professor chris husbands. director, institute of education, university of london @director_edu...
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Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Moscow 2013
Why teaching matters and how to improve it
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu1Starting points
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Policy: floors and ceilings
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
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Dimensions of high performance workplaces
Raising the floor, lowering the ceilingRegulation and direction
Laissez-faire, unregulated autonomy
Lowering the floor, not raising the ceiling
The task: raising the floor and raising the ceiling further
Some issues of floors and ceilings
Raising the ceiling, not moving the floorAutonomy without challenge
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
EquityHigh Low
Excellence
High System improvement for all
Pockets of excellence; high achievement for a favoured minority
LowLow challenge; wasted
talent; stagnant systems
System failure; intolerable inefficiency and high dropout rates
The excellence-equity challenge?
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Proposals on Issues of Immediate Relevance for the Socioeconomic Strategy of Russia Until the Year 2020, Report of Expert Team #8, Medium-term Vision of Progress in Education and Socialization
Russia: 2020 Vision
Many pupils do not achieve
functional literacy
Large gap between best and
worst student cohorts
Poor social competence
amongst school leavers
Deteriorating teacher quality
Curriculum reforms not
working
High theoretical
competence of teachers
Higher levels of pupil
competence than many countries
Accessible secondary education
Secondary education reforms
underway
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
English schools in 1987
No monitoring of
school performance
A very long tail of under-achievement
No core curriculum
Primary curriculum narrow and
undemanding
Pockets of excellence
but too much poor practice
Tradition of curriculum reform through
projects
Excellent performance at the upper end of the
attainment rangeUniversal primary and secondary education
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Four phases of reform in England
Decentralised localism(1944-1988)
Little central direction; poor monitoring of performance; local variability
Directed marketisation(1986-1994)
Focus on common standards; direction of performance measures; market forces
Centralised professionalism(1997-2007)
Central prescription (highest 1998-2003), focus on common standards of performance
Radical marketisation(2010-)
Radical decentralisation within a common standards structure
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu1Education and the world
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
2020 Vision
Social and academic success for every
child
Contribute to Russia’s innovation-
based economy
Respond to cultural, social and technical
changeGoals
Bold, brave, right goals
Achievement Economic Impact Social purpose
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Achievement matters
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Rates of return to an additional year of schooling, by region
Barro, R., and Lee, J-W, 1993, International Comparisons of Educational Attainment, Journal of Monetary Economics, 32, 3, 363-394
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Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
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Nonroutine analyticNonroutine interactiveRoutine cognitiveRoutine manualNonroutine manual
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A changing economy: US job skill demand 1969 - 1999
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
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3Why teaching matters
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
The best school systems are those that have the best teachers. Countries and regions such as Finland,
Singapore, South Korea, Ontario and others recruit teachers from the top echelon of graduates each
year, they pay them well and they create and maintain a culture of inclusion and quality throughout teachers’ careers that imbues the whole school system.
McKinsey 2008
The challenge for teaching: schools and systems
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
ArgentinaQatar
Israel
Peru
Austria
Netherlands
Uruguay
Czech
Republic
Croatia
Mexico
Kyrgyzstan
Hong Kong-China
Slovak Republic
Macao-China
Chinese Taipei
Australia
Shanghai-China
Canada
Indonesia
Estonia
Thailand
Finland10080604020020406080100Within schools
Schools and teachers
Within schools
Between schools
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
173Five ways to improve
teaching
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Policy 1: Recruit and deploy the best in teaching
Policy 2: Improve the teachers you already have
Policy 3: Give schools simple guidance
Policy 4: Focus on 21st century teaching
Policy 5: Making change happen
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
4Making a real
difference
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Policy 1: Recruit and deploy the
best people
Policy 3: Give schools simple
guidance
Policy 2: Improve the teachers
you already have
Policy 4: Define the core priorities
for teaching
TEACHERS
SCHOOLS
Five policies to make a difference
SYSTEM Policy 5: Set out a clear vision and maintain a focus on core policies
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Worldwide Reform Initiatives
• emphasize expectations for higher-order skills along with rich content that represents core concepts and modes of inquiry.
• teach less, learn more: Focus the curriculum on standards that are fewer, higher, and deeper to allow more time to apply ideas in depth.
• increase emphasis on learning involving research, analysis, application, self-assessment, and production.
• develop assessments of, as, and for learning.• arm teachers with greater capacity to use a wide range of pedagogic and
assessment tools to analyze and support learning.
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
for example....
We believe that each generation of young people in Australia should finish school with more prospects of success than the generation before.
We know that improving educational attainment for all young people is central to our nation’s social and economic prosperity and will position our young people to live satisfying, productive and responsible lives.
National Declaration on Educational Goals for Young Australians (2009)
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
for example....
Carl bikes home from school at four o’clock. It takes about a quarter of an hour. In the evening, he’s going back to school because the class is having a party. The party starts at six o’clock. Before the class party starts, Carl has to eat dinner. When he comes home, his grandmother calls, who is also his neighbour. She wants him to bring in her post before he bikes over to the class party. She also wants him to take her dog for a walk, then to come in and have a chat. What does Carl have time to do before the party begins? Write and describe below how you have reasoned.
Grade 4 (aged 10) assessment task, Sweden
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Understand the levers for reform
Curriculum, assessment, accountability, funding, early years, elementary, primary, secondary.....
If performance is poor,
mandate tightly
If performance is improving, identify one of two priorities and stick to
them
If performance is inconsistent,
find good practice and
disseminate it
If performance is good, aim for
self improvement
No education system can cope with too much change
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Understand the levers for reform
What can be done
From the centre From research In schools A self-improving system
Getting the balance right
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Teacher Education in England
Common national standards Clear definition of what teachers must know, understand and be able to do
Practice based clinical training Strong focus on practice as a key element in learning to teach
Involving schools Schools collaborating in the design, delivery and assessment of training
Defining the research base for effective practices
Building research on effective teaching into training
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Clarify your message
Improve teacher recruitment
Mobilise support
Get schools focused on quality
In one year
In 5 years
What can you achieve….
In 10 years Identify the best practices and use them to drive wider change
Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu
Moscow 2013
Why teaching matters and how to improve itProfessor Chris Husbands. Director, Institute of Education, University of London
www.ioe.ac.uk @director_edu