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Keynote: Professionalism and Goverance
This document discusses the challenges of ensuring high quality education for all students in an era of rapid change. It outlines 7 propositions on governance and professionalism, noting increasing expectations on schools and challenges to translating aspirations into classroom reality. New, more organic approaches to school improvement are needed. Current policy approaches tend to be reductionist and ignore opportunity costs. Strategic agreement on long-term purposes and competencies is vital, with governance focusing on vision, capacity building and constructive accountability. Professionalism requires a capable, empowered teaching profession. Accountability must support long-term vision. A new reform paradigm is needed with schools as learning organizations and quality driven by collaboration rather than prescription.
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Keynote: Professionalism and Goverance
- 1. PROFESSIONALISM AND GOVERNANCE (40years of frustration!) Professor Graham Donaldson OECD Brussels October 2016
- 2. How do weensure that every young person in the country is purposefully engaged in relevant and high quality learning throughout their time in school?
- 3. 7 Propositions • Theworld is changing fast leading to growing expectations of schools, a multiplicity of well-intentioned but often incoherent short-term responses and challenges to political confidence in the teaching profession. The translation of educational aspiration into classroom reality is problematic. We need a new and more organic approach to school improvement. • The policy discourse drives approaches to effectiveness and improvement that tend to be reductionist and unimaginative; to ignore opportunity cost and focus on structures; to value unduly limited accountability metrics–do not reflect the imperatives of rapid change. • Strategic agreement on long-term purposes, increasingly expressed in terms of capacities or competences, is vital to coherent change and improvement. • Good governance should be less about structures than vision, capacity building and constructive accountability. • Professionalism needs to be understood as involving collective values, responsibility and challenge as well as individual expertise and commitment. That means a capable, empowered and collegiate teaching profession. • Accountability processes must be constructive and true to the longer-term vision. • We need a new paradigm of reform within which schools are learning organisations with an inclusive leadership culture. Quality and improvement should be more about pull than push.
- 4. Some Ambitious Challenges Agreeingand pursuing ambitious goals for all our young people – equip them as people for future lives Raising ‘standards’, including basic literacy, numeracy and digital competence, but also creativity and entrepreneurship Developing values and ethical understanding Defeating destiny – deprivation/experience/expectation/aspiration Establishing a broad, secure and enduring base of education Creating space for engaging teaching and learning – enjoy the experience and challenge of learning Sustaining high quality, relevant and challenging education Building the confidence and capacity of teachers, individually and collectively Establishing a constructive accountability culture
- 5. Creating the conditionsfor all young people to experience education of the highest quality requires 2 complex challenges to be addressed successfully – The Learning Challenge - Creating an inclusive, engaging and challenging set of learning experiences in pursuit of ambitious and agreed purposes of education. “What our children and young people learn during their time at school has never been more important yet, at the same time, the task of determining what that learning should be has never been more challenging.” Donaldson G ‘Successful Futures’ 2015 The Realisation Challenge – Bridging the gap between aspiration and the reality of day-to-day classroom life. “A major, sustained change programme will be required to convert the recommendations of the Review into practice.” Donaldson G ‘Successful Futures’ 2015
- 6.
- 7. Strategic Direction Agreeing andpursuing relentlessly ambitious goals for all our young people Raising and broadening ‘standards’ across the board – ‘subject’ as well as basic literacy, numeracy and digital competence. Addressing issues of wellbeing and the development of ethical understanding and personal values Feeding a desire to learn and keep learning Learning Challenge
- 8. Learning Challenge Technical Design Creatinga framework that • pursues the strategic purposes • is progressive and stretching and that embodies the best of current knowledge • can be realised in practice • provides space for engaging and effective teaching and learning • embodies assessment as integral to (deep) learning
- 9. ~ “…the wants ofthis age are indeed very special and very urgent. It is a time of rapid progress; and rapid progress is in itself good. But, when the velocity is great, then, as in the physical so in the moral world, the conditions of equilibrium are more severe, and the consequences of losing it are more disastrous.”
