ben levin sept 2010

Download Ben levin sept 2010

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Oppvekstkommisjonen Nord-Trøndelag 1. september 2010. Innlegg ved Ben Levin, professor i utdanning, ledelse og politikk ved Toronto Universitet.

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  • System ImprovementNord Trondelag, Norway

    Ben LevinOISE/University of Toronto

  • Questions to AskWhat are the positives and constraints in your setting?Which of these ideas are most promising or important? Which seem most difficult?What is confusing or missing or seems incorrect?

  • The Importance of ImprovementEducation matters more than everSchools have improved over many yearsWe can do better stillWe dont know the limits of improvement

  • Ontario 20032009From high conflict, stagnant results, public dissatisfaction, and poor morale

    To improving student results, low conflict, improved educator morale, and increased public satisfaction

  • ExamplesLiteracy/numeracy at standard up from 54% to 70%High school graduation from 68% to 79%Low performing schools down by 75%95% of students at competenceTeacher attrition down sharply

  • How to Do ThisThe right changesThe right implementationA positive approachManaging the politics and distractions

  • Main Elements 1Public goals and targetsSimple, clear, with high consensus

  • GoalsBetter outcomes75% at standard in literacy and numeracy, age 1285% high school graduation rateReduced gaps in outcomesEthnicity, SES, gender, disabilityIncreased public confidence

  • Main Elements 1Public goals and targetsClear strategy, strong leadershipAt all levelsBeyond projects to system changeSector supportPositive two-way communicationSector capacityHelping people do better

  • Main Elements 2Policy is supportive rather than centralCurriculum, assessment, etc.Support well-grounded practicesBuild on what already worksMinimize mandates but work towards standard practiceStay focusedIt takes yearsCoherence and alignment

  • Things Not to DoFocus on structures i.e. size, organizationAttack teachers or studentsUse a single test as the only measure

  • The Right ChangesChange teaching and learning practices in all schoolsBest evidenceStudent engagementReach out to parents and communityBuild sector capacity and commitmentImprove leadership skillsApproach curriculum and assessment as servants, not masters

  • Secondary SchoolsSubject specializationsPreparation for post-secondaryDouble standardTeacher and public beliefs about what students can doA good outcome for every student

  • Strategy for Secondary SchoolsKnowing students and tracking progressThinking about deliveryCurriculum, course offerings, timetableEngaging the communityChanging daily teaching practice

  • Where to FocusThink system more than schoolAll schools need to improveSpecific attention to:Low-performing schoolsCoasting schoolsPriority groupsPoor, immigrants, special education, disability

  • ImplementationFocus on system and whole school changesAvoid projectsCreate infrastructureRelevant to the size of the challengeSupport people as well as resourcesBe relentless about reminders, events, and supportsBuild research, evaluation, and data

  • Engaging the CommunityParentsEmployer, unions, workplacesPost-secondary institutionsCommunity groups and organizations

  • Improving PracticesUse what we knowBuild on good practices towards universal useStart with easier stepsTake ownershipWork collectivelyIn teams (subjects as much as schools)Cross-school workRoot practices in school settingsUse data effectively

  • Importance of Systems Regular events to review data and progressProcesses to ensure every student is consideredPrevention rather than remediationBuilding a system across schools

  • Building Sector SupportBuild strong political leadershipGuiding coalitionAlign with local leadersRespect all partnersAppeal to educators idealsBuild staff supportStay focused and alignedDevelop public confidence and supportEngage students

  • Public ConfidencePeople must believe that the schools deliver valueThis takes sustained effortDay to day work matters more than PR effortsMust be simple, clear messages backed by action

  • Communication and SupportEndless communication to sectorEnlisting support from leaders and teachersConstant positive reinforcementRespectful but with expectationsRegular public communicationSuccesses and challenges

  • Questions for ConsiderationWhat are the positives and constraints in your setting?Which of these ideas are most promising or important? Which seem most difficult?What is confusing or missing or seems incorrect?

  • Thank You!

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