Secondary School ReformPast and FUTURE

School of Education

University of the West Indies

St. AugustineClare Telemaque

21.08.17

CSEC 2015 GENDER SUMMARY

Male Female

DISTRICTSTotal

Attempted 5+

Total Attained

5+ % Attained

5+Total

Attempted 5+Total

Attained 5+ % Attained 5+

Caroni 914 470 51.4% 1144 694 60.7%

North Eastern 536 187 34.9% 600 238 39.7%

Port of Spain 1007 615 61.1% 1089 692 63.5%

St. George East 850 403 47.4% 1373 891 64.9%

St. Patrick 485 193 39.8% 582 293 50.3%

South Eastern 421 171 40.6% 369 170 46.1%

Victoria 847 539 63.6% 899 622 69.2%

Tobago 297 108 36.4% 360 164 45.6%

Private Candidates 95 21 22.1% 299 103 34.4%

TOTAL 5452 2707 49.7% 6715 3867 57.6%

SECONDARY SCHOOLS CSEC 2015

Past secondary reform

Secondary Education Modernisation Program (SEMP)

1999-2009

Equity

Quality

Relevance

SEMP

4 interrelated elements:

1. Quality improvement in curriculum, teaching-learning and assessment.

2. Equity enhancement, including physical de-shifting and upgrading of schools.

3. Institutional strengthening and increased efficiency.

4. Studies for improved sector performance.

• Look at current educational landscape. How well has the secondary sector benefitted from the spending of U$105 million?

• How well have we benefitted in terms of national development?

Evaluation in reports

• Limited progress.

• Lack of success in sustainable reform.

• Little or no improvement in student outcomes. (Our rank position in PISA reading remained the same. (2009)=

• Reforming secondary education remains a challenge.

• Urgent and pressing concern.

• Work in progress.

Failure/Limited success of the reform???

Lack of:

• Effective Planning (cohesion)

• Collaboration and Communication

• Leadership and Visioning

• Participation (percolation)

Future Reform

What’s to come

Future

• Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has. – Margaret Mead, Anthropologist

• Change will not come if we wait for some other person, or if we wait for some other time. We are the ones we’ve been waiting for. We are the change that we seek. – Barack Obama

Change in Education

• Understand

• Support

• Be part

• Do your part

• Lead

• Remember why

School Based Management -SBM

2017 and Beyond

School Based Management -SBM

School Based Management (SBM) is the decentralization of levels of authority to the school level.

Responsibility and decision-making over school operations is transferred to principals, teachers, parents, students, and other school community members.

The school-level personnel, however, have to conform to, or operate, within a set of centrally determined policies.(Adapted from World Bank Document, 2009)

Why SBM

SBM empowers people through shared decision-making and requires the collaborative involvement of the administrators (Principal, Vice Principal), middle managers (HODs and Deans), teachers, support staff, parents, students and other community members.

Focus on improvement

A critical element of SBM is the process of continuous school development planning.

School development or improvement planning is a process of collecting and analyzing data to assess

needs and develop appropriate action for improved effectiveness.

The value of SBM

• SBM is a means of empowering, re-culturing and restructuring schools so that they are better enabled to fulfil their function of helping students towards high levels of achievement.

• It gives schools the autonomy to set their own direction and puts power in the hands of those closest to issues that need to be addressed.

SBM Areas of Focus

School Based Management Team (SBMT) works to transform the school into an effective school by focusing on:

• Students, student services, student supports and student performance

• The relevance and tailoring of the curriculum

• The quality of teaching – pedagogy and support for learning in the classroom

• The usefulness of assessment to inform effective teaching and learning

• Creation of a learning environment conducive to learning

• Engaging stakeholders for the benefit of students and student learning

• Managing and continuously developing teachers so that students are recipients of a quality education

• Leadership and management at all levels of the schools driven by a focus on student achievement.

The School Based Management (SBM) Model

Illustrates the key components of the Education System that impact on the operations of schools i.e the areas of focus.

School Based Management Model

STUDENT

OUTCOMES

Curriculum/ Instructional

Delivery

Teachers & Teacher Development and

Management

Student Services

key Stakeholder Engagement

Physical Infrastructure,

Environment and Resources

Examinations Testing &

Assessment

STUDENTS

LEADERSHIP AND MANAGEMENT

SUPPORT ADMINISTRATIVE SERVICES

SCH

OO

L SU

PER

VIS

ION

SCH

OO

L SU

PER

VIS

ION

Summarises the key components of operations or processes required to be performed and managed at the level of the school.

Areas of focus or Dimensions (8)

• Students

• Key Stakeholder Engagement

• Physical Infrastructure, Resources and Environment

• Exams, Testing and Assessment

• Curriculum/Instructional Delivery

• Teachers and Teacher Development and Management

• Student Services

• Leadership and Management

SBM System includes:

• Leadership and Management Practices for Principals, Vice Principals, Heads of Department, Deans, Teachers and other Key Stakeholders.