- 10. W E GladstoneRectorial Address to the Students of Glasgow University Dec 5 1879 )
- 11. “...no education systemcan remain static. The world is changing rapidly, Technology is transforming our lives. The skills needed in the future will be very different from those needed today. Education offers each individual and nation the best chance of navigating an unknown future – coping with uncertainty, adapting to evolving conditions and learning how to learn.” Lee Hsein Loong, Prime Minister of Singapore 2012 (Oceans of Innovation, IPPR 2012) Strategic Direction Trends and Forces Shaping Twenty-First Century Education
- 12. ‘Average is over’ “Thismaxim (average is over) will apply to the quality of your job, to your earnings, to where you live, to your education, and to the education of your children…if you and your skills are a complement to the computer, your wage and labour market prospects are likely to be cheery…” (pages 4/5) “…a modern textile mill employs a man and a dog – the man to feed the dog and the dog to keep the man away from the machines.” (page 8) “The ability to mix technical knowledge with solving real-world problems is the key…” (page 21) “It might be called the age of genius machines, and it will be the people that work with them that will rise…we (will have) produced two nations, a fantastically successful nation , working in the technologically dynamic sectors, and everyone else.” Tyler Cowan 2013 ‘Average is Over’
- 13. TECHNOLOGY AND EMPLOYMENT ‘Accordingto our estimates, about 47 percent of total US employment is at risk. We further provide evidence that wages and educational attainment exhibit a strong negative relationship with an occupation’s probability of computerisation.’ ‘…current trend towards labour market polarization, with growing employment in high-income cognitive jobs and low-income manual occupations, accompanied by a hollowing-out of middle-income routine jobs.’ ‘…while technological progress throughout economic history has largely been confined to the mechanisation of manual tasks, requiring physical labour, technological progress in the twenty- first century can be expected to contribute to a wide range of cognitive tasks, which, until now, have largely remained a human domain.’ ‘…computerisation will mainly substitute for low-skill and low-wage jobs in the near future. By contrast, high-skill and high-wage occupations are the least susceptible to computer capital…’ ‘…as technology races ahead, low-skill workers will reallocate to tasks that are non-susceptible to computerisation – i.e., tasks requiring creative and social intelligence. For workers to win the race, however, they will have to acquire creative and social skills.’ Carl Benedikt Frey and Michael A. Osborne (2013) The future of employment: how susceptible are jobs to computerisation? (www.oxfordmartin.ox.ac.uk/downloads/academicThe_Future_of_Employment.pdf)
- 14. Technology and Learning ‘…ashumans live and work alongside increasingly smart machines, our education systems will need to achieve at levels that none have managed to date.’ If we are to bring about a step-change in the breadth and quality of learning for all learners, if we are to tackle the persistent and unsolved challenges of learning in the 21st century, funders and researchers need to go deeper and wider. …begin with the pedagogy and be more ambitious!’ Luckin, Holmes,Griffiths & Forcier (2016) Intelligence Unleashed Pearson
- 15. Strategic Direction In ageneration • Real incomes have nearly trebled • Inequality has increased sharply • More people are living alone • Life expectancy has risen by around 8 years • More children are born to single parents • Migration and diversity have increased significantly • Air travel has grown six-fold • Most households have internet access • Consumer debt has trebled • UK election turnout 77.7% in1992 to 66.1% in 2015
- 16. ‘The Velocity isGreat’ Globalisation • Interdependence • Competition • Offshoring • Reshoring • Migration • Scarcity • Climate Employment • Skill demand changing • Portability • Employability • Digital competence • Fluid job market • Lifelong learning Society • Inequality increasing • Demography • Life expectancy • Single households • Civic participation • Changing family structures Education • New and growing expectations • Instrumental pressure? Education is for work? • Education for democratic participation / citizenship? • Uncertainty and lifelong learning • New conceptions of knowledge? • Creativity, teamworking, problem-solving? • Deprivation and educational achievement? • Better learning or different learning? • Anywhere, anytime learning? Hand-held connectivity? • Social networking • Internationalisation – PISA/PIRLS/TIMMS Resources • Scarcity • Efficiency • Accountability
- 17. New marketsand jobs but also volatility, insecurity and migration Complexity, diversity and inequality Ambiguity and citizenship Connectivity, collaboration and cybersecurity Personal and collective learning and innovation or obsolescence “If we teach today as we taught yesterday, we rob our children of tomorrow.” John Dewey (1915) Schools of Tomorrow Future Opportunities and Challenges?
