Transcript Tony Townsend - Zayed University

What we have learned from 20 Years of
School Effectiveness and School
Improvement Research, and what this
means for schools and teachers
Tony Townsend
Faculty of Education
Monash University
Tomorrow’s Teachers: Success through Standards
March 31 - April 1, 2002
Zayed University
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.
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.
Gerstner et al., 1994: 3
...this one most vital area of our national
life - public education - has not
undergone the process of revitalising
change. In our economic and social life
we expect change, but in the public
schools we have clung tenaciously to the
ideas and techniques of earlier decades
and even previous centuries.
Hargreaves, 1994: 43-44
Schools are still modelled on a curious mix of
the factory, the asylum and the prison... We
are glad to see the end of the traditional
factory; why should we expect the school
modelled on it to be welcome to children?
Hood, 1998:3
Structurally the curriculum is much the same as it has
been for the last 50 years, as is how teachers approach
the curriculum. Students are still divided into classes of
about the same number, primarily based on age. The
day is rigidly fixed within specific timeframes and
divided by inflexible timetables. Teachers teach
subjects, and front up each hour to a different group of
students. Classrooms are designed and used as they
were 50 years ago, even though the décor might have
changed. Assessment of learning is still dominated by
national external examinations.
From 2nd to 3rd Millennium
Schools
Focus
of delivery
From 1000 to 1870
From 1870 to 1980
From 1980 to 2000
Individual
Local
National
Scope of an
effective
education
few
some
many
Townsend, 1998: 248
We have conquered the challenge of moving
from a quality education system for a few
people to a quality education system for
most people. Our challenge now is to move
from having a quality education system for
most people to a quality education system
for all people.
From 2nd to 3rd Millennium
Schools
Focus
of delivery
Scope of an
effective
education
From 1000 to 1870
From 1870 to 1980
From 1980 to 2000
Individual
Local
National
few
some
many
From 2000
Global
all
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.
Coleman et al., 1966:325
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.
Edmonds, 1978:3
Possible Goals for Effective Schools










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
L
N
OA B
A
SC C
E
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’.
Value Added and Mediating
Effectiveness
Value Adding
Value Added and Mediating
Effectiveness
Value Adding
Value Added and Mediating
Effectiveness
Value Adding
Mediating
Value Added and Mediating
Effectiveness
Value Adding
Mediating
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
L
N
OA B
A
SC C
E
OE Com
Model for recognising effective schools
E
AD
DE
M
U
O
L C
A
V
T
U
O
D
S
E
Edmonds, 1979
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.
Townsend, 1994:48
School effectiveness is about a great deal more
than maximising academic achievement. Learning,
and the love of learning; personal development
and self-esteem; life skills; problem solving and
learning how to learn; the development of
independent thinkers and well-rounded, confident
individuals; all rank as highly or more highly in
the outcomes of effective schooling as success in a
narrow range of academic disciplines.
McGaw et al. (1992:174)
Townsend, 1994
The core-plus curriculum ensures that both:
The CORE areas, those areas identified by the state
as being so important that every child should learn
and know them,
AND
The PLUS areas, those areas identified by the school
community as being important to their children,
are given the time, attention and resources
necessary for those skills, attitudes and knowledge
to be planned for, learned and evaluated.
Townsend, 1994
The core-plus school gives attention to both:
Its CORE responsibility, namely, the education of the
children in its care,
AND
Its PLUS activities, namely, the development of
processes, programs and practices that will assist
the local community to identify and resolve the
educational needs of its members.
McGaw, Banks &Piper, 1991: 15
There is no definitive how of effective
schools and so there can be no one
recipe for every school to try.
Schooling is too complex a business
for a recipe.
Codding, 1994: 5
Schools must do the job well and be held accountable for
results. But there is also the growing feeling nationally that
schools cannot do it alone. Children attend school for
about one day of every two during the year and then for
only 7 or 8 hours a day. For the rest of the time our
American children are subject to the influence of the family,
the neighborhood, the streets, the peer culture, and the
media. We all create the conditions in which children learn
and grow. And there is a growing belief that if we wish them
to learn and grow well, we must attend to the quality of
these conditions.
School and Class Effects
Percent of Variance in Value-Added Measures of
English and Mathematics Achievement Accounted for
by School and Class Effects
Class (%)
School (%)
English
Primary
Secondary
45
38
9
7
55
53
4
8
Mathematics
Primary
Secondary
Peter Hill, 1997: 9
A world class school



