quality, equality and creative leadership louise stoll visiting professor london centre for...
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Quality, equality Quality, equality and creative leadership and creative leadership
Louise Stoll Visiting Professor
London Centre for Leadership in Learning Institute of Education, University of London
ICSEI 2009Vancouver, British Columbia
OutlineOutline
Summary of historical perspectives on school effectiveness and improvement
Challenges for school effectiveness and improvement
A response – creative leadership
The purpose of ICSEIThe purpose of ICSEI is to enhance the quality and equity of education for all students in elementary (primary) and secondary schools.
. . . achieved through the acquisition and dissemination of information in a co-ordinated effort amongst policy makers, practitioners and scholars, using the Annual Conference, the Congress’s related journals, the website and any other appropriate methods.
. . . efforts to achieve this purpose are made in diverse settings by many individuals and organisations employing a variety of perspectives.
School EffectivenessSchool Effectiveness
focus on students’ progress and development – value added
progress for all students, not just a few – differential effectiveness
contextual differences
nested levels
effect sizes
added value sustained over time – stability of effects
factors within control of leaders and teachers identified as statistically related to greater student progress, summarised in lists of effective schools characteristics
orientation to quantitative methodology
School improvementSchool improvement
focus on process (journey) as well as outcomes
identifying necessary teaching and learning and other conditions to support successful change
considering capacity to engage in and implement significant change
increasing interest in sustainability
contextually differences – ‘one size doesn’t fit all’
initially qualitative methodologies, increasing use of mixed methodological approaches
R+D projects
ChallengesChallenges
Quality and equality
Global and local
Now and the future
Figure 4.10Performance in science and the impact of socio-economic backgroundAverage performance of countries on the PISA science scale and the relationship between performance and the index of economic, social and cultural status
Score
Strength of the relationship between performance and socio-economic
background above the OECD average impact
Strength of the relationship between performance and socio-economic background not statistically significantly different from
the OECD average impact
Strength of the relationship between performance and socio-economic background
below the OECD average impact
Même couleurs que celles utilisées dans la Figure 4.9
Percentage of variance in performance in science explained by the PISA index of economic, social and cultural status (r-squared X 100)
Note: OECD mean used in this figure is the arithmetic average of all OECD countries.Source: OECD PISA 2006 database, Table 4.4a
Relationship above OECD average impact
Relationship not different from OECD average impact
Relationship below OECD average impact
PISA 2006 Performance in science at age 15 and impact of socio-economic background
UNICEF child well-being in rich countries (2007)
Average rankings on 6 dimensions
Av ranking Av ranking
1. Netherlands 4.2 12. Canada 11.82. Sweden 5.0 12. Greece 11.83. Denmark 7.2 14. Poland 12.3 4. Finland 7.5 15. Czech Republic 12.55. Spain 8.0 16. France 13.06. Switzerland 8.3 17. Portugal 13.77. Norway 8.7 18. Austria 13.88. Italy 10.0 19. Hungary 14.59. Ireland 10.2 20. USA 18.010. Belgium 10.7 21. UK 18.211. Germany 11.2
United Nations’ Education for All – UNESCO 2000United Nations’ Education for All – UNESCO 20006 goals6 goals
1. Expand + improve comprehensive early childhood care + education
2. Ensure by 2015 all children have access to + complete free, compulsory, high quality education3. Ensure learning needs of all young people + adults
met through equitable access to learning + life-skills programs
4. Achieve 50% improvement in adult literacy levels + equitable access to basic and continuing education
5. Eliminate gender disparities in primary + secondary education by 2005 + achieve gender equality by 2015
6. Improve all aspects of quality of education + ensure excellence of all to achieve learning outcomes,
especially literacy, numeracy + essential life skills
National Council for Curriculum and Assessment, Ireland – Key Skills
The four pillars of learningThe four pillars of learning
Learning to know
Learning to do
Learning to live together
Learning to be
UNESCO (1996)
A response –
Creative leadership
Four characteristics of Four characteristics of creative processescreative processes
1. They all involve thinking or behaving imaginatively
2. Overall, this imaginative activity is purposeful
3. These processes must generate something original
4. The outcomes must be of value in relation to the objective
K Robinson et al for DfESS (1999) All Our Futures: Creativity, Culture & Education
. . . collaborative, imaginative and thought through responses to opportunities and challenging issues that inhibit learning at all levels. It’s about seeing, thinking and doing things differently in order to improve the life chances of all students.
Creative leadership is both:Creative leadership is both:
being creative leaders yourselves
providing the conditions and opportunities for others to be creative Stoll and Temperley (2009)
Creative leadershipCreative leadership
Given what you have heard at this conference about new departures for a learning world, does the concept of creative leadership resonate with you?
