Transcript The Role of Research & Enterprise at the University of Glasgow

Evaluating School Effectiveness and School
Improvement: The Impact of Change on School
Performance
Masaryk University, Brno
May 9, 2010
Professor Tony Townsend
Chair of Public Service, Educational
Leadership and Management
Department of Educational Studies,
University of Glasgow
Perception
Our view of the world is a product of what
we are looking at, where we are standing
when we are looking at it and how we feel
about ourselves and the thing we are
looking at.
We can, however, change people’s
perceptions of the world by providing them
with new information, by educating them.
Drucker, 1993: p 1
Every few hundred years in western history there
occurs a sharp transformation. We cross... a divide.
Within a few short decades society rearranges
itself, its world view; its basic values; its social
and political structure; its arts; its key institutions.
Fifty years later, there appears a new world...we
are currently living through such a transformation.
Toffler, 1971: 12
I coined the term ‘future shock’ to
describe the shattering stress and
disorientation that we induce in
individuals by subjecting them to
too much change in too short a
time.
THE PACE AND FLOW OF CHANGE
Peter Drucker
People born in the 1980s and 1990s cannot
even imagine the world into which their
parents were born.
Make a list
Categories of change
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Technology
Environment
Health
Wealth
Employment
Society/Population
Culture
Relationships
Values
I think there is a world market for
maybe 5 computers
Thomas Watson, Chairman, IBM 1943
Popular Mechanics, 1954
Shift Happens
http://www.youtube.com/watch?v=EPI4xRszqDA
Climate Change – Czech Republic, greenhouse gas emissions
Climate change
Prosthetics
The number of people with AIDS in Czech Republic
Comparing ourselves with others: Expenditure on health
Alleviation of Poverty
Gini Coefficient
Gini Coefficient
Percentage of population at Risk of Poverty
Income per head and life-expectancy: rich & poor countries
Source: Wilkinson & Pickett, The Spirit Level (2009)
But the world is changing… Hans Rosling
http://www.ted.com/talks/hans_rosling_reveals_new_insights_
on_poverty.html
Percentage of students not performing to the standards
Start Working
End Working
Longevity
Age
120
124
100
107
80
77
60
40
62
62
47
20
14
1900
18
2000
21
2100
Employment
Population changes
Population density
Cultural changes
After school effectiveness
Thinking Globally and Acting Locally
1980s-2010
Thinking Nationally and Acting Locally
1970s-2000s
Before school effectiveness
Thinking and Acting Locally
1870s-1990s
2000 BC- 1890s
Thinking and Acting Individually
Townsend, 2009
Beare’s (1998) Metaphors for Education
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Prior to the 1870’s: the pre-industrial metaphor (‘for the few and the
privileged’, p 5)
1870’s-1980’s: the industrial metaphor (‘bureaucracies which
characterised factory production’, p6)
1980’s-1990’s: the post industrial metaphor (‘schools are being talked
of as if they are private businesses or enterprises’, p10)
2000s: the accountability metaphor (competition, choice and the
education market).
TIMSS
Gr 4
PISA
Gr 8
TIMSS
15
Gr 4
PISA
Gr 8
TIMSS
15
Gr 8
15
Serbia
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Slovak Republic
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Denmark
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England
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Bahrain
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Estonia
Bulgaria
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Finland
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Spain
France
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Sweden
Asia/M.East
Armenia
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Gr 4
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PISA
Slovenia
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Chinese Taipei
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Hong Kong
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Germany
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Switzerland
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Greece
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Turkey
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United Kingdom
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Indonesia
Iran
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Israel
Japan
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Hungary
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Iceland
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Africa
Ireland
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Botswana
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Jordan
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Korea
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Lebanon
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Italy
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Egypt
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Latvia
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Ghana
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Morocco
Lithuania
Malaysia
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Luxembourg
Palestinian
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Macedonia
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Moldova
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Philippines
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Saudia Arabia
Singapore
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Thailand
Europe
Austria
Belgium
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Cyprus
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Czech Republic
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Liechtenstein
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Macao-China
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Tunisia
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South Africa
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The Americas
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Brazil
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Netherlands
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Canada
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Norway
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Chile
Poland
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Mexico
Portugal
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United States
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Romania
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Russian Fed.
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Scotland
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Australia
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Scotland
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New Zealand
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Uruguay
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Pacific
2009 PISA (65 countries - 95% of the world’s economy)
PISA Proficiency Levels in Science
FINLAND
Level 6
Level 5
Level 4
Level 3
Level 2
Level 1
Below
Level 1
3%
CZECH REPUBLIC
2%
10%
17%
32%
29%
14%
4%
22%
28%
23%
Science Level 6
Student can consistently
identify, explain and apply
scientific knowledge and
knowledge about science in a
variety of complex life
situations
Science Level 1
Student has such a limited
scientific knowledge that it can
only be applied to a few, familiar
situations
12%
Below Level 1
0.5%
4%
Unable to use scientific skills
in ways required by easiest
PISA tasks.
