developing a 21st century approach to sustainable school transformation
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Developing a 21st Century Approach to Sustainable School Transformation . Are schools better today than they have ever been?. Principles and Beliefs We believe the time is right . For an innovative approach to school improvement - PowerPoint PPT PresentationTRANSCRIPT
Developing a 21st Century Approach to Sustainable School
Transformation
“ Combining a sense of urgency
and a push for success with a culture of optimism and
inspirationProfessor Andy Hargreaves
[email protected]@tribalgroup.com
www.inspirationalschoolspartnership.com ”
Are schools better today than they have ever been?
Principles and BeliefsWe believe the time is right ...
• For an innovative approach to school improvement
• For something that wins hearts and minds and is genuinely inspirational
• To build from what each school does well and take schools from where they are to where they might be
• To engage schools with and integrate short-, medium- and longer-term strategies from the outset
Our Aspiration
• To enable all students to achieve their potential• To offer leadership from leading local, national
and international education academics and practitioners
• To build local and regional capacity by training and accrediting local inspectors and facilitators and coaches
• To create professional school-to-school partnerships which provide both capacity and an engine for sustainable change
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• It aims to create a unique public/private partnership linking Tribal, MNPS and its schools, academics, associates, and other partners
• Is underpinned by a world-class online environment Navigator which combines the impact of technology and people
• It enables and empowers educational leaders at all levels to take charge of, develop, embed and sustain their own inspiring improvement journey
What it is …What it does …
Inspiring achievement for all
School Engagement
Desktop Analysis
Navigator Self-review
External Review
Improvement Planning
School Support Network
The ISP Process
Aims for the day
• To introduce you to the background and philosophy underpinning our offer to MNPS
• To introduce you to and explain its key components
• To engage you with our online environment Navigator
• To confirm the next steps• To ask you to identify and take away at least one
thing you can do that will make a difference in your school …
Key Influences:Moral Purpose
“combining vision, optimism and realism”
“There are good grounds for thinking that we are underestimating the potential of many students, even entire groups and communities.”
“The reality is that in learning we do not know what the boundaries of human capability are – What we do know is that barriers that seem impossible are eventually broken and performance gets better.”
Ben Levin – How to Change 5,000 Schools
Key InfluencesAchievement Is Addictive
Peter Drucker
• Drucker believed that the achievement that motivates is doing exceptionally well what one is already good at.
• Every student has some talent – his or her specialty.
• We should recognize, nurture and build on that to enable them to achieve.
• This in turn will motivate them to strive to improve at things they are less good at, too.
Key Influences:Professor Brian Caldwell
Re-Imagining Educational Leadership
• At the heart of the case for re-imagination is that henceforth the unit of organization is the student, not the classroom, not the school, not the system
• Conventional PD as currently conceived has little impact on improving student learning
• Networking is a key factor in achieving transformation
Key Influences:A Focus on Culture
Jim Collins
Without the appropriately qualified, enthusiastic and motivated staff, students would not reach
their full potential, even if schools had the latest technologies installed and the most
modern buildings and classrooms.
Greatness is not a function of circumstances; greatness is largely a
matter of conscious choice and discipline.
The key task and role of leadership is creating the right culture, as when you have created it anything is possible; without it even the best vision and aspiration is worth little.Jim Collins – “Good to Great and the Social Sectors”
Key Influences: McKinsey Research
• You can have the best curriculum, best infrastructure and best policies; but if you don’t have the best people …
• (but is the key focus satisfactory to good?)McKinsey – How the world’s best systems come out on top
• All improving systems (schools) use a similar set of interventions at a similar stage in their development. Context determines how, not what you do.
McKinsey – How the world's most improved school systems keep getting better
The U.S. and your state is improving but not at as fast a rate as the best systems.
Background and Key Influences: RATLa major school improvement program
involving 700 schools
Raising AchievementTransforming Learning
Overall, 89% of the schools on the program improved and have sustained improvement.99.5% of schools involved state that RATL has had an impact on student achievement. RATL enabled 12,000 students to meet or exceed expected achievement levels. These students have progressed to further education and have aspirations beyond what they originally would have expected.