• The other seven dimensions at the level of the school which form the basis of all planning, implementation, resourcing, monitoring and evaluation.

• The minimum standards to be met (table of standards) and

• The key performance indicators for the dimensions. .

FRAMEWORKDIMENSION PROCESSES STANDARDS KEYPERFORMANCEINDICATORS

PHYSICALINFRASTRUCTURE,RESOURCES AND ENVIRONMENT-

Maintenance

Develop a detailed Maintenance Plan categorized into daily, weekly, termly, annual tasks with responsible persons assigned to each.

Corresponding checklist developed as appropriate. (Sample checklist provided)

Maintenance Plan with accompanying checklists.

(Checklist should include: -maintained lawns, drains etc. -termly cleaning of water tanks, -clean surroundings-well lit classrooms and compound -yard well paved,-functional fire alarms and emergency related equipment etc.)

Maintenance Plan developed.

Checklists developed.

Checklist completed at expected intervals -daily, weekly and termly (must include relevant sign-off).

School Supervisors to check records and plant on visits.Monthly Reports

01/09/2017 23

“FRAMEWORK”DIMENSION PROCESSES STANDARDS KEYPERFORMANCEINDICATORS

TEACHER DEVELOPMENT AND MANAGEMENT

-Teacher Development

Timely monitoring and evaluation of teacher performance in the classroom.

Check Lists for class visits and instruments for Clinical Supervision should be developed

Check List and Instrument for Developmental/Clinical Supervision developed and utilised.

Scheduled and random Class Checks and Developmental/Clinical Supervision.

Scheduled weekly departmental meetings with strategicagendas.

Each teacher visited at least once per month .Annual Staff Reports Use of instruments during visits.

Analysis and evaluation of Data from instruments used to identify corrective and improvement strategies.

Weekly departmental meetings with minutes.

School Supervisors to check records on visits.Monthly Reports

01/09/2017 24

“FRAMEWORK”DIMENSION PROCESSES STANDARDS KEYPERFORMANCEINDICATORS

KEYSTAKEHOLDER ENGAGEMENT

-Policy

The school leadership must:•devise a defined engagement protocol, inclusive of roles, for developing relationships with key stakeholders consisting of a Communication Plan and defined parameters of operation:

•establish and effectively communicate clear policies and procedures for parents, community and other key stakeholder involvement in education.

All schools have developed sustainable positive and collaborative relationships

Every School has:• A defined communication strategy with defined parameters of operation in keeping with MOE policy.

• A Functional PTA and LSB/ Boards of Management.

•Communication Strategy for Key Stakeholder Involvement ; Manual developed

•Relationship between PTA and LSB/Board of Management :-Regular meetings held (a minimum of one

meeting per month)

-o% of attendance (a minimum of seventy five %

at meetings)

-Documented Minutes and Action Plans.-Details of projects undertaken recorded

School Supervisors to check records on visits.

01/09/2017 25

“The Driver”- LM

LEADERSHIP AND MANAGEMENT

THE LEADERSHIP PROCESS (9 elements/sub-processes)

• School Development Planning & Implementation

• Risk Management

• Transformational Initiatives

• Measuring & Monitoring Strategy Implementation

• Leadership Team Dynamics

• Management Style and Behavior/Tone at the Top

• Communication/Telling the World

• Evaluation, Recognition and Succession Planning

• Instructional Leadership

Leadership and Management (LM) Process

What ALL Leaders in ALL schools should:

•Practice•Observe

LM -The SBM Team

• Principal

• Vice Principal/Senior Teacher

• Heads of Department, (Deans-Secondary)

• Representative of SSSD (Guidance Officer)

• Student Representatives (2)*

• Representative of PTA*

• Representative of Local School Board/BOM*

Leadership & Management

The SBM Team is expected to ensure

effective

Leadership and Management

1.School Leadership and

Management Process

Sub-Processes Outputs

01 School Development Planning and

Implementation

• Robust approved School Development Plan (SDP) aligned with Ministry of Education (MoE) Strategic Plan

• SDP Implementation Process

• Annual Action Plan specific measurable targets from the SDP

• School pursuing the MoE value outcome for students

02 Risk Management • Robust Risk Management Plan

• Significant risks affecting the SDP Implementation Plan monitored and managed

03 Management Style &

Behaviour/Tone at the Top

• Demonstrated consistent support for the SDP Implementation Plan and MoE Strategic goals

• A culture of professionalism and standards for excellence e.g. codes of conduct including values and ethics that permeate the

School

• Leadership accepts that their actions drive behaviour, and embrace their role in sustaining and promoting the values of the

Ministry (Central Administration, District and School) amongst the key stakeholders

04 Measuring and Monitoring SDP

Implementation

• SDP Implementation measured, realised and reported

05 Transformational Initiatives (for long

term projects)

• Transformational initiatives agreed, prioritised and planned, with defined timeframes and resource requirements

06 Evaluation, Recognition and

Succession Planning

• Effectiveness of school leadership evaluated and recognised, in meeting quantitative and qualitative performance objectives

• Consistent development of leadership competencies

07 Communication/Telling the World • Promoted singular voice and consistent messages to key Stakeholders

08 Leadership Team Dynamics • Approved and established leadership team with defined roles

• Cohesive and collaborative team and approach to Governance demonstrated

09 Instructional Leadership • Curriculum tailored and implementation supervised to meet student needs an outcomes

• Teachers possess the required competencies to implement the curriculum

School Leadership and Management Process

SBM Team output

The School Development Plan is the instrument that will be utilized to chart

the strategic direction of the school.

