Experiences of Other Countries
Confronting Issues of
Poor Students’ Achievements
Professor Louise Stoll
Professor Coleen J...
2
Below average maths performance
Above average equity in education
Below average mathematics performance
Below average eq...
Andreas Schleicher - OECD
• “Nowhere does the quality of the school system
exceed the quality of its teachers.”
• How they...
Professor John Hattie
• Meta-analysis of research studies of what makes a
difference
• After what the child brings to the ...
The focus of investment in New
Zealand?
• Teacher quality
• Head teacher/ Director quality
• We know some teachers and som...
New roles to enhance pedagogical
responsibilities, enhance career diversity
• Executive principal – Highly capable, Proven...
Key outcomes
• Raise profile of teaching profession
• Greater career differentiation – more opportunities
and recognition ...
High accountability systems
• Teacher standards – measuring what matters
• Principal standards – instructional leadership,...
Sutton Trust-EEFToolkit
 Accessible summary of educational research.
 Guidance on how to use resources to improve attain...
FOCUSING
What does our focus need to
be? Where are we going to
place our attention?
DEVELOPING A HUNCH
What is leading to ...
Reform project Neue Mittelschule -
New Middle School (NMS)
 Fundamental reorientation of
instructional and organizational...
Core
values
Social
awareness
Relationship
management
Responsible
decision-
making
Self
awareness
Self
management
Critical ...
PISA 2015 collaborative problem solving
Students will be tested on their proficiency in:
 Establishing and maintaining sh...
Leadership for Learning:
The Role and Power of
Educational Leaders
Professor Louise Stoll
Professor Coleen Jackson
Profess...
The power of
leadership
for learning
Effecting change through the New Zealand
Aspiring Principals’ Programme
230 leaders e...
To coaches …
• “You have to work with
them so that they are more
than you have ever been
able to be yourself…”
• “Be open ...
Coaching leadership for
change• The model is that of a
partnership
with two-way learning .
•
The leader is a learner
in th...
The action – for leadership for
learning
• Every leader focuses on students who are under-
achieving in their school.
• De...
Connected nation-wide
• System leaders
• Commitment to NZ
education, not just own
school
• Collaborative – support
and cha...
Then we research what we do and
what the most effective learning
experiences are.
• How do we develop “moral purpose for e...
Leadership for 21st Century Learning:
critical for change and innovation
Design, implement and sustain
powerful innovativ...
Systemic
capacity
building
hierarchical system
heads
inspectors
ministry
Austrian Leadership
Academy (LEA)
Schratz and Sch...
Connecting the levels and teams
Austria - The Leadership Academy and
Lern Designers
Israel – The Ministry of Educational
E...
National leadership in education forum march 2014 for circulation (Louise Stoll, Jan Robertson)
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National leadership in education forum march 2014 for circulation (Louise Stoll, Jan Robertson)

  1. 1. Experiences of Other Countries Confronting Issues of Poor Students’ Achievements Professor Louise Stoll Professor Coleen Jackson Professor Jan Robertson National Leadership in Education Forum 6 March 2014
  2. 2. 2 Below average maths performance Above average equity in education Below average mathematics performance Below average equity in education Above average maths performance Above average equity in education Above average mathematics performance Below average equity in education PISA 2012 Mathematics – student performance and equity 30 25 20 15 10 5 0 Greater equity 300 650 500 550 600 450 400 350 UK Australia Japan Korea Canada Hong Kong China Liechtenstein Macau Finland Estonia Singapore Lithuania New Zealand Mean maths score OECD average OECDaverage Austria
  3. 3. Andreas Schleicher - OECD • “Nowhere does the quality of the school system exceed the quality of its teachers.” • How they select teachers and develop teachers • How they improve the quality of teachers performance • How teachers work together to develop and share knowledge of great teaching • Recognition for good teaching and results • Valuing good teaching in the profession
  4. 4. Professor John Hattie • Meta-analysis of research studies of what makes a difference • After what the child brings to the school experience, the teacher contributes more than any other factor to student achievement. • But it is the expert teacher, not simply the experienced teacher, who makes the great difference! • Expert teachers “engage students in learning and develop the student’s self-esteem as learners”. And it is certain things that the teacher does. Effective instruction and certain components of feedback, dialogue between the teacher and the student, contribute substantially.
  5. 5. The focus of investment in New Zealand? • Teacher quality • Head teacher/ Director quality • We know some teachers and some leaders are more effective than others. How do we use these effectively across the system for leadership for learning? Investment of resources where they make a difference.
  6. 6. New roles to enhance pedagogical responsibilities, enhance career diversity • Executive principal – Highly capable, Proven track record of lifting achievement; 2 days per week to work in other schools in community • Expert teacher – highly capable; proven track record and experts in science and maths; work with EPs and with Ts in others classrooms 2 days per week • Lead teacher –Highly effective. Open classroom. Role model for others Ts =own school and others. • Change principal – employed to lift achievement. Turn school around. Paid bonus by Government to trun school around.