This model “...really does represent a distinctive theory in action of how you bring about change and improvement in schools...” Professors Hargreaves and Shirley Boston College, 2006
Being a RATL school …in the words of schools
“RATL has an overwhelming influence and impact upon the ethos and climate for learning within the school, empowering colleagues to extend learning and ultimately raise standards of achievement for our students. I now know what I need to do to make a difference”
So much quality, enthusiasm, positivity and inspiration
“Great – inspirational and practical – real people doing
real things and making innovation happen.”
What we have learned …• Implement short-term strategies – they make a real difference, have
impact and build confidence• Assure quality systems – It is not just what you do: it is how well you do it • Do fewer things really well – less is more• Embed use of performance data – know every student and know his or
her potential• Engage with Curriculum Design even within the year
• Develop leadership at all levels• Learn from others – outreach within the school too• Create and sustain the “right” culture – people matter• Build capacity• Sequence, harmonize and integrate the short, medium and longer
term
Does it raise achievement, and how do you know?
Pause for discussion 1
What has had the most impact on improving student achievement in your school in the last two years?
Suggest one thing you could do next that will improve student achievement in the year ahead.
How do we help more young people to achieve their potential?
How do we make sure less can be more? – You can do anything but not everything.
How do we enable a greater degree of informed professionalism to drive the next stage in school improvement?
How do we achieve our moral purpose?Key Questions / Key Influences
How can we create and foster a positive “culture”?
How do the world's most improved school systems keep getting better?
How do you sustain what you achieve?
How can we help raise the ceiling as well as the floor?
Exploring 6 key ways schools can maximize impact
It is not just what you do; it is how you do it.
1. Helping create, communicate and share clear vision and aims
2. Helping create a positive culture – It is not just what you do; it is how you do it …
3. Engaging with data – knowing every student knowing his or her potential
4. Focusing on abandonment and redeployment of resources – you can do anything, not everything
5. Being forward-looking6. Collaborating with others – the whole is better than the
parts
1. Having a clear vision and aims
What can each school do to make a difference?
1.Helping create, communicate and share a clear vision and aims “combine vision, optimism and realism?”
“Too often in the past educational reform has been proposed or done on the backs of educators either demanding superhuman efforts or involving punishment for failure to achieve imposed goals.” (Levin 2009)
Combine challenge and support; not just support, not just challenge …
If you get the culture right, all else is possible …
“There are good grounds for thinking that we are underestimating the potential of many students, even entire groups and communities.”
Ben Levin – How to Change 5,000 Schools
2. Helping create a positive culture that is focused on achievement
What can your school do to make a difference?
If you believe you can or can’t, you are right.Henry Ford
3. Engaging with and embedding use of data
• Knowing and understanding your school and its data– Establish a baseline– Benchmark it against similar schools – Use data in a proactive not reactive way– Develop expertise areas and confidence among staff– Use a range of data
• Enabling every teacher to know every student and know his or her potential
What matters is settling on a consistent and intelligent method of assessing your output results and tracking your trajectory with rigor.
Jim CollinsWhat can your school do to make a difference?
4. Encouraging abandonment and redeployment of resources
• Adding to what we do already• Considering what you can abandon and
how you can create capacity• Considering how you can do things
differently and how you deploy current staff and resources
What can your school do to make a difference?
You can do anything, but not everything.
5. Be forward looking and fostering innovation
Schools are the last factories …Ruled by the bell and rigid timetables, but based on a craft model of delivery.
We talk about the individual, but we deal with classes, groups and years.
Can we personalize provision in our schools?
How can we do it?
Raising the ceiling – What should the future look like?
THEN &NOW
But we have a problem…
Anything that exists in the world before you are born is part of the normal way in which the world operates.
Anything invented while you're between the ages of 15 and 35 is revolutionary – and quite possibly something you can get a career out of.
Anything invented after the age of 35 is against the natural order of things.” Douglas Adams
What can your school do to make a difference?
