A Model for School Success Professional Capital: Transforming Teaching in Every School Andy...
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Transcript of A Model for School Success Professional Capital: Transforming Teaching in Every School Andy...
A Model for School SuccessProfessional Capital: Transforming Teaching in Every School
Andy Hargreaves and Michael Fullan
ScenarioYou are a new principal that has
inherited a school and staff reluctant to change.
The previous principal was at the school for 18 years and most of the staff has been there more than 15 years.
School achievement has been sliding for the past 10 years, but the staff attributes lower results to a changing demographic.
How would you introduce change?Create a plan that moves the
school to new levels.Provide at least 3 ideas that
initiate a positive change.What would need to happen to
change teaching in:◦Your district?◦ Norway?
Two Models of Change
Business Capital
Performance outcomes
Data driven improvemen
t
Professional
CapitalSocial
capital – teachers create
togetherHuman capital –
individualism – some autonomy
Business view of change
Measures efficiency ◦Fewer staff – same results.◦Blended-delivery to reduce transportations
costs – Khan Academy experiment.Looks to improve measurable exam results.
◦Shanghai and math PISA results – school only compulsory to grade 9
◦Students must apply to High School – many not accepted.
◦Very high student stress – high suicide rates.◦Shanghai math teachers travel to Germany to
give advice.
Business Capital #2Alberta’s business plan for schools
◦ CEUs awarded to high schools for student success.◦ Schools only get paid for courses students
complete.◦ Assumption that all schools have the same
students and same programs.Canadian business CEOs to show schools the
way. John Manley and Canadian Council of Chief Executives. – assumption schools need to be businesses.◦ Are Canada’s CEO exemplary – comparison of
Alberta and Norway’s oil and gas royalties.◦ Math curriculum changes – the business solution.
Human CapitalAbout having and developing the
requisite knowledge and skillsAbout knowing your subject and
knowing how to teach it.You cannot increase human
capital just by focusing on it in isolation—must use teamwork—enabling teachers to learn from each other within and across schools—this is social capital
Social CapitalExists in the relations among peopleHow the quantity and quality of interactions
and social relationships among people affects their access to knowledge and information;
Their senses of expectation, obligation and trust
How far they are likely to adhere to the same norms or codes of behavior.
Increases knowledge because it gives you access to other people’s human capital.
Societies that have low levels of trust have higher levels of income inequality (US example)
Social CapitalSocial capital one of cornerstones to transform the
profession.Behavior shaped more by groups much more than by
individuals.Cohesive groups with less individual talent often
outperform groups with superstars who don’t work as a team.
Professional development does not have much impact on student learning when it relies on individual learning and does not focus on follow-thr0ugh support for teams of teachers to learn together. Social capital matters.
Success in any innovation is determined by the degree of social capital in the culture of your own school.
Views of educational change
Business Capital
USA and UK are examples
Change the teacher and you change the school
Professional
CapitalAlberta, Ontario, Finland,
Singapore
Changing the culture where
teachers work
Business view of teachingDemanding but technically simpleQuick study requiring only moderate
intellectual abilityHard at first but can be mastered readilyDriven by hard performance data about
what works and where to put energiesComes down to enthusiasm, hard work,
raw talent, and measureable resultsOften replaceable by online instruction.
Professional capital says good teaching is Technically sophisticated and difficultRequires high levels of education and
long periods of trainingPerfected through continuous
improvementInvolves wise judgment informed by
evidence and experienceCollective accomplishment and
responsibilityMaximizes, mediates, and moderates
online instruction, p. 14
Business Approach - Misplaced Focus on Individual Teacher Quality Concentration on poor teachers who
need to be removed from the system.◦Teacher requalification every 5 years in
Australia/most of the USA and UK.◦Teachers must continue to take
coursework to retain accreditation.◦Teachers receive regular evaluations.◦Merit pay for good teaching.◦Student performance determines good
teaching.
Your Question: What are the flaws in the business approach?
Critique each of the solutions below:◦Teacher requalification every 5 years
in Australia/most of the USA and UK.◦Teachers must continue to take
coursework to retain accreditation.◦Teachers receive regular evaluations.◦Merit pay for good teaching.◦Student performance determines
good teaching.
Hargeave and Fullan’s answers to : FlawsRewarding the Individual—Merit pay doesn’t work
except in jobs where the work is standardized and simple. Teaching cannot be reduced to a cookbook, set of basic skills.
Relying on Standardized Measurement—It’s not metrics that drives people performance, it’s what inspires you. We need to change the culture and increase professional capital.
Ignoring the School Environment: For too long teachers have worked in isolation. What matters is creating a culture of collaboration, working together, using the collective wisdom and increasing the performance and networks of a team.
Solutions that have failedClosing failing schools and dispersing students and
administrators—They just ended up in other failing schools
Bringing in smart and inexpensive young teachers into urban schools such as Teach for America. Within 3-5 years 2/3 of them move on creating more instability and leaving little of a legacy for the long run
Moving principals out—creates further instability. Should train and work with networks instead
Providing relentless timelines for yearly improvement—Takes time to show improvement
Charter Schools—evidence on whether they are better than public schools in general is at best uncertain.
