Quality, equality and creative leadership Louise Stoll Visiting Professor London Centre for Leadership in Learning Institute of Education, University of.

Quality, equality Quality, equality and creative leadership and creative leadership

Louise Stoll Visiting Professor

London Centre for Leadership in Learning Institute of Education, University of London

[email protected]

ICSEI 2009Vancouver, British Columbia

OutlineOutline

Summary of historical perspectives on school effectiveness and improvement

Challenges for school effectiveness and improvement

A response – creative leadership

The purpose of ICSEIThe purpose of ICSEI is to enhance the quality and equity of education for all students in elementary (primary) and secondary schools.

. . . achieved through the acquisition and dissemination of information in a co-ordinated effort amongst policy makers, practitioners and scholars, using the Annual Conference, the Congress’s related journals, the website and any other appropriate methods.

. . . efforts to achieve this purpose are made in diverse settings by many individuals and organisations employing a variety of perspectives.

School EffectivenessSchool Effectiveness

focus on students’ progress and development – value added

progress for all students, not just a few – differential effectiveness

contextual differences

nested levels

effect sizes

added value sustained over time – stability of effects

factors within control of leaders and teachers identified as statistically related to greater student progress, summarised in lists of effective schools characteristics

orientation to quantitative methodology

School improvementSchool improvement

focus on process (journey) as well as outcomes

identifying necessary teaching and learning and other conditions to support successful change

considering capacity to engage in and implement significant change

increasing interest in sustainability

contextually differences – ‘one size doesn’t fit all’

initially qualitative methodologies, increasing use of mixed methodological approaches

R+D projects

ChallengesChallenges

Quality and equality

Global and local

Now and the future

Figure 4.10Performance in science and the impact of socio-economic backgroundAverage performance of countries on the PISA science scale and the relationship between performance and the index of economic, social and cultural status

Score

Strength of the relationship between performance and socio-economic

background above the OECD average impact

Strength of the relationship between performance and socio-economic background not statistically significantly different from

the OECD average impact

Strength of the relationship between performance and socio-economic background

below the OECD average impact

Même couleurs que celles utilisées dans la Figure 4.9

Percentage of variance in performance in science explained by the PISA index of economic, social and cultural status (r-squared X 100)

Note: OECD mean used in this figure is the arithmetic average of all OECD countries.Source: OECD PISA 2006 database, Table 4.4a

Relationship above OECD average impact

Relationship not different from OECD average impact

Relationship below OECD average impact

PISA 2006 Performance in science at age 15 and impact of socio-economic background

UNICEF child well-being in rich countries (2007)

Average rankings on 6 dimensions

Av ranking Av ranking

1. Netherlands 4.2 12. Canada 11.82. Sweden 5.0 12. Greece 11.83. Denmark 7.2 14. Poland 12.3 4. Finland 7.5 15. Czech Republic 12.55. Spain 8.0 16. France 13.06. Switzerland 8.3 17. Portugal 13.77. Norway 8.7 18. Austria 13.88. Italy 10.0 19. Hungary 14.59. Ireland 10.2 20. USA 18.010. Belgium 10.7 21. UK 18.211. Germany 11.2

United Nations’ Education for All – UNESCO 2000United Nations’ Education for All – UNESCO 20006 goals6 goals

1. Expand + improve comprehensive early childhood care + education

2. Ensure by 2015 all children have access to + complete free, compulsory, high quality education3. Ensure learning needs of all young people + adults

met through equitable access to learning + life-skills programs

4. Achieve 50% improvement in adult literacy levels + equitable access to basic and continuing education

5. Eliminate gender disparities in primary + secondary education by 2005 + achieve gender equality by 2015

6. Improve all aspects of quality of education + ensure excellence of all to achieve learning outcomes,

especially literacy, numeracy + essential life skills

National Council for Curriculum and Assessment, Ireland – Key Skills

The four pillars of learningThe four pillars of learning

Learning to know

Learning to do

Learning to live together

Learning to be

UNESCO (1996)

A response –

Creative leadership

Four characteristics of Four characteristics of creative processescreative processes

1. They all involve thinking or behaving imaginatively

2. Overall, this imaginative activity is purposeful

3. These processes must generate something original

4. The outcomes must be of value in relation to the objective

K Robinson et al for DfESS (1999) All Our Futures: Creativity, Culture & Education

. . . collaborative, imaginative and thought through responses to opportunities and challenging issues that inhibit learning at all levels. It’s about seeing, thinking and doing things differently in order to improve the life chances of all students.

Creative leadership is both:Creative leadership is both:

being creative leaders yourselves

providing the conditions and opportunities for others to be creative Stoll and Temperley (2009)

Creative leadershipCreative leadership

Given what you have heard at this conference about new departures for a learning world, does the concept of creative leadership resonate with you?