6. By working together and collaborating
Challenges and Opportunities• Focus on “how” as much as “what”• Consider abandonment and redeployment
of resources• Learn from others locally, regionally,
nationally and internationally• Seize the Agenda!
Smart CollaborationConsider what you seek to achieve from collaboration, and define the benefits in terms of outcomes, time and costs.
Always ask the question: Does it raise achievement, and how do you know?
What can your school do to make a difference?
Seizing the agenda Pause for discussion 2
1. Shared vision and aims2. Culture3. Engaging with Data4. Abandonment and
redeployment of resources
5. Being forward-looking6. Collaborating
• Share one key way you are currently contributing.
• Suggest why it is successful. Suggest how it would be better if …
• Discuss an existing or new idea you might consider to collaborate on.
It is not just what you do; it is how you do it.
School Engagement
Desktop Analysis
Navigator Self-Review
External Review
Improvement Planning
School Support Network
The ISP Process
Learn to Transform provides a theory that is customized to fit a wide variety of school settings and is a welcome addition to the change literature for school leaders in all countries and contexts. Dennis Shirley, Professor of Education, Boston College
Developed from the model in ...
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Culture Cycle‘The context’
Engagement Cycle
‘The whats’
Process Cycle‘The hows’
Teaching and learningCurriculum design
Use of data
AbandonmentRedeployment of Resources
Management Processes
LeadershipStaff Culture
Student Culture
enabling schools to develop, embed and sustain their transformation journey
The Transformation ModelLearn to Transform (2010)
Stage 1 •Beginning by using short-term strategies that make a difference in raising achievement.
Stage 2 •Developing by adding value, by maximizing the effectiveness of what we do now and the way we do it.
Stage 3 •Embedding and sustaining the current best in terms of where the system is now and how it is judged.
Stage 4•Inspiring and transforming is something altogether more
radical. It offers a space where schools can explore where they might be.
The Four Stages of School Improvement
12Learn to Transform (2010)
Navigator …
• Provides an inspiring environment through which schools develop their knowledge of where they are now and explore where they could possibly be and what the journey is.
• Is a unique online space that engages schools or groups of schools and their internal and external communities in both capturing perceptions and creating their improvement journey
• Aims to enable school leaders, staff, students and local stakeholders to develop a sense of what a truly inspirational school experience looks like for them.
School Engagement
Desktop Analysis
Navigator Self-review
External Review
Improvement Planning
School Support Network
The ISP Process
School Engagement
Desktop Analysis
Navigator Self-review
External Review
Improvement Planning
School Support Network
The ISP Process
• The day-to-day and immediate consume most of our time and then some!
• Our challenge is to ensure that up to 20% of our time is developmental.
• The hope is that, if we focus on the Transformation from the beginning, it will impact the day-to-day and the remaining 80% of our time, too …
The 80/20 Principle and the notion of strategic intent …
The day-to-day often squeezes out developmental time even if we try to create it.
20%
80%
Oppresses
The 20% becomes an intrinsic part of the day-to-day and changes what we do.
>20%
<80%
Infiltrates
Pause for discussion 3
• Give an example of something that is in the 20% of your work that makes the most difference in your school.
• Give an example of something in the other 80% that could be abandoned or doesn’t make a difference.
• Discuss possible examples of things you could do, and give more time to, that would make a real difference.
School Engagement
Desktop Analysis
Navigator Self-review
External Review
Improvement Planning
School Support Network
The ISP Process
ISP NetworkThere are more good parts of schools than good schools.
• Creating and developing an inspirational knowledge base of the expertise you already have and can share
• We will “validate and accredit expertise.”• Develop capacity in schools to support
others• Identified through Navigator, external
review, from your data or by you …
“ISP captures what we all know is true: The most effective and sustainable way for schools to improve is to use the knowledge schools already have and work in partnership with each other.”
Most things we need to do to improve are already being done by someone somewhere …
Pause for discussion 4
• Identify at least one example of something your school is good at or has expertise in.
• Identify at least one example in another school you know of.
Evaluation and Comments