- 18. European Framework ofKey Competences for Lifelong Learning (2006) Communication in the mother tongue Communication in (multiple) foreign languages Math competence Science and technology competences Digital competences Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
- 19. European Commission ‘transversal skills’ Criticalthinking Creativity Initiative Problem solving Risk assessment Decision taking Communication Constructive management of feelings
- 20. Importance of strongbasic skills including digital competence deeper conceptual understanding connected and coherent knowledge authentic knowledge in context creativity and problem solving learning in collaboration and to collaborate ethics and values personal agency Move from what students should be learning towards what they should become? (Priestley and Biesta 2014) 21st Century schooling?
- 21. INTERNATIONAL CURRICULUM RESPONSES AUSTRALIA Successful learners Confidentand creative individuals Active and informed citizens FINLAND Knowledge and skills for life and for further study Support each pupil’s linguistic and cultural identity – passing on the culture but also create new culture A tool for developing educational capital and enhancing equality and a sense of community SCOTLAND (2004) Successful learners Confident individuals Effective contributors Responsible citizens WALES (2015) Ambitious, capable learners ready to learn throughout their lives Enterprising, creative individuals ready to play a full part in life and work Healthy, confident individuals ready to live fulfilling lives as valued members of society Ethical, informed citizens ready to be citizens of Wales and the world NORTHERN IRELAND Empower young people to achieve their potential and to make informed and responsible decisions throughout their lives; Develop the young person as an individual, as a contributor to society, the economy and the environment ENGLAND Provide pupils with an introduction to the essential knowledge they need to be educated citizens Introduce pupils to the best that has been thought and said, and help engender an appreciation of human creativity and achievement. SINGAPORE Confident person; Self-directed learner; Active contributor; Concerned citizen. IRELAND • to enable the child to live a full life as a child and to realise his or her potential as a unique individual • to enable the child to develop as a social being through living and co- operating with others and so contribute to the good of society • to prepare the child for further education and lifelong learning. ALBERTA Engaged thinkers and ethical citizens with an entrepreneurial spirit; Strive for engagement and personal excellence in their learning journey; Employ literacy and numeracy to construct and communicate meaning; and Discover, develop and apply competencies across subject and discipline areas for learning, work
- 22. THEMES • Ambitious goalsdirected towards the development of the person • Balance between development of basic skills, subject knowledge, application, creativity and broader preparation for future life • Broader purposes usually relate to lifelong learning, citizenship, creativity/entrepreneurship, personal wellbeing and efficacy • Pervasive tension between ambitious purposes and the curriculum as experienced by students
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- 24. “Many of today’sschools are not teaching the deep knowledge that underlies innovative activity.” “...if the economy is no longer an industrial-age factory economy, then our schools are designed for a quickly vanishing world” “The standard model of schooling emerged during the industrial age and it has been effective at generating the kinds of graduates needed by the industrial economy...Existing schools should redesign themselves...to develop new models of learning for the future.” Sawyer ‘Learning to Learn Learning to Innovate’ OECD (2008) 21st Century schooling?
