Post on 13-Apr-2017
How the world’s most improved school systems keep getting better
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 excellent2. 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 term3 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
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]
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 leaderShaping the professional
Raising the calibre of existing teachers/leaders Involving the community
Peer-led learning Self-evaluation
Self-challenge Internal collaborationOfsted 2007
SM
Ofsted 2011 Outstanding
Ofsted 2008 Good
Governors Headteacher Senior leadership
Middle leadership
Getting a handle on the accountability chain
Poor to Fair Fair to Good Good to Great Great to UnstoppableDirectional/Central control Inclusion Creativity Innovation
Top led and well-controlled Top led, middle implement Middle led, top quality assures Internally driven and quality assuredDetailed 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 includePupil voice/school councilParent surveysStaff surveys
Evidence base broadens to includePupil voice/school councilParent surveysStaff 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 are making progress with QFT
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