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Plateau Effect Performance Variability Determinism

Education Reform: A Global Agenda. Plateau Effect Performance Variability Determinism. Emerging Consensus. Twin Pillars for Transformation “Quality of A Schooling System cannot exceed Quality of its Teachers” (McKinsey). School Leadership Matters (OECD). Empirically validated

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Plateau Effect Performance Variability Determinism

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  1. Education Reform: A Global Agenda • Plateau Effect • Performance Variability • Determinism

  2. Emerging Consensus • Twin Pillars for Transformation “Quality of A Schooling System cannot exceed Quality of its Teachers” (McKinsey)

  3. School Leadership Matters (OECD) • Empirically validated • Indirect/proximal effect • Greatest where learning needs are greatest • Antidote to variations in performance • Leadership as the Practice of Improvement (Elmore)

  4. Leadership the Enabler • Archimedes/Fullan • Energy Flow/Brighouse • Interface/OECD • “Only Leadership can bring (it) all together” (Southworth)

  5. The Prize Optimising School Leaders Contribution to: • Student Learning • Professional Learning • Systems Learning

  6. The Challenge How such leadership can be: • Identified • Nurtured • Developed • Sustained

  7. OECD Report • Affirming • Challenging – 4 levers • A Call to Action - Policy - Employing Authority (s) level - School/Site level

  8. A Systems wide agenda “…requires root-and-branch reform of inherited traditional bureaucratic systems of recruiting and training leaders, of paying and rewarding them and of shaping their incentives both short term and long term including pension arrangements.” (Michael Barber)

  9. “A man’s praises have very musical and charming accents in another’s mouth, but very flat and untuneable in his own” (Xenophon)

  10. Directions of Travel consistent with OECD Framework • Re purposing Leadership/Leadership Development - Leadership of Teaching and Learning - Learning Centred Leadership is Critical “When School leaders seriously address within school variation it can make a significant difference” (Munby)

  11. Lead Curriculum development • Monitor and evaluate the quality of teaching • Lead teacher Professional development • Build a Culture of Collaboration amongst teachers • Use DATA effectively to improve practice • Ensure that resource allocations are consistent with pedagogical practices

  12. MODELLING – “Example is not the main thing in influencing others it is the only thing” (Albert Schweizer) MONITORING – DATA RICH Conversation DIALOGUE Co-Construction Constructivist

  13. From To Comfortable Demanding Introverted Outward looking Input Focused Results Focused Evidence Light Evidence Based (Barber)

  14. Revisiting Preparation for Headship • Leadership supply a strategic imperative • Repurpose PQH - Candidates - trainee Headteachers - Secure/Enhance Quality - Enrich the journey/ ‘Contextual Literacy’ - Ownership ~ Profession ~ Employing Authorities - Eradicate the Preparation/Recruitment Gap

  15. Revisiting Distributive Leadership Pathway to: • School Transformation • Leadership Supply • Leadership Sustainability • Systems/Consultant Leaders

  16. “Distributive leadership is a common denominator in schools that have sustained improvement over a five year period” (Day, Sammons et.al 2008)

  17. Challenges • Leadership as role • Culture • Structure • Remuneration • CPD Gap

  18. How • Building Leadership Capacity - a key prerequisite for school effectiveness and improvement - principals a primary role • Principal development • Leader/Coach • Web Support - think pieces - toolkits - materials

  19. Re-conceptualising the Policy-Implementation Interface

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