a clear vision, underpinned by a set of
values which will guide its policies,
procedures and practices;
a strong focus on the student outcomes
to improve both curriculum and teaching
practices;
a professional learning community
which adopts knowledge-based practices
based on continuous self-evaluation in
the pursuit of excellence;
HK SBM Consultation Document, 1999
A world class school


a strong alliance of stakeholders,
including parents, teachers and
community members, working in
partnership to develop the potential of
each and every student to the fullest
extent;
school management which is open,
transparent and publicly accountable for
its educational achievements and proper
use of public funds.
HK SBM Consultation Document, 1999
Stoll & Fink (1997)
Effective
Improving
Declining
Moving
Cruising
Strolling
Ineffective
Struggling
Sinking
What school is your school?

Moving (effective and improving)
 Cruising (effective but declining)
 Strolling (OK but not going anywhere)
 Struggling (not effective but getting better)
 Sinking (not effective and getting worse)
What school is your school?















Student achievement
Staff-student relationships
Student welfare
Literacy attainment
Numeracy attainment
Balanced curriculum
Student responsibility
School facilities and environment
Parent involvement
School leadership
Professional development
Fund raising
Marketing the school
Staff-administration relationship
Communication to parents

















Relations with the wider community
Extra curricular activities
Sporting achievement
Staff health and well-being
Student attendance
Staff involvement in decisions
Financial management
Student behaviour
School ethos and climate
Curriculum development
Assessment of student progress
Reporting to parents
Relations with region/department
Staff cooperation
Inducting new staff
Student group learning
Celebrate achievement
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Important learning
can only occur in
formal learning
facilities.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
Important learning
can only occur in
formal learning
facilities.
People can learn
things from many
sources.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Everyone must
learn a common
‘core’ of content.
Third Millennium
Thinking
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
Everyone must
learn a common
‘core’ of content.
Everyone must
understand the
learning process
and have basic
learning skills.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
The learning process is
controlled by the teacher.
What is to be taught,
when it will be taught and
how it should be taught
all be determined by a
professional person.
Third Millennium
Thinking
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
The learning process is
controlled by the teacher.
What is to be taught,
when it will be taught and
how it should be taught
all be determined by a
professional person.
The learning process is
controlled by the
learner. What is to be
taught, when it should be
taught and how it should
be taught will all be
determined by the
learner.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Education and
learning are
individual activities.
Success is based on
how well learners
learn as individuals.
Third Millennium
Thinking
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
Education and
learning are
individual activities.
Success is based on
how well learners
learn as individuals.
Education and learning
are highly interactive
activities. Success is
based on how well
learners work together
as a team.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Formal education
prepares people
for life.
Third Millennium
Thinking
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
Formal education
prepares people
for life.
Formal education
is the basis for
lifelong learning.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Once you leave
formal education,
you enter the ‘real
world’.
Third Millennium
Thinking
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
Once you leave
formal education,
you enter the ‘real
world’.
Formal education
provides a range of
interactions between
learners and the world
of business,
commerce and
politics.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
The more formal
qualifications you
have the more
successful you
will be.
Third Millennium
Thinking
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
The more formal
qualifications you
have the more
successful you
will be.
The more capability
and adaptability you
have the more
successful you will
be.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Basic education is
funded by
government.
Third Millennium
Thinking
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
Basic education is
funded by
government.
Basic education is
funded by both
government and
private sources.
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
The terms
‘education’ and
‘school’ mean
almost the same
thing.
Third Millennium
Thinking
2nd Millennium and 3rd
Millennium Thinking
Second Millennium
Thinking
Third Millennium
Thinking
The terms
‘education’ and
‘school’ mean
almost the same
thing.
‘School’ is only one
of a multitude of
possibilities on the
education journey.
Challenges for the Future

