Professor David Hopkins presented on England's education system reforms over the past decade. He outlined four key drivers that helped raise student achievement and build school capacity: 1) personalizing learning, 2) professionalizing teaching, 3) building intelligent accountability, and 4) innovation and networking. Hopkins argued these drivers should be shaped by system leadership to create sustainable reform where every school is great.

1. CCSSO/Asia Society Symposium International Perspectives on U.S. Policy and Practice: What Can We Learn from High Performing Nations? Hall of States, Washington, DC Tuesday, 27 th April 2010 Every School a Great School A perspective from England Professor David Hopkins Being a relentless focus on improving the learning outcomes of ‘ every student’ in ‘every school’ across the whole system …

2. PROFESSIONAL JUDGEMENT NATIONAL PRESCRIPTION KNOWLEDGE POOR KNOWLEDGE RICH 2000s Informed professional judgement 1970s Uninformed professional judgement 1990s Informed prescription 1980s Uninformed prescription

3. 1950 1960 11 plus dominated "Formal" Professional control "Informal" Standards and accountability NLNS 1970 1980 1990 2000 2010 2004 Brief History of Standards in Primary Schools

6. 4

7. Distribution of Reading Achievement in 9-10 year olds in 2001 300 325 350 375 400 425 450 475 500 525 550 575 Sweden Netherlands England Bulgaria Latvia Canada (Ontario,Quebec) Lithuania Hungary United States Italy Germany Czech Republic New Zealand Scotland Singapore Russian Federation Hong Kong SAR France Greece Slovak Republic Iceland Romania Israel Slovenia International Avg. Norway Cyprus Moldova, Rep of Turkey Macedonia, Rep of Colombia Argentina Iran, Islamic Rep of Kuwait Morocco Belize Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

8. Ambitious Standards Devolved responsibility Good data and clear targets Access to best practice and quality professional development Accountability Intervention in inverse proportion to success High Challenge High Support New Labour Policy Framework

11. Towards system wide sustainable reform Every School a Great School National Prescription Schools Leading Reform Building Capacity Prescription Professionalism System Leadership

17. Innovation & Networking Personalised Learning Professional Teaching SYSTEM LEADERSHIP Intelligent Accountability 4 drivers mould to context through system leadership

20. Every School a Great School Framework Governance and Segmentation Innovation and Networking System Leadership Professionalised Teaching Intelligent Accountability Every School a Great School Personalised Learning

21. Coherent System Design High quality personalised learning for every student U N I V E R S A L H I G H Leadership and School ethos Teaching quality Personalised Learning and Professionalised Teaching Intelligent accountability, Governance and Segmentation Innovation, Networking and System Leadership Recurrent funding Physical capital Human capital Knowledge creation and management Qualifications framework Curriculum S T A N D A R D S Hardware Infrastructure Software Teaching and learning Operating system Reform model

22. Complementary Policy Framework for System Reform Ambitious Standards Devolved responsibility Good data and clear targets Access to best practice and quality professional development Accountability Intervention in inverse proportion to success High High Challenge Challenge High High Support Support Governance and Segmentation Innovation and Networking System Leadership Professionalised Teaching Intelligent Accountability Every School a Great School Personalised Learning

25. England is seen as an innovator of education policy around the globe. In fact, several of those systems that are now considered world class adopted certain policies as a direct result of the experience in England Source: Expert interviews and team analysis World leading policy developed in England… … has influenced policy around the world Clear accountability framework and national standards… … was taken into consideration in the development of Singapore’s accountability framework Literacy and numeracy strategies… … shaped the literacy and numeracy strategy in Ontario, Canada Rigorous independent inspection regime… … was adopted by New York Devolution of resources to schools and three year budgets… A focus on turning round or closing failing schools and intervening in poor local authorities… … was used as a case-study by Ohio’s State Education Department Reform of teacher training and best practice marketing of teaching as a profession… … influenced the New York City Department of Education “Children First” reforms and are admired around the world … is widely admired, but proving hard to replicate

26. Professor David Hopkins David Hopkins is Professor Emeritus at the Institute of Education, University of London, where until recently, he held the inaugural HSBC iNet Chair in International Leadership. He is a Trustee of Outward Bound and is Executive Director of the new charity ‘Adventure Learning Schools’. David I holds visiting professorships at the Catholic University of Santiago, the Chinese University of Hong Kong and the Universities of Edinburgh, Melbourne and Wales and consults internationally on school reform. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Dean of the Faculty of Education at the University of Nottingham. Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. His recent books Every School a Great School and System Leadership in Practice are published by The Open University Press. Website: www.davidhopkins.co.uk