The document discusses factors that impact school improvement at both the macro and micro levels. It identifies political and cultural influences, as well as local leadership challenges, that affect systems and schools. The document also outlines strategies for driving positive change in student achievement through effective school leadership, teaching practices, and regular review processes.

1. Christopher Green
Executive Director
Schools Review Unit
NAQQAET
Kingdom of Bahrain
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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
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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
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4. Lecture
10% Reading
20% Audiovisual
Average
student 30% Demonstration
retention
rates 50% Discussion
75% Practise doing
90% Teach others
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5. Apart from information technology,
what has had
significant impact
on
improving
the quality of education
in schools
in the last five years?
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6. Systematic school review
Incisive school leadership
Student-focused teaching & learning
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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
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8. SOURCE 1
OECD, BARBER AND MCKINSEY
22 systems in 19 countries
SOURCE 2
CHRIS GREEN
10 systems in 9 countries
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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
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10. Wymondham College, Norfolk, England
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11. Thomas Telford School, Shropshire, England
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12. Greensward Academy, Essex, England
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13. Walsall Academy, Walsall, England
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14. St. Christopher’s School, Bahrain
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15. British School, Bahrain
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16. Hutteen Primary Boys’ School, Bahrain
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17. Rabe’aa Primary Girls School, Bahrain
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18. Khawla Secondary Girls School, Bahrain
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19. Um Salama Intermediate Girls School, Bahrain
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20. British School, Riyadh, KSA
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21. Bhavan British School, Baroda, India
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22. Tweedsmuir School, Invercargill, New Zealand
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23. Kunskapsskolan School, Stockholm,
Sweden
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24. Al Ain Junior School, Abu Dhabi
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25. Cambridge High School, Abu Dhabi
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26. Tarpon Springs Culinary School, Florida,
USA.
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27. Albuqueque Academy, New Mexico, USA
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28. Mvumi Secondary School, Dodoma,
Tanzania
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29. MICRO MACRO
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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
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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
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37. vision action
can do
Change
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38. Outstanding leadership
at
a range of levels
is
the ‘key’ to
sustaining improvements
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39. The must be
leading learning
inside conventional classrooms and
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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
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41. What are the salient
issues to address?
What does leadership
need to do to be
outstanding?
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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
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43. CYCLE 1 CYCLE 2
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44. CYCLE 1 CYCLE 2
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45. CYCLE 1 CYCLE 2
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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
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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
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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
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50. leadership
hierarchy empowerment
control accountability
secrecy transparency
bureaucracy strategic action
blame learning development
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51. learning
assessment-based
subjectivity
learning
analysis synthesis
fragmentation coherent purpose
administrative focus learning focus
passive attendance active learning
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52. Examination
Boys’ and girls’
validity &
achievement
reliability
Distributed Lifelong learning
leadership culture
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53. personal trusting
responsibility relationships
formative
assessment
as central
reflective
passion for
practice and
improvement
appraisal
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54. But always within a
culture of
Students’
focused
learning
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55. from
Effective leadership is about
moving people
Delivery
mindsets
to
Learning
mindsets
with
Consequent
action
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56. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET