Transcript Informed Professional Judgement and the Three Stories of

Towards a High Excellence,
High Equity Education System
The Association for Achievement and Improvement
through Assessment
National Conference Brighton, Tuesday 21st September
2004
Professor David Hopkins
Chief Adviser on School Standards, DfES
Policies to Drive School Improvement
Intervention
in inverse
proportion
to success
Accountability
Ambitious
Standards
High
Challenge
High
Support
Access to best
practice and quality
professional
development
Devolved
responsibility
Good data and
clear targets
4
575
550
525
500
475
450
425
400
375
350
325
300
Belize
Morocco
Kuwait
Iran, Islamic Rep of
Argentina
Colombia
Macedonia, Rep of
Turkey
Moldova, Rep of
Cyprus
Norway
International Avg.
Slovenia
Israel
Romania
Iceland
Slovak Republic
Greece
France
Hong Kong SAR
Russian Federation
Singapore
Scotland
New Zealand
Czech Republic
Germany
Italy
United States
Hungary
Lithuania
Canada (Ontario,Quebec)
Latvia
Bulgaria
England
Netherlands
Sweden
Distribution of Reading Achievement in 9-10
year olds in 2001
Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools
Percentage of pupils achieving level 4 or
above in Key Stage 2 tests 1998-2004
English
80
Maths
Percentage
75
70
65
60
55
50
1998
1999
2000
2001
Test changes in 2003
•
Major changes to writing test/markscheme
•
Significant changes to maths papers
2002
2003
2004
Key Stage 3 Test Results
100
80
English
60
Maths
Science
40
ICT*
20
0
2001
%L5
2001
%L6
2002
%L5
2002
%L6
2003
%L5
2003
%L6
2004
target
2007
target
* based on teacher assessment
GCSE: Percentage of pupils achieving
5+A*-C grades
54
52.9
51.6
52
49.2
50
2000
Year
2001
Percentage
50
47.9
48
46.3
46
45.1
44
42
40
1997
1998
1999
2002
2003
PISA 2001: Mean Score in Student Performance
on the Combined Reading Literacy Scale
Finland
Canada
New Zealand
Australia
Ireland
Korea
United Kingdom
Japan
Sweden
Iceland
Belgium
Austria
Norway
France
United States
Denmark
Switzerland
Spain
Czech Republic
Italy
Germany
Hungary
Poland
Greece
Portugal
Luxembourg
Mexico
300
320
340
360
380
400
420
440
460
480
500
520
540
560
Source: OECD, Programme for International Student Assessment (PISA)
• Mean performance in reading literacy
Towards a High Excellence, High
Equity Education System
560
540
• High excellence
• Low equity
• High excellence
• Finland
• High equity
• U.K.
520
• Belgium• U.S.
• Canada
• Japan
• Korea
500
• Spain
• Germany• Switzerland
• Poland
480
460
440
• Low excellence
• High equity
• Low excellence
• Low equity
420
60
80
100
120
140
• 200 – Variance (variance OECD as a whole = 100)
Source: OECD (2001) Knowledge and Skills for Life
Achieving the High Excellence, High
Equity System
National Prescription
High
Excellence,
High
Equity
Schools Leading Reform
a
b
Personalised Learning
c
Real Clarity of Purpose
• Personalised learning, enriched curriculum, whole
child
• Strong institutions committed to excellence and equity
• A synchronised system generating its own momentum
for reform
• The whole enterprise capturing the heads and minds
of the nation
Adding value to the learning journey
I know what my
learning objectives are
and feel in control of
my learning
I get to learn lots of
interesting and
different subjects
I can get a level 4 in
English and Maths before
I go to secondary school
I know what good work
looks like and can help
myself to learn
I know if I need extra
help or to be challenged
to do better I will get the
right support
My parents are
involved with the
school and I feel I
belong here
I can work well with and
learn from many others
as well as my teacher
I enjoy using ICT and
know how it can help
my learning
I know how I am being
assessed and what I need
to do to improve my work
I can get the job that I
want
All these …. whatever my background, whatever my abilities,
wherever I start from
Personalisation and Personalised
Learning
Personalisation has the potential to transform public services,
but to unlock that potential the idea needs to involve the
integration of two key, and contrasting, approaches:
• Teachers and educational professionals must deploy their
knowledge and skills in a timely and effective way to
provide a more differentiated ‘offer’ for the student.
• At the same time the system must build up the knowledge
and confidence of students (and their parents) to take
responsibility for their own learning.