Promoting creative leadershipPromoting creative leadership
Providing time and space – physical and emotional
External challenge and stimulation
Taking people out of their comfort zones
Promoting risk taking
Regular experience
Locating within a supportive learning
community
When adult relationships in schools are characterized by trust, the stories about change shift from indifference or negativity to possibility and hope.
Kaser and Halbert (2009, in press)
Demonstrating creative leadership in action: school and district projects
Curriculum innovation
Internal and/or external capacity building
Extending the use of data and evidence
Demonstrating creative leadership
Three examples
1. Capacity building
2. Methodologies
3. Knowledge animation
CapacityCapacity
. . . allows [people, organisations or entire systems] routinely to learn from the world around them and apply their learning to new . . . situations so that they continue on a path toward their goals, even though the context is ever-changing.
Stoll and Earl (2003)
1.
Capacity building
Before Now + the future
One size fits all Differentiated and contextualised
Instructional improvement
+ Authentic and deep learning
Current best practice + Creativity, innovation and next practice
Dependence ‘Habit of mind’
PrincipalshipLeadership capacity, including students
Top-down Lateral – networked, international
Individual + school Systemic capacity, including family and wider community
1. Manipulation
2. Decoration
3. Tokenism
Hart’s ladder of Hart’s ladder of participationparticipation
4. Assigned but informed
5. Consulted and informed
6. Adult initiated, shared decisions with children
7. Child initiated and directed
8. Child initiated, shared decisions with adults
No
n
par
tici
pat
ion
Deg
rees
of
par
tici
pat
ion
hierarchical system
heads
inspectors
ministry
dynamic system
Austrian Leadership Academy (LEA) Austrian Leadership Academy (LEA) Involves all types of schools and all levels of the system (connect horizontal and vertical system levels)
NEW ENERGYSchratz and Schley (2007)
dynamic system
traditional system
New MethodologiesNew Methodologies
Robust measures of 21st Century outcomes
Extending development of:
multi-level analyses to include different parts of the system
methodologies to explore intercultural similarities and differences
methodologies to assess processes of improvement
school, district and system self-evaluation
participatory evaluation methodologies
Methodologies to capture innovation
Accountability systems and methodologies to capture new ways of working eg networking and collaboration
2.
Knowledge AnimationKnowledge Animation
Ways of making knowledge accessible and mobile to fuel dialogue that promotes learning connections and use
3.
Bridging research and practice is harder than it looks. Simply communicating information may help to raise awareness but it is unlikely to stimulate behaviour change. The ‘mediation infrastructure’ . . . Involves a raft of resources that are crafted with as much attention to pedagogy – to the needs of the professional learner – as to the quality and relevance of the research
CUREE (2007)
‘Mediation infrastructure’ – Hillage et al (1998)
bookbook
simulationsimulation
learning learning conversationconversation
self-evaluation
self-evaluation instrumentinstrument
web resourceweb resource
coursecourse
professional articleprofessional articlenewsletternewsletter
workshop
workshopguide to practiceguide to practice
Research and development projectResearch and development project
keynote keynote speechspeech
materials
materialsseminarseminar trainer of trainer
trainer of trainer
video/filmvideo/film
higher degree teaching
higher degree teaching
coaching/mentoring
coaching/mentoring
audio resource
audio resource
gamegame
Which of these strategies have you found most Which of these strategies have you found most powerful in helping promote learning connections and powerful in helping promote learning connections and use of external research findings?use of external research findings?
Which 2 of the following strategies have you found most powerful in helping teachers share their knowledge and ideas? Please rank your top 2 in order of priority
%
Learning conversation 36
Coaching/mentoring 31
Networking 12
Videos of practice/audio examples 7
Verbal presentations 6
Teacher designed materials 4
Written stories and reflections 2
Web resources 2
Responses from GTC Teacher Learning Academy March 2008
.
. . . knowledge is created through dialogue or conversations that make presuppositions, ideas, beliefs and feelings explicit and available for exploration. It is in these conversations that new ideas, tools, and practices are created, and the initial knowledge is either substantially enriched or transformed during the process.
Earl and Timperley (2008)
What We Know
Knowledge of those involved. What we bring
to the table
What Is Known
Knowledge from theory, research
and best practice
New Knowledge
Knowledge created together
through collaborative
processes
Three fields of knowledgeThree fields of knowledge
NCSL: Networked Learning Communities (2003)
In what ways could you and your colleagues/peers powerfully demonstrate creative leadership to respond to the improvement and effectiveness opportunities challenges facing your system?