on monitoring and evaluation Distributing leadership Persisting with teaching and learning
Developing creativity
Everyone a leader
Shaping the professional Raising the calibre of existing teachers/leaders Involving the community
Peer-led learning Self-evaluation Self-challenge Internal collaboration
Ofsted 2007
SM
Ofsted 2011
Outstanding
Ofsted 2008
Good
Strong claims: eight dimensions which build on the core practices
Headteachers are the main source of leadership in their schools. Their values, strategies and practices are key components in their success.
Differences in experience and context affect the nature, direction and pace of leadership actions
Successful heads use the same basic leadership practices, but there is no single model for achieving success
Three broad phases of leadership success: early/middle/late
Governors Headteacher Senior leadership
Middle leadership
Getting a handle on the accountability chain
Poor to Fair Fair to Good Good to Great Great to Unstoppable
Directional/Central control Inclusion Creativity Innovation
Top led and well-controlled Top led, middle implement Middle led, top quality assures Internally driven and quality assured
Detailed calendar of monitoring
activities focused on teaching and
learning – aligned to an
instructional vision
Detailed calendar of monitoring
activities focused on teaching and
learning – now embedded
Detailed calendar of monitoring
activities focused on teaching and
learning – embedded and customised
Detailed calendar of monitoring
activities focused on teaching and
learning – more engagement with
other schools or external partners
Audit and identify position:
teaching and learning profile,
outcomes, book looks, planning,
environments
Evidence base broadens to include
Pupil voice/school council
Parent surveys
Staff surveys
Evidence base broadens to include
Pupil voice/school council
Parent surveys
Staff surveys
Pupils are part of evaluating their
learning
Establish and impose a monitoring
framework which reflects the core
requirements of acceptable
performance for teaching and
learning, planning, books, pupil
progress meetings
Literacy
Numeracy
Regular and sharp monitoring of all
aspects of teaching and learning
Strengths and areas for development
identified and then used to promote
improvement in other subjects …..
Wide range of monitoring activities
which are differentiated, carried out
by middle leaders and quality assured
by senior managers, within the
school’s agreed framework
Strengths and areas for development
identified and then used to promote
improvement in other subjects …..
Teachers accurately evaluate their
own performance, quality assured by
senior line managers
Learning communities
Use of other models ….
All individuals demonstrate
responsibility for improving teaching –
led at all levels
Intervention led/recovery based
teaching
Most children make below average
progress and require intervention
QFT widespread and established:
more focused/targeted individual work
New teaching approaches; new
pedagogies; new curricular
Impact: there is compliance in
practice across the school and
from this consistency is grown
Impact: standards rise, progress rates
improve,
Impact: gaps narrow, progress rates
improve, personalised learning
experiences are developing
Impact: gaps narrow, progress rates
improve, personalised learning
experiences for all; staff have
ownership
Monitoring – McKinsey journeys
Continuous Improvement Plan Focus