ben levin 2012 lcll annual lecture slideshow
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Ben Levin 2012 LCLL Annual lecture slideshowTRANSCRIPT
Welcome to the
LCLL 15th Anniversary Annual Lecture
Celebrating 15 years of innovative
leadership
www.ioe.ac.uk/lcll
Building a Great School (and
a Great System)
Ben Levin
OISE – University of Toronto
Institute of Education, London
March 2012
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Outline
• Building a great school
• Challenges
• A system perspective
Perspective
• From Canada
– Senior official in government
– Policy researcher
– Political involvement
• England
– Ongoing view of education policy over last 20
years
– Evaluation of NLS/NNS
– NCSL council
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We Know a Lot
• Much knowledge about good policy and
practice
• Don’t use it all
• Requires doing many things all at once
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World Challenge
• Better outcomes than ever before
• In a broader range of areas than ever
before
• For more students than ever before
• With less inequity than ever before
• And within fiscal constraints
England
• Achievement appears quite good by
international standards
– TIMSS results high, improving
– PISA results good though not improving
• There is no education crisis
• Prime issue is equity
– Some evidence of improvement
– Large gaps remain
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What Causes These Gaps?
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Schools and Society
• Schools cannot do everything
• Social policy is also vital to good education
– Housing, employment, health, child care
• More equitable societies have better
outcomes
• Schools often less unequal than other
sectors
Schools cannot solve
social inequalities
- And should not be blamed for
them
But they can make an
important contribution to
reducing them
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How Much Could We Improve?
• Much of the variance is within schools
• Other countries do much better with
similar challenges
• Limits of improvement are not known
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Four Main Foci
• Improving teaching and learning
• Student support and care
• Curriculum and program
• Community outreach
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Teaching and Learning
• Teaching more than teachers
• Like other professions, based on best
available knowledge
• Practice owned by teachers as a
profession
• Teaching as a collective activity
• Continuous learning and adaptation
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Examples
• More formative assessment
• Building on students’ prior knowledge
• More student engagement
• More higher order tasks
• Less tracking
• Preventing failure as much as possible
• Second chances
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Student Support and Care
• Knowing every student
– Knowledge, respect, expectations
• Keeping track of every student’s progress
• Intervening early when problems occur
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Curriculum and Program
• Teaching matters more than curriculum
• Build on students’ knowledge and interests
• High expectations – avoiding tracking
• Reducing special education placements
• Self-directed learning
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Community Outreach
• Reaching out to parents and families
– To support children’s progress
• Building broader community relations
– Ethnic, religious, sports and other groups
• Working with employers
– Work experience, mentoring
• Community study
– Place as a curriculum area
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What It Takes to Do This
• A clear theory of action
• Relentless focus on the things that really
matter
– It is very hard to change people’s behaviour
• Building a positive, collegial, supportive
culture of high expectations for all
• Providing the supports people need to get
better at their work
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Challenges • Wrong policies
– Focus on competition, autonomy and blame
as central drivers of improvement
– Focus only on ‘failing’ schools
• Public beliefs
– Failure, tracking, selection as desirable
• Distractions
– Lack of focus on what really matters
• Professional beliefs
– Individual autonomy
– Blaming kids and families 37
The Importance of a System
• Each school improving on its own is not a
reasonable approach
– High performing systems do not do this
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Autonomy and Outcomes
Country Autonomy measure
UK +.83
Finland -.39
Canada -.39
Korea -.44
Japan -.18
Like the UK – Czech Republic, Hungary,
Netherlands, Sweden
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The Importance of a System
• Each school improving on its own is not a
good strategy
– High performing systems do not do this
– Does not provide enough support for
improvement in all schools
– Too many distractions for schools
• Key is the right balance between school
and system effort
• Collaboration more than competition
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Policy Needs
• More positive climate – support, not blame
• Working on improvement in every school
• Enough systematic supports to lead to real
improvement
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Implications for Leaders
• Keep focused on what really matters
• Build your own networks and supports
• Collaborate with others
• Work to influence public opinion and policy
– Importance of equity
– Need for support rather than blame
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Research
• Some good progress in UK
• Could be a much more important
contributor to better education
• Requires a more strategic approach
– Improvements in the research enterprise
– Improvements in the sector capacity to use
research
– Better mediation between the two
Vision, Optimism, Realism
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Thank You
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