SBM

“The ultimate power to change is – and always has been – in the heads, hands and hearts of the educators who work in the schools.”Sirotnik and Clark, 1988

• YOUR ROLE?

• What does this mean for the future of our schools?

Teacher Learning Teams

Why do schools exist?

Teacher Learning Teams (aka PLCs)

3 basic principles/big ideas(Richard De Four)

Big Idea #1: Ensuring that Students Learn

• The assumption that the core mission of formal education is not simply to ensure that students are

taught but to ensure that they learn.

• This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.

Big Idea #1: Ensuring that Students Learn

The assumption:

• The core mission of formal education is not simply to ensure that students are taught but to ensure that

they learn.

• A shift—from a focus on teaching to a focus on learning—has profound implications for schools.

Understanding 1-Pledge

“Every child learns-:No excuses, no exceptions.”

• How would this affect how you and your colleagues operate in your school?

• What commitments would you have to make to each other to ensure this?

• What kind of school do you need to create?

Teacher Learning Teams

Every teacher must engage with colleagues in the ongoing exploration of 3 crucial questions:

• What do we want each student to learn?

• How will we know when each student has learned it?

• How will we respond when a student experiences difficulty in learning?

• How are we going to respond when some students achieve the intended outcomes?

Current Reality

• “Covering” the syllabus-itis.

• The ‘norm’ scenario.

• Result?

• Incongruity between a commitment to ensure learning for all students and a lack of a coordinated strategy to respond when some students do not learn.

New reality

Struggling students receive additional time and support, no matter who their teacher is.

It is systematic, school wide and

• Timely. The school quickly identifies students who need additional time and support.

• Based on intervention rather than remediation. The plan provides students with help as soon as they experience difficulty.

• Directive. Not optional.

Big Idea #2: A Culture of Collaboration

Educators who are building learning teams recognize that they must work together to achieve their collective purpose of learning for all.

Therefore, they create and sustain structures to promote a collaborative culture.

How to sustain?

Collaboration

• Is not congeniality

• Is not camaraderie

• Is not derived from “teams” working on consensus on operations (late-coming, lunch distribution) or oversight of operational procedures (discipline, IT).

It is • Professional dialogue

• A systematic process in which teachers work together to analyze and improve their classroom practice.

• Teachers working in teams, engaging in an ongoing cycle of questions that promote deep team learning.

• Educators who stop working in isolation and hoarding their ideas, materials, and strategies and begin to work together to meet the needs of all students.

This process leads to higher levels of student achievement.

It is

• A relentless pursuit of student learning

• Job embedded professional development

• Capacity building

• Research based

• Reculturing our schools

• Empowering teachers

• Professionalising the service

Schools and Educators

• Must stop making excuses for failing to collaborate.

• Are teachers and administrators willing to accept the fact that they are part of the problem? . . . God didn't create self-contained classrooms, 50-minute periods, and subjects taught in isolation. We did—because we find working alone safer than and preferable to working together. (pp. 126–127) Roland Barth (1991).

• In the final analysis, building the collaborative culture of a teacher learning team is a question of will. A group of staff members who are determined to work together will find a way.

Big Idea #3: A Focus on Results

• The effectiveness of Teacher Learning Teams is based on results.

• Working together to improve student achievement becomes the routine work of everyone in the school.

• Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress.

• SMART goals

Data Use

• Educators must begin to embrace data as a useful indicator of progress.

• They must stop disregarding or excusing unfavorable data and honestly confront the sometimes-brutal facts. (School performance, class comparisons).

• They must stop using averages to analyze student performance and begin to focus on the success of each student.

Hard Work and Commitment

• TLTs are a powerful new way of working together that profoundly affects the practices of schooling.

• Initiating and sustaining the concept requires hard work.

• It requires the school staff to focus on learning rather than teaching, work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel continual improvement.

• It relies on the commitment and persistence of the educators within it.

Hard Work and Commitment

• Messy

• Disruptive

• Confront the difficult realities of teaching practice

• Face issues re leadership and management

• Not finger pointing

“School improvement is hard work. But if schools are not constantly improving and growing in their capacity to meet the needs of today's

students then they are losing ground and failing in their mission of service to young people.”

National Study of School Evaluation (1997)