  7. 7. Key outcomes • Raise profile of teaching profession • Greater career differentiation – more opportunities and recognition for good teaching • Attract greatest talent to challenging classrooms and schools • Innovation in pedagogies - shift knowledge around pockets of innovation • Motivation to improve own performance and that of colleagues • Collaboration between teachers and schools - networks • System leadership for NZ school system
  8. 8. High accountability systems • Teacher standards – measuring what matters • Principal standards – instructional leadership, sharing leadership, building community partnerships, competencies for monitoring instruction, projects between schools, advice to parents • Appraisal and performance management systems • New standards developed for new positions – teachers evaluated on student results, teacher and peer appraisal, classroom observation, principal appraisal, teacher portfolios (great data and professional judgment) • School evaluation and school self-review on annual targets set with Ministry of Education
  9. 9. Sutton Trust-EEFToolkit  Accessible summary of educational research.  Guidance on how to use resources to improve attainment of disadvantaged pupils  Supports teachers to make informed choices and adopt more ‘evidence-based’ approach  Average impact, additional months progress expect pupils to make over a year as result of using approach 0 (low/no effect) to 12 (.96+ very high effect)  Cost estimation, based on approximate cost of implementing approach in a class of 25 pupils £ very low to £££££ very high  Evidence, based on availability, methodological quality, magnitude of impact, reliability or consistency of impact across studies * (very limited) to ***** (very extensive)
  10. 10. FOCUSING What does our focus need to be? Where are we going to place our attention? DEVELOPING A HUNCH What is leading to this situation? How are we contributing to it? LEARNING [New professional] How and where can we learn more about what to do?TAKING ACTION What will we do differently? CHECKING Have we made enough of a difference? SCANNING What’s going on for our learners? What’s going on for our learners? How do we know? Why does this matter? Spirals of Inquiry For equity and quality Halbert and Kaser (2013)
  11. 11. Reform project Neue Mittelschule - New Middle School (NMS)  Fundamental reorientation of instructional and organizational system of teaching and learning for 10- to 14- year-olds  Dissolving structure of tracking in lower secondary schooling, creating homogenous groups  Creating new roles – learning designers, helping school director shift from teaching to learning  Focusing on individual child  Creating professional learning communities  Backward mapping – keeping the end in mind Austria
  12. 12. Core values Social awareness Relationship management Responsible decision- making Self awareness Self management Critical and inventive thinking The 21st Century Competencies (21 CC) Framework Respect, responsibility, integrity, care, resilience, harmnoy Social and emotional competencies Emerging 21st century competencies
  13. 13. PISA 2015 collaborative problem solving Students will be tested on their proficiency in:  Establishing and maintaining shared understanding  Taking appropriate action to solve problems  Establishing and maintaining team organization
  14. 14. Leadership for Learning: The Role and Power of Educational Leaders Professor Louise Stoll Professor Coleen Jackson Professor Jan Robertson National Leadership in Education Forum 7 March 2014
  15. 15. The power of leadership for learning Effecting change through the New Zealand Aspiring Principals’ Programme 230 leaders each year – now in fourth year (1000 school leaders)
  16. 16. To coaches … • “You have to work with them so that they are more than you have ever been able to be yourself…” • “Be open to learn from them.” • “Change our practice from their experiences.” • “So they can fly …
  17. 17. Coaching leadership for change• The model is that of a partnership with two-way learning . • The leader is a learner in this model – an important leadership disposition. • (What can I learn through my leadership? What do I need to learn to be a better leader?) (Robertson, Jan, 2008, Coaching educational leadership: Building leadership capacity through partnership. London:
  18. 18. The action – for leadership for learning • Every leader focuses on students who are under- achieving in their school. • Decides on a school-wide inquiry action research project in negotiation with Director. • Leads teachers in transformative changes in classroom practices – “what are you doing differently that will effect change?” • Reflects regularly with experienced coach and peer coach – through online journals and forums, skype, school meetings, regional forums. • Gathers data and reports on effect of leadership to colleagues and school Board at end of year.
  19. 19. Connected nation-wide • System leaders • Commitment to NZ education, not just own school • Collaborative – support and challenge • Sharing and creating innovative practice and new knowledge
  20. 20. Then we research what we do and what the most effective learning experiences are. • How do we develop “moral purpose for equity” in leaders? What works? What do we do? • How do we develop confidence in leaders that they can effect change? • How do we develop leaders who have a disposition to learn? • And then how do we develop coaching tools for the coaches that are intentional and focused on what we know works.
  21. 21. Leadership for 21st Century Learning: critical for change and innovation Design, implement and sustain powerful innovative learning environments Create conditions for 21st century learning and teaching at the core of practice Demonstrate creativity and often courage Model and nurture 21st century professionalism Social and connected, including team leadership Involve diverse non-formal partners Involve complex multi-level chemistry, distributed throughout system OECD - Istance and Stoll (2013)
  22. 22. Systemic capacity building hierarchical system heads inspectors ministry Austrian Leadership Academy (LEA) Schratz and Schley (2007) dynamic system traditional system
  23. 23. Connecting the levels and teams Austria - The Leadership Academy and Lern Designers Israel – The Ministry of Educational Experiments and Entrepreneurship Division Catalonia – Juame Bofill Foundation and 30 stakeholders England – Creative Leadership Learning – team development

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