Professor David Hopkins HSBC iNet Chair of International Leadership

1. “School Effectiveness and School Improvement – the UK experience”Presentation to the World BankSouth East Asia Conference on Education Quality New Delhi, India, Thursday 25th October 2007 Professor David HopkinsHSBC iNet Chair of International Leadership

2. Overview • Preamble – effectiveness, improvement and moral purpose • The legacy of informed prescription • Towards informed professionalism • Coherent system design

3. KNOWLEDGE POOR 1970s Uninformed professional judgement 1980s Uninformed prescription NATIONAL PRESCRIPTION PROFESSIONAL JUDGEMENT 2000s Informed professional judgement 1990s Informed prescription KNOWLEDGE RICH

4. “School Effectiveness andSchool Improvement – The UK Experience” The Legacy of Informed Prescription

5. The 1988 Education Reform Act • State control • National curriculum • Assessment at 7,11,14 and 16 • Teacher appraisal – teacher training • Formulae for school funding • School inspections every 4 years • Transfer to most LA powers to central government or governing bodies

6. Brief History of Standards in Primary Schools 11 plus dominated Standards and Professional control "Formal" accountability "Informal" NLNS 2004 1950 1960 1970 1980 1990 2000 2010

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10. Distribution of Reading Achievement in 9-10 year olds in 2001 575 550 525 500 475 450 425 400 375 350 325 300 Italy Israel Belize Latvia Turkey France Cyprus Greece Kuwait Iceland Norway Sweden England Hungary Bulgaria Slovenia Germany Morocco Scotland Romania Lithuania Argentina Colombia Singapore Netherlands New Zealand United States Czech Republic Hong Kong SAR Slovak Republic Moldova, Rep of International Avg. Macedonia, Rep of Iran, Islamic Rep of Russian Federation Canada (Ontario,Quebec) Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

11. New Labour Policy Framework Intervention in inverse proportion to success Ambitious Standards High Challenge High Support Devolved responsibility Accountability Access to best practice and quality professional development Good data and clear targets

12. Percentage of pupils achieving level 4 or above in Key Stage 2 tests 1998-2003 English Maths 80 75 70 Percentage 65 60 55 50 1998 1999 2000 2001 2002 2003 • Test changes in 2003 • Major changes to writing test/markscheme • Significant changes to maths papers

13. The Key Question - how do we get there? Most agree that: When standards are too low and too varied some form of direct state intervention is necessary the impact of this top-down approach is usually to raise standards. But when: progress plateaus - while a bit more might be squeezed out in some schools , and perhaps a lot in underperforming schools, one must question whether this is still the recipe for sustained reform there is a growing recognition that to ensure that every student reaches their potential, schools need to lead the next phase of reform. The 64k dollar question is how do we get there?

14. “School Effectiveness andSchool Improvement – The UK Experience” Towards Informed Professionalism

15. Towards system wide sustainable reform Building Capacity Professionalism Prescription National Prescription Every School a Great School Schools Leading Reform System Leadership

16. System Leadership: A Proposition ‘System leaders’ care about and work for the success of other schools as well as their own. They measure their success in terms of improving student learning and increasing achievement, and strive to both raise the bar and narrow the gap(s). Crucially they are willing to shoulder system leadership roles in the belief that in order to change the larger system you have to engage with it in a meaningful way.’

17. Act as a Community Leader Work as a Change Agent Managing Teaching and Learning Developing Organisations Personal Development Partner another School Facing Difficulties and Improve it Moral Purpose Lead a Successful Educational Improvement Partnership Strategic Acumen Developing People Lead and Improve a School in Challenging Circumstances

18. Leadership for Learning Setting direction • Total commitment to enable every learner to reach their potential  • Ability to translate vision into whole school programmes Managing Teaching and Learning • Ensure every child is inspired and challenged through personalized learning • Develop a high degree of clarity about and consistency of teaching quality Developing people • Enable students to become more active learners • Develop schools as professional learning communities Developing the organization • Create an evidence-based school • Extend an organization’s vision of learning to involve networks

19. System Leadership Roles A range of emerging roles, including heads who: develop and lead a successful educational improvement partnership across local communities to support welfare and potential choose to lead and improve a school inextremely challenging circumstances partner another school facing difficulties and improve it. This category includes Executive Heads and leaders of more informal improvement arrangements act as curriculum and pedagogic innovators who develop and then transfer best practice across the system Work aschange agentsor experts leaders as National Leader of Education, School Improvement Partner, Consultant Leader.