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Table 2.1a
PISA 2009 Reading
PISA 2009 Mathematics
PISA 2009 Science
Maybe this will help
• Classroom effectiveness – improving student
achievement through learning and teaching
• School effectiveness – establishing processes that
focus on student learning
• School improvement – the attempts by local
education authorities to improve effectiveness
across schools
• School reform – restructuring the school system
to bring about large scale change
Educational Effectiveness Research
Sets out to answer the questions:
• What makes a ‘good’ school?
• How do we make more schools ‘good’?
Reynolds et al (2011)
• looks at all the factors within schools in
particular, and the educational system in general,
that might affect the learning outcomes of
students in their academic and social
development, which means it encompasses a
wide range of factors such as teaching methods,
the organisation - formally and informally - of
schools, the curriculum and the effects of
educational ‘learning environments’ in general.
What is an effective school?
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What criteria would you use to judge
whether a school is effective or not?
List five characteristics that an effective
school would have that a less effective
school would not
Choose the two you think are the most
important
Coleman et al., 1966:325
Schools bring little influence to bear on a child's
achievement that is independent of his background and
general social context... this very lack of an independent
effect means that the inequalities imposed on children by
their home, neighbourhood and peer environment are
carried along to become the inequalities with which they
confront adult life at the end of school. For equality of
educational opportunity must imply a strong effect of
schools that is independent of the child's immediate
environment, and that strong independence is not present
in American schools.
Rutter et al, 1979:1
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do a child's experiences at school have any effect?
does it matter which school he goes to?
which are the features of school that matter?
Madaus et al, 1980:22
an effective school can be defined as such...
‘to the extent that there is congruence
between its objectives and achievements. In
other words it is effective to the extent that it
accomplishes what it sets out to do’
Edmonds, 1978:3
I define an effective school as being
instructionally successful for all children
excepting those of certifiable physical, emotional
or mental handicap. Specifically, I require that an
effective school bring the children of the poor to
those minimal masteries of basic school skills that
now describe minimally successful pupil
performances for the children of the middle class.
Rosander, 1984:1
Effective schools are those in which all students
master basic skills, seek academic excellence in all
subjects, and demonstrate achievement through
systematic testing. As a result of improved
academic achievement, students in effective
schools display improved behaviour and
attendance.
Lezotte, 1989:6
Conceptually, an effective school can be defined
as one that can, in outcome terms reflective of its
teaching for learning mission, demonstrate the
joint presence of quality (acceptably high levels of
achievement) and equity (no differences in the
distribution of that achievement) among the major
subsets of the student population.
Possible Goals for Effective Schools (Townsend, 1994)
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Literacy
Numeracy
Other Academic Goals (eg science, history)
Behaviour
Attendance
Self-concept
Citizenship
Employment
Other Educational Goals (eg values, attitudes)
Community Goals (eg involvement, safety)
Townsend, 1994: 37
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OE Com
Possible goals for schools
Mortimore et al, 1988: 176
The study of fifty English junior schools,
sought to ‘find a way of comparing schools'
effects on their pupils, while acknowledging
the fact that schools do not all receive pupils
of similar abilities and backgrounds’.
Banks, 1993: 2
With value-adding effectiveness...the distance
between the most and the least advantaged remains
the same.
For mediating effectiveness... the distance between
the most and the least advantaged becomes less.
Value Added and Mediating Effectiveness
Value Adding
Mediating
Townsend, 1994: 46
VALUE-ADDED BASIS
OUTCOME BASIS
Techniques for measuring effective schools
Townsend, 1994: 42
COMMUNITY INVOLVEMENT
SCHOOL REVIEW AND EVALUATION
REPUTATIONAL APPROACH
STANDARDISED TESTING
Techniques for identifying effective schools
Townsend, 1994: 47
COMMUNITY INVOLVEMENT
SCHOOL REVIEW AND EVALUATION
REPUTATIONAL APPROACH
STANDARDISED TESTING
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OE Com
Model for recognising effective schools
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Townsend, 1994:48
An effective school is one that develops and maintains a
high quality educational programme designed to achieve
both system-wide and locally identified goals. All
students, regardless of their family or social background,
experience both improvement across their school career
and ultimate success in the achievement of those goals,
based on appropriate external and school-based
measuring techniques.
More information
If you would like more details contact
Tony Townsend:
School of Education
University of Glasgow
Phone:
+44(0)141 330 4434
Fax:
+44(0)141 330 5451
email:
[email protected]