- 25. ‘...there is strongevidence from a variety of sources that two decades of reform have not led to anticipated levels of educational improvement, and certainly not commensurate with levels of investment in education, but have led to widespread teacher and headteacher dissatisfaction’ Hoyle and Wallace Educational Leadership: Ambiguity, Professionals and Managerialism 2005, pp. 4-5 The impact of policies has been, at best, mixed. Neither general nor targeted interventions have, thus far, demonstrated substantial sustained improvements that can be spread widely. Kerr & West BERA 2010 Insight 2 “We have in education a long history of innovation but it rarely touches but a chosen few.” Hattie, Visible Learning (2009) p254 “Cultures do not change by mandate…the process of cultural change depends fundamentally on modeling the new values and behavior that you expect to displace the existing ones.’ Elmore, R (2004) School Reform from the Inside Out Harvard University Press The Reform Conundrum
- 26. OECD “Education 2030”project Experience identifies implementation issues of • Time lag • Overload • Quality • Universality • Implementation
- 27. Complex Governance • Increasingcomplexity in education systems • Move away from hierarchical relationships • Division of labour, independence & self regulation • Multi-level governance – fluid and negotiated relationships Burns T& Koster F (2016) Governing Education in a Complex World OECD
- 28. THE AMBITION VORTEX METRICSDRIVEN SHORT-TERM REDUCTIONISM EVENTS NATIONAL & INTERNATIONAL SURVEYS eg PISA
- 29. Addressing the Conundrum Researchand experience points to • ‘Better’ teachers • ‘Better’ leadership’ • ‘Less’ prescription • ‘More’ collaboration • ‘Rigorous’ accountability BUT What about the improvement trap?
- 30. THE IMPROVEMENT TRAP RESEARCH, EVALUATION &ACCOUNTABILITY LESS PRESCRIPTION MORE COLLABORATION ‘BETTER’ METRICSDRIVEN SHORT-TERM REDUCTIONISM EXPERT TEACHERS EFFECTIVE LEADERSHIP
- 31. APPROACHES TO GOVERNANCEIN COMPLEX SYSTEMS • Stakeholder involvement and ownership of agreed goals and principles • A whole-system vision that keeps the focus on processes, and does not get mired in discussing structures • Alignment of roles and responsibilities • The ability to identify needs and develop capacity in a realistic and timely manner • A flexible and adaptive education system that can react to change and unexpected events • Harness evidence and research Burns T& Cerna L Enhancing effective education governance in Governing Education in a Complex World OECD (2016)
- 32. Winning both thehearts and the minds of diverse stakeholders for ambitious purposes Determining and building on the interaction of non-linear and non- hierarchical dependencies - ecosystem Sustaining education for all young people that is both high quality and relevant needs a continuous learning system Establishing a dynamic and ambitious leadership culture Building the individual and collective capacity of practitioners, particularly the teaching profession – knowledge creation and mobilisation Establishing an accountability culture that is constructive and founded on mutual respect Some Interesting Elements of the Realisation Challenge
- 33. Creativity Narrow accountability AmbitionLimited capacity Intrinsic drivers Extrinsic drivers Dynamism/adaptivity Compliance ‘Autonomy’ Uniformity Emerging Tensions
- 34.
- 35. Package and push? Directand demand? Manage and measure? Promise and punish? Reassert and restructure? Hearts and heads? Network and nourish? From Storming to Collaborative Partnership
- 36. Promoters Drivers Clear and agreed purposes and building blocks Motivated teachers supportedby guidance and resources Teachers’ (individual & collective) professional learning and development Leadership Accountability Inspection Assessment, reporting and qualifications Support from parents, young people, employers, universities, colleges
- 37. NEW PARADIGM EXPLORATION MORETHAN IMPLEMENTATION? ‘Too many of the developers take the McDonald’s approach: the significant thinking and planning are done at corporate headquarters and the franchise holders are expected to adhere to corporate policies and regulations…Developers have both idealized and simplistic notions of educational leadership’ FAITHFUL IMPLEMENTATION ‘Why should any effort at innovation be expected to be other than a first approximation of what needs to be done?...The educational reform movement has been almost totally unaware that its initial models are…just that: first approximations...that would lead to better ones’ Sarason (1996) Revisiting the culture of the school and the problem of change’ STRATEGIC EXPLORATION
- 38. IMPLICATIONS FOR TEACHERSAND LEADERSHIP • Profession not simply workforce • Value and peer-driven intrinsic drivers • Re-imagine a ‘teacher’ • Distributive leadership that recognises professionalism and supports teacher agency. • Learning school
- 39. We need teacherswho - have high-levels of expertise – subject, pedagogy and theory have secure values – personal and professional accountability for the wellbeing of all young people take prime responsibility for their own development and sustain that development use and contribute to the collective understanding of successful teaching and learning see professional learning as an integral part of educational change engage in well-planned and well-researched innovation.