4 wrong drivers for changeNegative accountabilityIndividualistic solutionsFascination with technologyPiecemeal or fragmented
solutions
The Texas ExperienceSchools rewarded for
performance.9 categories identified as
indicators of success.Schools that did not measure-up
were fined and placed under review.
The second year of a warning the principal is removed.
An IB school in San Antonio
5 misplaced fallacies for educational change are:Excessive speed, teachers need time
to plan for change together. In US and UK they spend 1500+minutes /week in classrooms.
StandardizationSubstitution of bad people with good
onesOverreliance on narrow range of
performance metricsWin-lose interschool competition
Alternative approach to changeProfessional capacity buildingCollective responsibility, teamwork, and
collaborationMoral commitment and inspirationMore rather than less professional discretion Personally engaging curriculum and
pedagogy with technology as its acceleratorBetter and broader performance metricsSchool-to-school assistance rather than
punitive intervention from on highSystemic policies that are coherent and
cohesive
How would you attract the best people to teaching?In Norway make a list of the top
professions and rank teaching in that list.Why might a top student not be attracted
to teaching?Comment on the present/ideal in Norway.
◦Teacher status – do students see teachers as hard-working?
◦Teacher pay◦Teachers’ ability to make decisions◦Teacher accountability
Profile of Teachers/Schools in NorwayUse a #1 to #10 Ranking, with
one meaning low and 10 identifying high level.
Give reasons for your ranking.Be prepared to share your
rankings and reasons.Discussion groups in Norwegian!
Please report in English.See handout.
Fullan and Hargeave’s answersStarting and spreading new projects
and not just implementing themFinding colleagues who can create
something exciting with you togetherHelping struggling peers in your own
school and in other schoolsReceiving resources for change that
sometimes go direct to the teacher and not always via the supt and then the principal
#2Being part of high-level conversations
where teachers can come across as being just as smart and confident as principal or policymaker
Being open to change but not exploitable by fashion
Managing upward and challenging the system when you have to, so you can help your students
Grasping that as soon as something is operating like clockwork—then it’s probably time to change it. P. 67
How can teacher renewal be kept fresh?Indicate some strategies to begin
change and keep things from becoming stale.
Maintaining renewalStarting and spreading new projects
and not just implementing themFinding colleagues who can create
something exciting with you togetherHelping struggling peers in your own
school and in other schoolsReceiving resources for change that
sometimes go direct to the teacher and not always via the supt and then the principal
#2 renewalBeing part of high-level conversations
where teachers can come across as being just as smart and confident as principal or policymaker
Being open to change but not exploitable by fashion
Managing upward and challenging the system when you have to, so you can help your students
Encourage alternate solutions.
30% of US teachers leave in the first two years
Important to get right people in profession to start with-need high quality training and top graduates to enter the profession and we should recruit from the top performers in college
Teachers leave because of the quality of the school’s culture and its level of support
Different types of cultures and their effects on new teachers
Veteran-oriented—very experienced colleagues who dominated culture—new teachers feel isolated and unsupported, tend to keep heads down to focus on survival and among most likely to leave profession.
Novice-oriented culture: new teachers felt energized but soon exhausted and prone to burnout because of demands of constant curriculum writing and absence of more experience colleagues willing to point out shortcuts and show them the ropes
• Mixed—mentoring is part of wider culture and all teachers help each other
3 common flaws to instituting changeShould not impose instructional change
uniformly on everyone because people are in different stages of careers
If you invest all energy on early career teachers, you will fill schools with transient teachers who are keen but not as capable.
If you defend rights of late career to choose whether or not to engage, you will then be defending those who are not capable of making reforms
Important to concentrate on the “dream teachers” those who have at least 4 years experience and are committed and passionate.
Types of school cultures1. Balkanization: Cultures made up of separate and sometimes competing groups, jockeying for position and supremacy like loosely connected Balkan states.Teachers may not be isolated, but they are
quite insulated.Some groups feel competitive with other
groups and cannot manage their envy.Leads to poor communication, indifference,
or subgroups going their separate ways.
BalkinizationCan lead to squabbles about space and
territory. Familiar to departmentalized high schools Search for collective responsibility for
student learning across grades is one way to circumvent these dangers of balkanization
In places like Alberta and Finland they realize that teachers across grade levels must work together and be in charge of curriculum writing which erases balkanization
Contrived Collegiality Characterized by formal, specific
bureaucratic procedures to increase the attention being given to join teacher planning and other forms of working together
◦ Peer pressure—can be valuable when peers are knowledgeable. Cognitive coaching and challenge coaching can provide feedback that will deepen reflection and provoke inquiry. BUT sometimes it can be another technical way to implement an external mandate and then it doesn’t accomplish the goal
◦ A lack of trust – going through the motions of collaboration.