professor chris husbands. director, institute of education, university of london @director_edu...

Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu

Moscow 2013

Why teaching matters and how to improve it


Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu1Starting points


Policy: floors and ceilings

http://2.bp.blogspot.com/-ZhpUnyC0Bic/T6JmUfIG6MI/AAAAAAAAH_Q/OWIwXwDBzOE/s1600/raising+the+roof+038.jpg


4

Dimensions of high performance workplaces

Raising the floor, lowering the ceilingRegulation and direction

Laissez-faire, unregulated autonomy

Lowering the floor, not raising the ceiling

The task: raising the floor and raising the ceiling further

Some issues of floors and ceilings

Raising the ceiling, not moving the floorAutonomy without challenge


EquityHigh Low

Excellence

High System improvement for all

Pockets of excellence; high achievement for a favoured minority

LowLow challenge; wasted

talent; stagnant systems

System failure; intolerable inefficiency and high dropout rates

The excellence-equity challenge?


Proposals on Issues of Immediate Relevance for the Socioeconomic Strategy of Russia Until the Year 2020, Report of Expert Team #8, Medium-term Vision of Progress in Education and Socialization

Russia: 2020 Vision

Many pupils do not achieve

functional literacy

Large gap between best and

worst student cohorts

Poor social competence

amongst school leavers

Deteriorating teacher quality

Curriculum reforms not

working

High theoretical

competence of teachers

Higher levels of pupil

competence than many countries

Accessible secondary education

Secondary education reforms

underway


English schools in 1987

No monitoring of

school performance

A very long tail of under-achievement

No core curriculum

Primary curriculum narrow and

undemanding

Pockets of excellence

but too much poor practice

Tradition of curriculum reform through

projects

Excellent performance at the upper end of the

attainment rangeUniversal primary and secondary education


Four phases of reform in England

Decentralised localism(1944-1988)

Little central direction; poor monitoring of performance; local variability

Directed marketisation(1986-1994)

Focus on common standards; direction of performance measures; market forces

Centralised professionalism(1997-2007)

Central prescription (highest 1998-2003), focus on common standards of performance

Radical marketisation(2010-)

Radical decentralisation within a common standards structure

Professor Chris Husbands. Director, Institute of Education, University of Londonwww.ioe.ac.uk @director_edu1Education and the world


2020 Vision

Social and academic success for every

child

Contribute to Russia’s innovation-

based economy

Respond to cultural, social and technical

changeGoals

Bold, brave, right goals

Achievement Economic Impact Social purpose


Achievement matters


Rates of return to an additional year of schooling, by region

Barro, R., and Lee, J-W, 1993, International Comparisons of Educational Attainment, Journal of Monetary Economics, 32, 3, 363-394

0

2

4

6

8

10

12

14

16

Retu

rn to

hum

an ca

pita

l (%

)


1960 1970 1980 1990 1998

-10.0

-5.0

0.0

5.0

10.0

15.0

Nonroutine analyticNonroutine interactiveRoutine cognitiveRoutine manualNonroutine manual

Perc

entil

e ch

ange

A changing economy: US job skill demand 1969 - 1999


14

3Why teaching matters


The best school systems are those that have the best teachers. Countries and regions such as Finland,

Singapore, South Korea, Ontario and others recruit teachers from the top echelon of graduates each

year, they pay them well and they create and maintain a culture of inclusion and quality throughout teachers’ careers that imbues the whole school system.

McKinsey 2008

The challenge for teaching: schools and systems

http://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/Best_performing_school.aspx


ArgentinaQatar

Israel

Peru

Austria

Netherlands

Uruguay

Czech

Republic

Croatia

Mexico

Kyrgyzstan

Hong Kong-China

Slovak Republic

Macao-China

Chinese Taipei

Australia

Shanghai-China

Canada

Indonesia

Estonia

Thailand

Finland10080604020020406080100Within schools

Schools and teachers

Within schools

Between schools


173Five ways to improve

teaching


Policy 1: Recruit and deploy the best in teaching

Policy 2: Improve the teachers you already have

Policy 3: Give schools simple guidance

Policy 4: Focus on 21st century teaching

Policy 5: Making change happen


4Making a real

difference


Policy 1: Recruit and deploy the

best people

Policy 3: Give schools simple

guidance

Policy 2: Improve the teachers

you already have

Policy 4: Define the core priorities

for teaching

TEACHERS

SCHOOLS

Five policies to make a difference

SYSTEM Policy 5: Set out a clear vision and maintain a focus on core policies


Worldwide Reform Initiatives

• emphasize expectations for higher-order skills along with rich content that represents core concepts and modes of inquiry.

• teach less, learn more: Focus the curriculum on standards that are fewer, higher, and deeper to allow more time to apply ideas in depth.

• increase emphasis on learning involving research, analysis, application, self-assessment, and production.

• develop assessments of, as, and for learning.• arm teachers with greater capacity to use a wide range of pedagogic and

assessment tools to analyze and support learning.


for example....

We believe that each generation of young people in Australia should finish school with more prospects of success than the generation before.

We know that improving educational attainment for all young people is central to our nation’s social and economic prosperity and will position our young people to live satisfying, productive and responsible lives.

National Declaration on Educational Goals for Young Australians (2009)


for example....

Carl bikes home from school at four o’clock. It takes about a quarter of an hour. In the evening, he’s going back to school because the class is having a party. The party starts at six o’clock. Before the class party starts, Carl has to eat dinner. When he comes home, his grandmother calls, who is also his neighbour. She wants him to bring in her post before he bikes over to the class party. She also wants him to take her dog for a walk, then to come in and have a chat. What does Carl have time to do before the party begins? Write and describe below how you have reasoned.

Grade 4 (aged 10) assessment task, Sweden


Understand the levers for reform

Curriculum, assessment, accountability, funding, early years, elementary, primary, secondary.....

If performance is poor,

mandate tightly

If performance is improving, identify one of two priorities and stick to

them

If performance is inconsistent,

find good practice and

disseminate it

If performance is good, aim for

self improvement

No education system can cope with too much change


Understand the levers for reform

What can be done

From the centre From research In schools A self-improving system

Getting the balance right


Teacher Education in England

Common national standards Clear definition of what teachers must know, understand and be able to do

Practice based clinical training Strong focus on practice as a key element in learning to teach

Involving schools Schools collaborating in the design, delivery and assessment of training

Defining the research base for effective practices

Building research on effective teaching into training


Clarify your message

Improve teacher recruitment

Mobilise support

Get schools focused on quality

In one year

In 5 years

What can you achieve….

In 10 years Identify the best practices and use them to drive wider change


Moscow 2013

Why teaching matters and how to improve itProfessor Chris Husbands. Director, Institute of Education, University of London

www.ioe.ac.uk @director_edu

professor chris husbands. director, institute of education, university of london @director_edu...

Documents

institute of education

professor chris husbands

university of london

edu slide

secondary education

challenge slide

edu proposals

edu moscow