- 40. Teachers Matter but… “Forcommitment to flourish and for teachers to be resilient and effective, they need a strong and enduring sense of efficacy…They need to work in schools in which leadership is supportive, clear, strong and passionately committed to maintaining the quality of their commitment.” Day et al ‘Teachers Matter’ OUP 2007 quoted in Hargreaves & Fullan ‘Professional Capital’ Routledge 2012
- 41. Leadership Matters Also “Theimportance of the headteacher’s leadership is one of the clearest messages emerging from research. There is no evidence of a school being effective with weak leadership”. J Gray (1990), British Journal of Educational Studies Leadership second only to classroom instruction in affecting what students learn at school and that leadership effect largest in the most challenging schools (Leithwood et al 2006) “Headteachers are perceived as the main source of leadership by key school staff. Their educational values and leadership practices shape the internal processes and pedagogic practice that result in improved pupil outcomes.” (Day et al., The Impact of School Leadership on Pupil Outcomes, University of Nottingham, 2009) “A culture of initiative and collegiality within which learning is always the prime focus embodies the kind of distributive leadership which is the hallmark of our most dynamic and effective schools”(Teaching Scotland’s Future, 2010)
- 42. 0.27 0.84 0.42 0.31 0.42 0 0.1 0.20.3 0.4 0.5 0.6 0.7 0.8 0.9 1 5. Ensuring an Orderly and Supportive Environment 4. Promoting and Participating in Teacher Learning and Development 3. Planning, Coordinating and Evaluating Teaching and the Curriculum 2. Resourcing Strategically 1. Establishing Goals and Expectations Effect SizeRobinson, V., Hohepa, M. and Lloyd, C. (2009), School Leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration, Wellington: New Zealand Ministry of Education. Relative impact of leadership activities
- 43. Leadership NOT Followership • Purpose, purpose,purpose • Culture, culture, culture – flexible, impact-focused, collegiate, outward looking • Relentless focus on capacity-building • Use professional standards to promote alignment and growth, including leadership qualities • Extended professionalism/discretionary effort – professional learning as key dynamic • Talent spotting and coaching • Mentoring as role of experienced teachers • Manage the authorising environment – risk and reward / permission and forgiveness
- 44. 12 FEATURES OFA LEARNING SCHOOL • High expectations of all students in pursuit of ambitious purposes and early intervention as issues emerge • The culture is both grounded and creative – critical, flexible and open to ideas • Research aware and active • Technology rich – as and for learning plus networking • Focused on impact on students’ learning – evidence, interpretation & action • Build capacity by focusing on growth not deficits • Teachers grow, develop and learn as part of normal work • Culture of collaboration • Constant focus on improving the practice of learning and teaching • Outward facing – parents and wider community both partners and a resource • Distributive leadership - empowering • Self-evaluative - sceptical
- 45. IMPLICATIONS FOR EDUCATION SYSTEMSAND GOVERNANCE • Move away from implementation and delivery paradigms • Apply principle of subsidiarity • Invest in building professional capacity • Engage professionals and wider stakeholder group creatively in policy • Support distributive leadership cultures • Apply intelligent and constructive accountability
- 46. Broad purpose - Accountability Control/Compliance Systemmonitoring Informing ‘consumers’ Agent of improvement through expectations Agent of improvement through capacity-building Build confidence and create a ‘safe’ space for innovation Focus - Legislation/policy Outcomes – learning/processes Teachers/teaching School compliance/effectiveness System performance/policy impact Evaluation/Inspection Traditions
- 47. STANDING INTERNATIONAL CONFERENCE OF(EUROPEAN) INSPECTORATES (Bratislava Memorandum 2013) Inspection must not take the responsibility for achieving high quality away from schools themselves. Self‐evaluation leading to improvement rather than passive compliance with an externally determined agenda is central to sustained enhancement in the quality of students’ learning. As the need for greater flexibility and innovation in education systems has become central to educational policy, inspection needs to achieve a balance between its traditional roles and helping to stimulate well‐founded innovation. Inspection itself must be flexible and innovative as it meets the challenges of the changing educational context. The ways in which inspection can support innovation in education will be circumscribed by policy and practice within individual countries. Inspection will always be only one element in a complex process. However, irrespective of such constraints, its influence can be profound, particularly in its potential to challenge thinking, evaluate impact, and stimulate improvement. The relationship between inspection and innovation can be complex. Innovation will only be successful if it is embraced by teachers and the strong focus of inspection on classroom practice can both highlight and illuminate the impact of innovation on learning. Governments should ensure that the potential of inspection to make a major beneficial contribution to innovation is built into improvement and innovation strategies from the outset.
