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Christopher Green
   Executive Director
   Schools Review Unit
   NAQQAET
   Kingdom of Bahrain



© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
MACRO                         MICRO

      The macro level

         Political and
                                                    Economic                                 Improvement
             culture
                                                   commitment                                 in systems
               will




                   micro

                                                   Leadership
                                                       and                                   Improvement
        Similar social
        circumstances                             management
                                                  challenge is                                in schools
                                                      local




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
at both macro and micro levels




                                                       School
                                                    improvement


                                                   Positive change
                                                   in the personal
                                                     behaviour &
                                                      academic
                                                   achievement of
                                                       students


                                Leading and
                                                                         Teaching that
                                 managing
                                                                       brings about real
                                  schools
                                                                           learning
                                 effectively

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Lecture

                                                  10%              Reading


                                                 20%                  Audiovisual

      Average
       student                                   30%                         Demonstration
      retention
        rates                                   50%                                Discussion


                                                75%                                     Practise doing


                                                90%                                          Teach others




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Apart from information technology,
                     what has had
                  significant impact
                           on
                      improving
              the quality of education
                      in schools
                in the last five years?

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Systematic school review


     Incisive school leadership


     Student-focused teaching & learning



© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
SOURCES FOR THESE ANSWERS
   1. Policy and practice in improving school leadership,
   Organisation for Economic Co-operation and
   Development (OECD) Vol. 1 & 2 2008

   Lessons in leadership development, Barber, M. 2010

   Education systems keep getting better McKinsey & Co,
   2010

   2. Highly effective schools in ten systems,
   Chris Green, 2012



© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
SOURCE 1
   OECD, BARBER AND MCKINSEY
                  22 systems in 19 countries


     SOURCE 2
     CHRIS GREEN
                     10 systems in 9 countries

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
SOURCE 2
   A LONGITUDINAL STUDY OF HIGHLY
   EFFECTIVE SCHOOLS IN TEN SYSTEMS

             England                            Sweden                                 USA


                                                    UAE
        Saudi Arabia                                                              Tanzania
                                          (Abu Dhabi & Dubai)



                                                                               Kingdom of
                India                      New Zealand
                                                                                 Bahrain


© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Wymondham College, Norfolk, England




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Thomas Telford School, Shropshire, England




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Greensward Academy, Essex, England




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Walsall Academy, Walsall, England




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
St. Christopher’s School, Bahrain




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
British School, Bahrain




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Hutteen Primary Boys’ School, Bahrain




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Rabe’aa Primary Girls School, Bahrain




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Khawla Secondary Girls School, Bahrain




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Um Salama Intermediate Girls School, Bahrain




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
British School, Riyadh, KSA




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Bhavan British School, Baroda, India




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Tweedsmuir School, Invercargill, New Zealand




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Kunskapsskolan School, Stockholm,
                       Sweden




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Al Ain Junior School, Abu Dhabi




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Cambridge High School, Abu Dhabi




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Tarpon Springs Culinary School, Florida,
                              USA.




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Albuqueque Academy, New Mexico, USA




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Mvumi Secondary School, Dodoma,
                        Tanzania




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
MICRO                                       MACRO




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Local adaptation




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Accurate school review is critical as the informant of
                priorities for improvement




                                                                    Regular and frequent
                Rigorous school self-
                                                                    external review to
                evaluation as routine
                                                                    benchmark and
                in-school
                                                                    moderate school
                management
                                                                    self-evaluation




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
vision                        action



                                                                         can do



         Change


© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Outstanding leadership
                                   at
                           a range of levels
                                   is
                              the ‘key’ to
                       sustaining improvements




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
The                                                               must be




                              leading learning
         inside conventional classrooms and




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
is where there is
                          direct and practical
                        leadership of learning
             inclusive, distributed and within
               a culture of lifelong learning
                    in and out of school


© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
What are the salient
                                                issues to address?


            What does leadership
             need to do to be
               outstanding?