Promoting creative leadershipPromoting creative leadership

Providing time and space – physical and emotional

External challenge and stimulation

Taking people out of their comfort zones

Promoting risk taking

Regular experience

Locating within a supportive learning

community

When adult relationships in schools are characterized by trust, the stories about change shift from indifference or negativity to possibility and hope.

Kaser and Halbert (2009, in press)

Demonstrating creative leadership in action: school and district projects

Curriculum innovation

Internal and/or external capacity building

Extending the use of data and evidence 

Demonstrating creative leadership

Three examples

1. Capacity building

2. Methodologies

3. Knowledge animation

CapacityCapacity

. . . allows [people, organisations or entire systems] routinely to learn from the world around them and apply their learning to new . . . situations so that they continue on a path toward their goals, even though the context is ever-changing.

Stoll and Earl (2003)

1.

Capacity building

Before Now + the future

One size fits all Differentiated and contextualised

Instructional improvement

+ Authentic and deep learning

Current best practice + Creativity, innovation and next practice

Dependence ‘Habit of mind’

PrincipalshipLeadership capacity, including students

Top-down Lateral – networked, international

Individual + school Systemic capacity, including family and wider community

1. Manipulation

2. Decoration

3. Tokenism

Hart’s ladder of Hart’s ladder of participationparticipation

4. Assigned but informed

5. Consulted and informed

6. Adult initiated, shared decisions with children

7. Child initiated and directed

8. Child initiated, shared decisions with adults

No

n

par

tici

pat

ion

Deg

rees

of

par

tici

pat

ion

hierarchical system

heads

inspectors

ministry

dynamic system

Austrian Leadership Academy (LEA) Austrian Leadership Academy (LEA) Involves all types of schools and all levels of the system (connect horizontal and vertical system levels)

NEW ENERGYSchratz and Schley (2007)

dynamic system

traditional system

New MethodologiesNew Methodologies

Robust measures of 21st Century outcomes

Extending development of:

multi-level analyses to include different parts of the system

methodologies to explore intercultural similarities and differences

methodologies to assess processes of improvement

school, district and system self-evaluation

participatory evaluation methodologies

Methodologies to capture innovation

Accountability systems and methodologies to capture new ways of working eg networking and collaboration

2.

Knowledge AnimationKnowledge Animation

Ways of making knowledge accessible and mobile to fuel dialogue that promotes learning connections and use

3.

Bridging research and practice is harder than it looks. Simply communicating information may help to raise awareness but it is unlikely to stimulate behaviour change. The ‘mediation infrastructure’ . . . Involves a raft of resources that are crafted with as much attention to pedagogy – to the needs of the professional learner – as to the quality and relevance of the research

CUREE (2007)

‘Mediation infrastructure’ – Hillage et al (1998)

bookbook

simulationsimulation

learning learning conversationconversation

self-evaluation

self-evaluation instrumentinstrument

web resourceweb resource

coursecourse

professional articleprofessional articlenewsletternewsletter

workshop

workshopguide to practiceguide to practice

Research and development projectResearch and development project

keynote keynote speechspeech

materials

materialsseminarseminar trainer of trainer

trainer of trainer

video/filmvideo/film

higher degree teaching

higher degree teaching

coaching/mentoring

coaching/mentoring

audio resource

audio resource

gamegame

Which of these strategies have you found most Which of these strategies have you found most powerful in helping promote learning connections and powerful in helping promote learning connections and use of external research findings?use of external research findings?

Which 2 of the following strategies have you found most powerful in helping teachers share their knowledge and ideas? Please rank your top 2 in order of priority

%

Learning conversation 36

Coaching/mentoring 31

Networking 12

Videos of practice/audio examples 7

Verbal presentations 6

Teacher designed materials 4

Written stories and reflections 2

Web resources 2

Responses from GTC Teacher Learning Academy March 2008

.

. . . knowledge is created through dialogue or conversations that make presuppositions, ideas, beliefs and feelings explicit and available for exploration. It is in these conversations that new ideas, tools, and practices are created, and the initial knowledge is either substantially enriched or transformed during the process.

Earl and Timperley (2008)

What We Know

Knowledge of those involved. What we bring

to the table

What Is Known

Knowledge from theory, research

and best practice

New Knowledge

Knowledge created together

through collaborative

processes

Three fields of knowledgeThree fields of knowledge

NCSL: Networked Learning Communities (2003)

In what ways could you and your colleagues/peers powerfully demonstrate creative leadership to respond to the improvement and effectiveness opportunities challenges facing your system?