20. KEY STAGE CURRICULUM STRATEGIES INTELLIGENT ACCOUNTABILITY FRAMEWORK LEADERSHIP COLLABORATIVE PLANNING CURRICULUM SCHOOL SPECIALISM & COLLABORATION TEACHING POWERFUL LEARNING EXPERIENCES STAFF DEVELOPMENT NEW RELATIONSHIP WITH SCHOOLS ASSESSMENT FOR LEARNING INVOLVEMENT

21. “School Effectiveness andSchool Improvement – The UK Experience” Coherent System Design

22. Coherent System Design Hardware Operating system Software Infrastructure Reform model Teaching and learning S T A N D A R D S Recurrent funding Leadership and School ethos Personalised Learning and Professionalised Teaching Physical capital Human capital Intelligent accountability, Governance and Segmentation Knowledge creation and management Teaching quality Qualifications framework Curriculum Innovation, Networking and System Leadership U N I V E R S A L H I G H High quality personalised learning for every student

23. Complementary Policy Framework for System Reform System Leadership Intelligent Accountability Every School a Great School Professionalised Teaching Personalised Learning Governance and Segmentation Intervention Innovation and Networking in inverse Ambitious proportion Standards to success High High Devolved Challenge Challenge Accountability responsibility High High Support Support Access to best Good data and practice and quality clear targets professional development

24. System Leadership Intelligent Accountability Every School a Great School Professionalised Teaching Personalised Learning Governance and Segmentation Innovation and Networking Every School a Great School Framework

25. Metacognition Curriculum choice & entitlement Assessment for learning Co-production (i) Personalising Learning ‘Joined up learning and teaching’ ‘My Tutor’ Interactive web-based learning resource enabling students to tailor support and challenge to their needs and interests.

26. Enhanced repertoire of learning & teaching strategies Evidence based practice with time for collective inquiry Collegial & coaching relationships Tackle within school variation (ii) Professionalising Teaching ‘Teachers as researchers, schools as learning communities’ ‘The Edu-Lancet’ A peer-reviewed journal published for practitioners by practitioners & regularly read by the profession to keep abreast of R&D.

27. Moderated teacher assessment and AfL at all levels ‘Bottom-up’ targets for every child and use of pupil performance data Value added data to help identify strengths / weaknesses Rigorous self-evaluation linked to improvement strategies and school profile to demonstrate success (iii) Building Intelligent Accountability ‘Balancing internal and external accountability and assessment’ ‘Chartered examiners’ Experienced teachers gain certification to oversee rigorous internal assessment as a basis for externally awarded qualifications.

28. (iv) Networking and Collaboration ‘Disciplined innovation, collaboration and building social capital’ • Best practice captured and highly specified • Capacity built to transfer and sustain innovation across system • Keeping the focus on the core purposes of schooling by sustaining a discourse on teaching and learning • Inclusion and Extended Schooling ‘Leading Edge Practice Partnerships’ Schools develop exemplary curriculum and pedagogic practices and share with others

29. Greater responsibility taken for neighbouring schools All ‘failing schools’ in Federations Significantly enhanced funding for students most at risk Rationalisation of national and local agency functions (v)Governance and Segmentation ‘System transformation is both complicated and facilitated by the high degree of segmentation within the secondary school system’. ‘Autonomous Federations’ Groups of schools opt out of LA control but accept responsibility for all students in their area

30. Measure their success in terms of improving student learning Are fundamentally committed to the improvement of teaching and learning Develop professional learning communities Strive for equity and inclusion (vi) System Leadership ‘System leaders care about and work for the success of other schools as well as their own’ ‘System leaders’ … understand that in order to change the larger system you have to engage with it in a meaningful way

31. Segmentation of the Secondary School System 100 90 N = 3313 80 70 Low Achieving Below 30% 5+A-C N = 483 60 5+A*-C >=30%, lower quartile value added Underperforming Actual 5+A*-C % 2003 50 N = 539 5+A*-C >=30%, 25-75th percentile value added 40 Progressing N = 1495 30 5+A*-C >=30%, upper quartile value added High Performing 20 N = 696 10 Leading the System 0 N = 100 0 10 20 30 40 50 60 70 80 90 100 Estimated 5+A*-C % from pupil KS3 data

32. Networking and Segmentation:Highly Differentiated Improvement Strategies

33. Paulo Freire once said… “No one educates anyone else Nor do we educate ourselves We educate one another in communion In the context of living in this world”

34. Professor David Hopkins HSBC Chair in International Leadership