How do technological developments
impact on the school?
Townsend; 1997: 20
We need to deal with the possibility, that somewhere in
the future, that we will have virtual classrooms, with
students plugging their helmet and gloves into their
computer at home to become virtually surrounded by
their classmates and the teacher. Or we could have
students walking out their front door onto the Steppes
of Africa or the ice of Antarctica. Such developments
are no more or less feasible than the internet would
have been to the scientists of the 1940s who would
walk for five minutes to get from one end of their
computer to the other.
Townsend; 1997: 20
We need to deal with the possibility, that somewhere in
the future, that we will have virtual classrooms, with
students plugging their helmet and gloves into their
computer at home to become virtually surrounded by
their classmates and the teacher. Or we could have
students walking out their front door onto the Steppes
of Africa or the ice of Antarctica. Such developments
are no more or less feasible than the internet would
have been to the scientists of the 1940s who would
walk for five minutes to get from one end of their
computer to the other.
Townsend; 1997: 20
We need to deal with the possibility, that somewhere in
the future, that we will have virtual classrooms, with
students plugging their helmet and gloves into their
computer at home to become virtually surrounded by
their classmates and the teacher. Or we could have
students walking out their front door onto the Steppes
of Africa or the ice of Antarctica. Such developments
are no more or less feasible than the internet would
have been to the scientists of the 1940s who would
walk for five minutes to get from one end of their
computer to the other.
Townsend; 1997: 20
We need to deal with the possibility, that somewhere in
the future, that we will have virtual classrooms, with
students plugging their helmet and gloves into their
computer at home to become virtually surrounded by
their classmates and the teacher. Or we could have
students walking out their front door onto the Steppes
of Africa or the ice of Antarctica. Such developments
are no more or less feasible than the internet would
have been to the scientists of the 1940s who would
walk for five minutes to get from one end of their
computer to the other.
Thomas Watson, Chairman, IBM
I think there is a world market
for maybe 5 computers
1943
Challenges for the Future


How do technological developments
impact on the school?
Are schools cost effective in terms of
their accessibility and client base?
Staples, 1989
The 20/20 school serves about 20% of the
population (children) for about 20% of the
time (61/2 hours per day, 5 days per week,
40 weeks per year).
Staples, 1989
The 20/20 school serves about 20% of the
population (children) for about 20% of the
time (61/2 hours per day, 5 days per week,
40 weeks per year).
The 100/100 school is open all the time for
anyone who wishes to use it. Children,
parents, community members all have
access to the facilities of the school.
Challenges for the Future



How do technological developments
impact on the school?
Are schools cost effective in terms of
their accessibility and client base?
Are schools relevant?
Carr, 1942: 34
Many schools are like little islands set apart
from the mainland of life by a deep moat of
convention and tradition. Across the moat there
is a drawbridge, which is lowered at certain
periods during the day in order that the part-time
inhabitants may cross over to the island in the
morning and go back to the mainland at night.
Why do these young people go out to the
island? They go there in order to learn how to
live on the mainland.
Carr, 1942: 34
Many schools are like little islands set apart
from the mainland of life by a deep moat of
convention and tradition. Across the moat there
is a drawbridge, which is lowered at certain
periods during the day in order that the part-time
inhabitants may cross over to the island in the
morning and go back to the mainland at night.
Why do these young people go out to the
island? They go there in order to learn how to
live on the mainland.
Challenges for 3rd Millennium
Schools

To develop a curriculum that is
appropriate to a modern, technological
and culturally diverse society.
THE INTENDED CURRICULUM
- expectations about learning outcomes
and standards to be achieved
- content and skills to be taught and learned
THE INTENDED CURRICULUM
- expectations about learning outcomes
and standards to be achieved
- content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM
- what teachers do in classrooms
- teaching and learning practices
- pedagogy
THE INTENDED CURRICULUM
- expectations about learning outcomes
and standards to be achieved
- content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM
- what teachers do in classrooms
- teaching and learning practices
- pedagogy
THE ATTAINED CURRICULUM
- demonstration of learning outcomes by students
- actual achievement of students in
relation to standards
The Four Pillars of the Global
Classroom




Education for Survival
Understanding our place in the world
Understanding community
Understanding our personal
responsibility
Challenges for 3rd Millennium
Schools


To develop a curriculum that is
appropriate to a modern, technological
and culturally diverse society.
To actively engage every student in their
learning.
Gardner’s Intelligences

linguistic
 logical-mathematical
 spatial
 musical
 bodily-kinesthetic
naturalistic intelligence
 intrapersonal
 interpersonal
 existential

Learning Styles

Left style - Analytic
logical thought
sequential approach to tasks
excel in language-centred activity
step-by-step towards the big picture

