Evidence in Action: Legislating for improvementPresentation Transcript
Evidence to Action
Legislating for On-going Improvement
Requirement to review
Why any changes?
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
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
Continuous improvement vital
By the time they leave school all young people must
be more skilled
be more resilient
be better educated
than any previous generation
School Development = Self Review = Strategic Planning
About change and improvement
Informed by externally referenced data
Focused and deliberate
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?
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
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....
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?
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.
The legislation change (ii)
(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.
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?
Target setting and reporting
Schools set priorities considering both local and broader societal needs
own (informed) choice, own measures, challenging (when achieved will indicate improvement)
results (own measures); analysis of variance (self review)
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
MoE will store only ...
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
Target setting and reporting (ii)
Parents Schools agencies
Student learning the common factor
The secrets are
openness no hidden agendas, no hidden data
and communication understandable language
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?
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;