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Bahrain Schools                        Bahrain Centre
                            Agenda                               of Excellence


                         Ministry of Education                National criteria
                              Strategies
                                                               for leadership
                             (particularly Literacy &
                                   Numeracy)                    performance

                                 Tracking                      Comprehensive
                                students’                       performance
                                progress                            data




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
CYCLE 1                         CYCLE 2




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
CYCLE 1                               CYCLE 2




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
CYCLE 1                               CYCLE 2




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
CYCLE 1
      BOYS' SCHOOLS
                      Figure 3: Overall effectiveness – comparing boys’ schools in Cycles 1 and 2


                          1   13                       53                                   36
         2008-2011
        103 schools    1%     13%                     51%                                  35%
         (Cycle 1)



                      0%       10%      20%     30%    40%     50%     60%        70%     80%      90%       100%

                                     1-Outstanding    2-Good     3-Satisfactory     4-Inadequate




      GIRLS' SCHOOLS

                       6                       47                                   41                   5
        2008-2011
        99 schools     6%                      48%                                  41%                  5%
         (Cycle 1)



                     0%        10%     20%     30%    40%      50%     60%        70%     80%      90%       100%


                                     1-Outstanding    2-Good    3-Satisfactory      4-Inadequate

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
By improving schools’ self-evaluation
   and identifying priorities for action




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
51%
                        48%
              50%


                                                                  39%
              40%

                                          33%

              30%                                              27%
                     26%      25%
                                                                        24%

              20%                                                                    Exact
                                                                                     1 Point Difference
                                                   10%                               2 Points Difference
              10%
                                                                                     3 Points Difference
                                                                              4%

               0%
                            -1%

                                                -6%                  -6%
             -10%



                            2008-2011           2008-2011            2011-2012
                           202 schools          51 schools           51 schools
                            in Cycle 1          in Cycle 1           in Cycle 2




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
leadership

             hierarchy                                                     empowerment

               control                                                      accountability

               secrecy                                                       transparency


           bureaucracy                                                     strategic action


                blame                                                learning development



© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
learning
                                                                           assessment-based
               subjectivity
                                                                                    learning

                   analysis                                                        synthesis


             fragmentation                                                  coherent purpose


        administrative focus                                                   learning focus


         passive attendance                                                   active learning


© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
Examination
                        Boys’ and girls’
                                                                             validity &
                         achievement
                                                                             reliability


                            Distributed                                Lifelong learning
                            leadership                                      culture




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
personal                                                                   trusting
           responsibility                                                            relationships

                                                    formative
                                                   assessment
                                                    as central
             reflective
                                                                                      passion for
            practice and
                                                                                     improvement
             appraisal




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
But always within a
                                           culture of



                                                 Students’
                                                  focused
                                                  learning




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
from
      Effective leadership is about
             moving people
                                                                          Delivery
                                                                          mindsets

                                                                     to

                                                              Learning
                                                              mindsets

                                                                                with

                                                                         Consequent
                                                                              action




© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET

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Globalization leadership and improvement in schools chris green - day 1-session2