Right style - Global
think in patterns and relationships
provide summaries and overviews rather than facts
from big picture to smaller detail
The RelationaLearning Model (Otero and Sparks, 2000)
Global Self-regulated
Learners
Engaged Learners
Isolated Learners
RECOGNISING
Awareness
Facts for Forgetting
The RelationaLearning Model (Otero and Sparks, 2000)
Global Self-regulated
Learners
Interactive/Introspective
Learners
Engaged Learners
UNDERSTANDING
Adaptability
Concepts for Analysing
Isolated Learners
RECOGNISING
Awareness
Facts for Forgetting
The RelationaLearning Model (Otero and Sparks, 2000)
Global Self-regulated
Learners
Interactive/Introspective
Learners
VALUING
Interaction
Ethics for Discussion
Engaged Learners
UNDERSTANDING
Adaptability
Concepts for Analysing
Isolated Learners
RECOGNISING
Awareness
Facts for Forgetting
The RelationaLearning Model (Otero and Sparks, 2000)
Global Self-regulated
Learners
RELATING
Interdependence
Options for Positive Action
Interactive/Introspective
Learners
VALUING
Interaction
Ethics for Discussion
Engaged Learners
UNDERSTANDING
Adaptability
Concepts for Analysing
Isolated Learners
RECOGNISING
Awareness
Facts for Forgetting
Survival Values in Learning
100%
Attitudes and feelings about subjects, studies, self
80%
Per cent of
usefulness
retained
assuming
100%
original
effectivenss
Thinking skills and processes
70%
Motor skills
50%
Conceptual schemes
35%
Factual material
10%
0
Nonsense syllables
6
Elapsed time (months)
12
Challenges for 3rd Millennium
Schools

To develop a curriculum that is
appropriate to a modern, technological
and culturally diverse society.

To actively engage every student in their
learning.
To provide the opportunity for everyone
in the school community to become a
learner, a teacher and a leader in the third
millennium.

From Effective Schools to
Effective Teachers
Modern Teachers need to be developed as
capable which is seen as moving ‘beyond’
initial competencies. The Capable Teacher
is what we should be seeking to develop,
encourage and honour as the hallmark of
our profession.
Cairns, 1998: 1
Teacher Capability
Capability is…
having justified confidence in your ability to:

take appropriate and effective action

communicate effectively

collaborate with others

learn from experiences
in changing and unfamiliar circumstances.
Stephenson, 1993
Capability Learning Model
Three intertwined elements:

Ability (describes both competence and
capacity)

Values (the ideals that govern the use of
ability)

Self-efficacy (the way people judge their
capability to carry out actions
effectively)
Capability
tasks/
problems
familiar
novel
problems in
familiar
contexts
unfamiliar
problems in
unfamiliar
contexts
familiar
problems in
familiar
contexts
familiar
problems in
novel
contexts
unfamiliar
contexts/situations
Nutrients for a hospitable teacher
culture






being valued
being encouraged
being noticed
being trusted
being listened to
being respected
Southworth, 2000
General Design for Improving Learning Outcomes
Hill and Crevola 1997
beliefs and
understandings
General Design for Improving Learning Outcomes
Hill and Crevola 1997
leadership and
coordination
beliefs and
understandings
General Design for Improving Learning Outcomes
Hill and Crevola 1997
leadership and
coordination
standards
and targets
beliefs and
understandings
General Design for Improving Learning Outcomes
Hill and Crevola 1997
leadership and
coordination
standards
and targets
beliefs and
understandings
monitoring and
assessment
General Design for Improving Learning Outcomes
Hill and Crevola 1997
leadership and
coordination
standards
and targets
beliefs and
understandings
monitoring and
assessment
classroom teaching
strategies
General Design for Improving Learning Outcomes
Hill and Crevola 1997
leadership and
coordination
standards
and targets
beliefs and
understandings
professional
learning teams
monitoring and
assessment
classroom teaching
strategies
General Design for Improving Learning Outcomes
Hill and Crevola 1997
leadership and
coordination
standards
and targets
beliefs and
understandings
School and class
organisation
professional
learning teams
monitoring and
assessment
classroom teaching
strategies
General Design for Improving Learning Outcomes
Hill and Crevola 1997
leadership and
coordination
standards
and targets
Intervention and
special assistance
School and class
organisation
beliefs and
understandings
professional
learning teams
monitoring and
assessment
classroom teaching
strategies
General Design for Improving Learning Outcomes
Hill and Crevola 1997
leadership and
coordination
home, school and
community partnerships
Intervention and
special assistance
School and class
organisation
beliefs and
understandings
professional
learning teams
standards
and targets
monitoring and
assessment
classroom teaching
strategies
More information
If you would like more details contact
Tony Townsend:
Phone: Int + 61 3 9904 4230
Fax:
Int + 61 3 9904 4237
email: [email protected]