- 48. Agreed, inspiring anddriving purposes Curriculum not imprisoned by the past or the context Embodies principle of subsidiarity Confident, expert & empowered teaching profession Active and extended collegiate culture Distributive leadership Constructive accountability/evaluation A revitalised and energised teaching and learning community Broad experiences, better outcomes & higher standards for our young people A revitalised and energised teaching and learning community
- 49. Improving Schools inScotland OECD 2015 The Curriculum for Excellence (CfE) is an important reform putting in place a coherent 3-18 curriculum around capacities and learning. There is a holistic understanding of what it means to be a young Scot growing up in today’s world promoted by the curriculum…It rests on a very contemporary view of knowledge and skills and on widely-accepted tenets of what makes for powerful learning. BUT It needs an ambitious theory of change and a more robust evidence base, especially about learning outcomes and progress. Unless a range of metrics is available that reflects the full ambition of CfE, the nature of quality and equity always risks being reduced to the most readily measurable. Develop metrics that do justice to the full range of CfE capacities informing a bold understanding of quality and equity. The Scottish Government has outlined a National Improvement Framework, which was still at proposal stage at the time of this review. This Framework has the potential to provide a robust evidence base in ways that enhance rather than detract from the breadth and depth of the CfE. Move the Curriculum for Excellence on from ambitious underpinnings to an approach to curriculum, assessment and pedagogy, with supporting leadership and capacity-building, that is a genuine 21st century system to be among those leading the world.
- 50.
- 51. A Curriculum forWales – A Curriculum for Life
- 52. KEY FEATURES OFTHE WELSH APPROACH TO BOTH CHALLENGES Strategic and inclusive approach based on agreed purposes Focus on deep learning, the ability to apply learning creatively and the development of personal qualities Reflects current evidence about successful reform Not top-down but collaborative, ‘all-Wales’ reform - pioneer network Strategic legislation– subsidiarity Recognises the need to take time to build understanding and ownership Strong commitment to realism through pioneer approach - capacity building and professional learning Critical importance of distributive leadership embracing all levels Synergies across development and accountability
- 53. Digital Competence Framework creating,evaluating, redefining and remodelling Pioneer Schools open discussion
- 54. 7 Propositions • Theworld is changing fast leading to growing expectations of schools, a multiplicity of well-intentioned but often incoherent short-term responses and challenges to political confidence in the teaching profession. The translation of educational aspiration into classroom reality is problematic. We need a new and more organic approach to school improvement. • The policy discourse drives approaches to effectiveness and improvement that tend to be reductionist and unimaginative; to ignore opportunity cost and focus on structures; to value unduly limited accountability metrics–do not reflect the imperatives of rapid change. • Strategic agreement on long-term purposes, increasingly expressed in terms of capacities or competences, is vital to coherent change and improvement. • Good governance should be less about structures than vision, capacity building and constructive accountability. • Professionalism needs to be understood as involving collective values, responsibility and challenge as well as individual expertise and commitment. That means a capable, empowered and collegiate teaching profession. • Accountability processes must be constructive and true to the longer-term vision. • We need a new paradigm of reform within which schools are learning organisations with an inclusive leadership culture. Quality and improvement should be more about pull than push.