A Summary of presentation at 2013 Colloquium

1. A Summary of presentation at 2013 Colloquium Continual Improvement through Evidence-Based Practices Geoff N Masters Australian Council for Educational Research

2. School Improvement

3. Ongoing improvements in student outcomes depend on continual improvements in the quality of… Classroom teaching school leadership system leadership

4. We now know a great deal about highly effective, evidence-based, teaching and leadership practices. must be strong alignment between: :classroom teaching :school leadership :system leadership

5. Effective schools and school systems are effective only : -to the extent that they create the conditions under which effective classroom teaching occurs.

6. What do highly effective systems do to promote improved teaching and learning??

7. Many popular strategies, such as: -increasing expenditure -employing more teachers -reducing class sizes -increasing competition and choice -providing incentives (pay-for performance) have not produced the hoped-for improvements.

8. systems that have achieved significant improvement, a key appears to have been a focus on deep pedagogical reform – that is, ensuring that all students are exposed to highly effective teaching.

9. recruit highly able people into teaching – select rigorously – limit places in teacher education – provide adequate starting pay – publicly promote teaching as a career (enhance the status of the profession)

10. 2.Provide high-quality professional learning – prioritise pedagogical content knowledge in initial teacher education programs – focus ongoing professional learning on effective teaching strategies – encourage peer-to-peer collaboration around the improvement of teaching – promote expert coaching – recognise and reward teaching excellence

11. 3. Ensure that every school has effective instructional leadership: – identify and prepare future leaders – empower leaders and protect their time – encourage networking and mentoring – recognise and reward excellent leadership – promptly address ineffective leadership

12. 4. An Improvement Framework that • describes what improvement looks like and is based in research and professional experience • provides a basis for understanding the status quo, identifying starting points for action, establishing goals and designing strategies • provides a frame of reference for evaluating and monitoring improvement over time

13. 5. use assessments/evaluations to monitor and guide ongoing improvement : – evaluate progress at all levels (students, teachers, leaders, schools, system) – encourage self-monitoring and challenge – provide independent evaluations of performance and progress – identify and address underperformance – provide quality feedback to guide action

14. What do highly effective schools do to promote improved teaching and learning?

15. An Explicit Improvement Agenda The school leadership team has established and is driving a strong improvement agenda for the school. This agenda is expressed in terms of measurable improvements in outcomes for students. Explicit, clear school-wide targets for improvement have been set, with accompanying timelines. There is a strong and optimistic belief on the part of all school staff that further improvement is possible.

16. Analysis and Discussion of Data A high priority is given to the school-wide analysis and discussion of data on student outcomes. The school has a plan for the systematic collection, analysis and use of student data. Data are used throughout the school to monitor progress and to inform decision making. A high priority is given to building teachers’ and leaders’ data literacy skills. Teachers routinely use objective data on student achievement to evaluate their teaching effectiveness.

17. A Culture that Promotes Learning The school ethos is built around high expectations and a commitment to academic excellence. There is a happy, optimistic feel to the school. Classrooms are calm but busy and interruptions to teaching time are kept to a minimum. Parents, school leaders and teachers work together in a mutually supportive way.

18. Targeted Use of School Resources The school applies its resources in a targeted manner to meet the learning needs of all students. Staff are deployed in ways that make best use of available expertise and interests. Discretionary school funds are applied to initiatives aimed at improving outcomes for students. The broader community is used as a resource in the development and delivery of learning.

19. An Expert Teaching Team Teachers are experts in the subjects they teach and have very high levels of pedagogical knowledge. Teachers and leaders take personal and collective responsibility for improved student learning. School leaders place a very high priority on the ongoing professional learning of all staff. Teachers collaboratively plan, deliver and review the effectiveness of lessons.

20. Systematic Curriculum Delivery The school has a clearly documented whole school plan for curriculum delivery. The plan makes explicit what (and when) teachers should teach and students should learn. Considerable attention has been given to ensuring ‘vertical’ alignment across the years of school. Term and unit plans, classroom teaching, and regular assessments are aligned with the curriculum plan.

21. Differentiated Teaching and Learning Leaders promote differentiated teaching as a strategy for engaging every student in learning. The school recognizes that some students require significant adjustments to their learning programs. Individual learning plans have been developed for at least some students. Data is used in all classrooms to make judgments about individual learning needs.

22. Effective Pedagogical Practices School leaders have accepted personal responsibility for promoting improvements in teaching. School leaders have well-known positions on the kinds of teaching that they wish to see occurring. All teachers and leaders are committed to identifying and implementing better teaching methods. School leaders work with teachers to improve their teaching practices, including by providing feedback

23. School-Community Partnerships The school uses partnerships strategically to access resources/expertise not available within the school. Partnerships address identified student needs and are formed with partners who can assist with those needs. The details of partnership programs are carefully planned and partner roles and responsibilities are clear. The benefits to all partners have been considered, and plans exist for evaluating the impact of partnerships.

24. Nine ‘Domains’ of School Improvement 1. an explicit improvement agenda 2. analysis and discussion of data 3. a culture that promotes learning 4. targeted use of school resources 5. an expert teaching team 6. systematic curriculum delivery 7. differentiated teaching and learning 8. effective pedagogical practices 9. school-community partnerships

25. An improvement framework describes what improvement looks like (a roadmap for continual improvement). Ponder and deliberate before you make a move.” ― Sun Tzu, The Art of War

26. Businessman, philanthropist and Canberra Grammar old boy Terry Snow will give $8 million to his former school to build a striking new Asian century centre, which will focus on languages, education and engagement in the region. The Snow centre for education in the Asian century will be completed by mid next year - transforming the historic entrance of Canberra Grammar with a new modernist building that will house 12 classrooms for Asian language, geography, history, economics and culture classes. The donation is one of the largest single gifts to an Australian school. Melbourne Grammar received a $10 million bequest from old boy and pastoralist Jack Morrow in the 1990s. Read more: http://www.canberratimes.com.au/act-news/8m-gift-lets-grammar-get-serious-about-asia-20130529-2ncie.html#ixzz2Up8Bc2SD