Evidence in Action: Legislating for improvement

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  • 1. Evidence to Action
    • Legislating for On-going Improvement
      • Charters update
      • Requirement to review
      • Why any changes?
  • 2. Informing Education Policy
    • 2040 working age/parent population in our schools now
    • World increasingly complex
    • Knowledge doubles every 6-7 years
    • Aotearoa/New Zealand increasingly diverse
    • ~2040 demographic changeover
  • 3. National Priorities
    • Current NAGs : ‘Government priorities’ are our priorities
      • Literacy and Numeracy: ‘haves’ and ‘have nots’
      • Over-representation of Mäori and Pasifika students in underachievement stats
    • ‘ Government priorities’ reflect societal imperatives
  • 4. Continuous improvement vital
    • By the time they leave school all young people must
      • know more
      • be more skilled
      • be more resilient
      • be better educated
      • than any previous generation
  • 5. School Development = Self Review = Strategic Planning
    • About change and improvement
    • Informed by externally referenced data
    • Focused and deliberate
  • 6. Thinking Strategically
      • Where do we want to be ?
        • What informs our expectation?
      • Where are we now ?
        • How do we know?
      • What steps can we take towards improvement ?
        • What is good practice? How do we know?
  • 7. Strategy is evidence driven
    • Up-to-date externally referenced information
    • Use data to identify strengths and weaknesses
    • Analyse closely, continually monitoring progress towards targets
    • Make adjustments as necessary
  • 8. Strategy is deliberate
    • We know where we’re going
    • We’ve analysed what needs to be done
    • This is how we plan to do it
    • This is what our monitoring is showing
    • These are the adjustments we need to make....
  • 9. Planning (Self Review) Cycle Planning (Self Review) Cycle Plan : What targets do we want to achieve? What do we need to do to achieve them? Annual Programme of Teaching and Learning Assess : What did we achieve? How do we know? Evaluate: d o we need to do something differently?
  • 10. The legislation change (i)
    • Student outcomes schools’ priority;
    • Demands boards and principals are more explicit in their expectations;
    • Culture of data-driven annual self-review;
    • Requires transparent goal setting and reporting of student outcomes to engage families and communities.
  • 11. The legislation change (ii)
    • New Charters
      • Old charter
        • (vision, community values, mission ...)
      • 3-5 year strategic improvement plan
        • Schools set goals considering both local and national priorities
      • Annually updated part: this year’s improvement target.
  • 12. The legislation change (iii) Plan : What targets do we want to achieve? What do we need to do to achieve them? Lodge copy of plan & report Annual Programme of Teaching and Learning Assess : What did we achieve? How do we know? Evaluate: d o we need to do something differently?
  • 13. Target setting and reporting
    • Schools set priorities considering both local and broader societal needs
    • Targets
      • own (informed) choice, own measures, challenging (when achieved will indicate improvement)
    • Reports:
      • results (own measures); analysis of variance (self review)
  • 14. Whose Business? What do students need to learn? Core business: Teaching and Learning School Monitoring and Support Strategy National Curriculum Policy STUDENT ACHIEVEMENT INFORMATION Core business Policy setting and Resourcing Self review: What can we do better? Policy Review How do we know how well are we doing? National Assessment Strategy Report student outcomes to parents Report system outcomes to Parliament Support for students at risk
  • 15. MoE will store only ...
  • 16. Assessment Strategy
    • Society’s
    • expectations:
    • Curriculum
    • NEG/NAG
    • Literacy & numeracy improvements
    • Mäori Education improvements
    SP & R Resourcing Comparative national data Monitoring and support Statistics Policy Review
    • Boards and Principals can:
    • access data about their own school
    • access national statistics for comparable schools
    MIR
  • 17. Target setting and reporting (ii)
  • 18.
    • Government
    • Parents Schools agencies
    • Student learning the common factor
    • The secrets are
      • openness  no hidden agendas, no hidden data
      • and communication  understandable language
    Trust
  • 19. Role of ERO
    • Reviews focus on quality of self-review
      • what information lead school to its priorities?
      • what is the quality of the monitoring?
      • have national priorities been properly considered?
  • 20. Improved outcomes for all students
      • Schools to be explicit in their outcome expectations;
      • Quality evaluation of student learning;
      • A high trust professional environment;
      • Emphasis on quality educational outcomes rather than compliance;
      • Openness and debate about achievement