The Five Components of Personalised Learning
Assessment
for Learning
Inner Core
Effective Teaching and Learning
Curriculum Enrichment and Choice
Personalising
the School
Experience
Organising the School for Personalised Learning
Beyond the Classroom
“We need to engage parents and pupils in a partnership with professional teachers
and support staff to deliver tailor made services – to embrace individual choice within
as well as between schools and to make it meaningful through public sector reform
that gives citizens voice and professional flexibility” (David Miliband, 18 May 2004)
The School as a Personalised Learning
Organisation
PMDU claim that a school effective at Personalised
Learning focuses on:
• Focus on leadership and management of teaching and
•
•
•
•
•
learning
CPD including peer observation and coaching
Making full use of the Primary / KS3 Strategies
Focusing improvement activity on evidence of performance
Making use of workforce reforms and new technologies
Networks and collaboration to support school improvement
New Relationship with Schools: Purpose
David Miliband, Minister for Schools, 9 January 2004:
“a new relationship between DfES, LEA and schools
that:
• strips out clutter and duplication
• aligns national and local priorities
• releases greater local initiative and energy”.
The Main Changes
• SELF-EVALUATION
•
•
•
•
•
•
“continuous, searching, objective … how students progress and how core systems
are working”
INSPECTION
“short and focussed review of the fundamentals of a school’s performance and
systems …. every 3 years … very short notice”
SCHOOL IMPROVEMENT PARTNER
“credible practitioner … in many cases with current or recent secondary headship
experience … a critical friend”
SINGLE CONVERSATION
“about school’s priorities, targets, support needs…. reduce multiple accountabilities
… reengineer DfES and LEA programmes”
PROFILE
“reflecting the breadth and depth of what schools do”
DATA
“collected once, used many times”
COMMUNICATIONS
“information that schools need, when they need … Amazon-style online ordering”
Personalised
Learning
System Wide
Reform
Core Principles – System Wide Reform
• Be based on clear values – a commitment to the success of
•
•
•
•
•
every learner
Develop a system that is coherent for learners at every
level
Build front-line capacity by developing power and resources
to the local level
Establish an intelligent accountability framework
Strengthen diversity, collaboration and innovation
Develop local and regional capacity for professional
support and challenge
PERSONALISED
LEARNING
Learning Classrooms
Learning Schools
Learning Systems
Assessment for
Learning
Pupils have personal
targets based on data
and dialogue involving
learners, parents,
teachers and mentors
Marking policies and
schemes of work promote
formative assessment
Fit for purpose systems are
available to collect and make
intelligent use of data linking it to
teaching and learning
Teaching,
Learning and ICT
Lessons build on the
learner’s knowledge and
multiple intelligence.
Learning skills taught
explicitly.
ICT enhances creativity,
extends opportunities and
accommodate different
paces
ITT and CPD equip staff in
schools with the skills to match
teaching to the needs of learners
Choice of learning goals
across the curriculum with
minimum entitlements
Freedoms and flexibilities within
the curriculum explicit and reengineered key stage strategies
with tools and materials to
support AfL
Enabling
Curriculum
Choice
Enquiry into subjects
through self directed
project based work
Organising the
School
Personalised ‘tutorial’
where learners discuss
progress and learning
needs with a consistent
adult
Pupils and parents have a
strong voice and their needs
are at the heart of the school
Empowered leaders within a
culture which enables
Professional judgment to be
exercised to best meet the needs
of every child.
Networking and
engaging with
the community
Work inside and outside
the classroom valued
and developed
cohesively
Parents and carers
proactively involved and the
school leasing with local
agencies and organisations
Infrastructure to support networks
and collaborations and the
sharing of good practice in place.
New wider accountabilities from
Every Child Matters.
A Five Year Strategy
for Children & Learners
Putting people at the heart of public services
The Five Priorities
• Supporting the education & welfare of the whole child
• Continuing the drive in primary education
• Widening choice & increasing achievement in
secondary & Further Education
• Reducing the historic deficit in adult skills
• Sustaining an excellent university sector
Key Principles for Reform
• Greater personalisation & choice
• Opening up services and new ways of delivery
• Freedom & independence
• A major commitment to staff development
• Partnerships
Primary Education
Excellence and Enjoyment for every primary child
• The best in the basics
• Better teaching & more personalised support for each
child whatever their needs
• A richer curriculum
• Primary consultant leaders
• Extended schools offering wrap around childcare
• National system of primary networks
Independent Specialist Schools
More choice for parent and pupils; independence for
schools
• Guaranteed 3-year budgets for every school from 2006
• Universal specialist schools and greater freedom for all
•
•
•
•
secondary schools
A ‘new relationship with schools’
200 Academies by 2010
‘Foundation Partnerships’ and greater flexibility to
combine school, college & work-based training
Every secondary school to be refurbished or rebuilt
over the next 10 – 15 years
Personalisation and Choice
Every young person achieving their full potential
•
•
•
•
A smooth transition from primary to secondary
Teaching based on knowledge of individual pupils (AfL)
CPD and workforce reform focussed on teaching and learning
Better management of behaviour and inclusion, step-change in
school attendance with schools at the heart of their communities
• Improved vocational & work-based routes (14-19), with better &
earlier employer involvement
• Every young person able to develop the skills they need for
employment & for life
‘It is teachers who, in the end,
will change the world of the
school by understanding it.’
A quotation from Lawrence Stenhouse chosen by
some teachers who had worked with him as an
inscription for the memorial plaque in the grounds
of the University of East Anglia.