  • 1. Christopher Green Executive Director Schools Review Unit NAQQAET Kingdom of Bahrain © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 2. MACRO MICRO The macro level Political and Economic Improvement culture commitment in systems will micro Leadership and Improvement Similar social circumstances management challenge is in schools local © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 3. at both macro and micro levels School improvement Positive change in the personal behaviour & academic achievement of students Leading and Teaching that managing brings about real schools learning effectively © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 4. Lecture 10% Reading 20% Audiovisual Average student 30% Demonstration retention rates 50% Discussion 75% Practise doing 90% Teach others © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 5. Apart from information technology, what has had significant impact on improving the quality of education in schools in the last five years? © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 6. Systematic school review Incisive school leadership Student-focused teaching & learning © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 7. SOURCES FOR THESE ANSWERS 1. Policy and practice in improving school leadership, Organisation for Economic Co-operation and Development (OECD) Vol. 1 & 2 2008 Lessons in leadership development, Barber, M. 2010 Education systems keep getting better McKinsey & Co, 2010 2. Highly effective schools in ten systems, Chris Green, 2012 © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 8. SOURCE 1 OECD, BARBER AND MCKINSEY 22 systems in 19 countries SOURCE 2 CHRIS GREEN 10 systems in 9 countries © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 9. SOURCE 2 A LONGITUDINAL STUDY OF HIGHLY EFFECTIVE SCHOOLS IN TEN SYSTEMS England Sweden USA UAE Saudi Arabia Tanzania (Abu Dhabi & Dubai) Kingdom of India New Zealand Bahrain © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 10. Wymondham College, Norfolk, England © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 11. Thomas Telford School, Shropshire, England © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 12. Greensward Academy, Essex, England © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 13. Walsall Academy, Walsall, England © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 14. St. Christopher’s School, Bahrain © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 15. British School, Bahrain © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 16. Hutteen Primary Boys’ School, Bahrain © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 17. Rabe’aa Primary Girls School, Bahrain © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 18. Khawla Secondary Girls School, Bahrain © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 19. Um Salama Intermediate Girls School, Bahrain © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 20. British School, Riyadh, KSA © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 21. Bhavan British School, Baroda, India © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 22. Tweedsmuir School, Invercargill, New Zealand © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 23. Kunskapsskolan School, Stockholm, Sweden © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 24. Al Ain Junior School, Abu Dhabi © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 25. Cambridge High School, Abu Dhabi © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 26. Tarpon Springs Culinary School, Florida, USA. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 27. Albuqueque Academy, New Mexico, USA © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 28. Mvumi Secondary School, Dodoma, Tanzania © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 29. MICRO MACRO © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 30. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 31. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 32. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 33. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 34. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 35. Local adaptation © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 36. Accurate school review is critical as the informant of priorities for improvement Regular and frequent Rigorous school self- external review to evaluation as routine benchmark and in-school moderate school management self-evaluation © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 37. vision action can do Change © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 38. Outstanding leadership at a range of levels is the ‘key’ to sustaining improvements © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 39. The must be leading learning inside conventional classrooms and © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 40. is where there is direct and practical leadership of learning inclusive, distributed and within a culture of lifelong learning in and out of school © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 41. What are the salient issues to address? What does leadership need to do to be outstanding? © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 42. Bahrain Schools Bahrain Centre Agenda of Excellence Ministry of Education National criteria Strategies for leadership (particularly Literacy & Numeracy) performance Tracking Comprehensive students’ performance progress data © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 43. CYCLE 1 CYCLE 2 © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 44. CYCLE 1 CYCLE 2 © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 45. CYCLE 1 CYCLE 2 © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 46. CYCLE 1 BOYS' SCHOOLS Figure 3: Overall effectiveness – comparing boys’ schools in Cycles 1 and 2 1 13 53 36 2008-2011 103 schools 1% 13% 51% 35% (Cycle 1) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1-Outstanding 2-Good 3-Satisfactory 4-Inadequate GIRLS' SCHOOLS 6 47 41 5 2008-2011 99 schools 6% 48% 41% 5% (Cycle 1) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1-Outstanding 2-Good 3-Satisfactory 4-Inadequate © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 47. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 48. By improving schools’ self-evaluation and identifying priorities for action © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 49. 51% 48% 50% 39% 40% 33% 30% 27% 26% 25% 24% 20% Exact 1 Point Difference 10% 2 Points Difference 10% 3 Points Difference 4% 0% -1% -6% -6% -10% 2008-2011 2008-2011 2011-2012 202 schools 51 schools 51 schools in Cycle 1 in Cycle 1 in Cycle 2 © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 50. leadership hierarchy empowerment control accountability secrecy transparency bureaucracy strategic action blame learning development © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 51. learning assessment-based subjectivity learning analysis synthesis fragmentation coherent purpose administrative focus learning focus passive attendance active learning © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 52. Examination Boys’ and girls’ validity & achievement reliability Distributed Lifelong learning leadership culture © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 53. personal trusting responsibility relationships formative assessment as central reflective passion for practice and improvement appraisal © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 54. But always within a culture of Students’ focused learning © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 55. from Effective leadership is about moving people Delivery mindsets to Learning mindsets with Consequent action © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  • 56. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET