Department of Education Management and Policy Department of Education Management and Policy Studies Studies Faculty of Education, University of Pretoria Faculty of Education, University of Pretoria Raising the Stakes Raising the Stakes Jim Spinks Jim Spinks , Director, ‘All Across the Line’ , Director, ‘All Across the Line’ South Africa, February 2010 South Africa, February 2010 All across the line [email protected]
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Department of Education Management and Policy StudiesDepartment of Education Management and Policy StudiesFaculty of Education, University of PretoriaFaculty of Education, University of Pretoria
Raising the StakesRaising the Stakes
Jim SpinksJim Spinks, Director, ‘All Across the Line’, Director, ‘All Across the Line’
South Africa, February 2010South Africa, February 2010
Evidence at the school levelEvidence at the school level
Morpeth School, London – typical example of a Morpeth School, London – typical example of a transformed school.transformed school.
Passion for success personified by head teacher, Passion for success personified by head teacher, Sir Alisdair Macdonald.Sir Alisdair Macdonald.
Innovation and risk taking.Innovation and risk taking. High quality of teachersHigh quality of teachers Culture of student engagement.Culture of student engagement. Breadth of leadership. Leadership team.Breadth of leadership. Leadership team. Differential deployment of resources.Differential deployment of resources. Strong focus on the most vulnerable students.Strong focus on the most vulnerable students.
Evidence at the System LevelEvidence at the System Level
FinlandFinland, Canada, Japan, South Korea and others., Canada, Japan, South Korea and others. Success for all students irrespective of circumstance Success for all students irrespective of circumstance
(little correlation between success and home (little correlation between success and home background).background).
Strong focus on high quality of teachers.Strong focus on high quality of teachers. Strong focus on developing a culture/expectation of Strong focus on developing a culture/expectation of
success.success. Provision of sufficient resource levels to ensure Provision of sufficient resource levels to ensure
necessary support for every student.necessary support for every student.
RAISING THE STAKESRAISING THE STAKES
‘‘Excellent outcomes for all students Excellent outcomes for all students irrespective of background and irrespective of background and circumstance must become the circumstance must become the default position for education in the default position for education in the 2121stst century.’ century.’ (Caldwell and Spinks, 2007)(Caldwell and Spinks, 2007)
‘‘How the world’s best-performing school systems How the world’s best-performing school systems come out on top’, McKinsey & Co, (2007)come out on top’, McKinsey & Co, (2007)
‘‘The experiences of these top school systems The experiences of these top school systems suggest that three things matter most: suggest that three things matter most:
1. getting the right people to become teachers1. getting the right people to become teachers
2. developing them into effective instructors2. developing them into effective instructors
3. ensuring that the system is able to deliver the3. ensuring that the system is able to deliver the
best possible instruction for every child.’best possible instruction for every child.’
Financial CapitalFinancial Capital
Recurrent costs (annual per student)Recurrent costs (annual per student) Deployment is equally critical to quantityDeployment is equally critical to quantity Core + EquityCore + Equity Equity to compensate for any impediments to Equity to compensate for any impediments to
learninglearning Economies of scale Economies of scale Calculate on the basis of what effective schools Calculate on the basis of what effective schools
‘spend’‘spend’ Usually student focused (number, nature & need)Usually student focused (number, nature & need) Is the nature of the staff also a factor??????Is the nature of the staff also a factor?????? Is prior attainment another factor?Is prior attainment another factor?
Intellectual CapitalIntellectual Capital Staff knowledge, expertise and experience to Staff knowledge, expertise and experience to
deliver high quality learningdeliver high quality learning Vast differences between schools and within Vast differences between schools and within
schoolsschools Developed and maintained through strategic Developed and maintained through strategic
recruitment, professional learning and retentionrecruitment, professional learning and retention Related to school location, socio-economic Related to school location, socio-economic
circumstance and reputationcircumstance and reputation When in deficit (below a set standard), may require When in deficit (below a set standard), may require
additional resources to build to a sustainable leveladditional resources to build to a sustainable level Indicators of Intellectual Capital are being Indicators of Intellectual Capital are being
developeddeveloped
Social CapitalSocial Capital
Strength of partnerships and networksStrength of partnerships and networks Involve the school, parents, community and Involve the school, parents, community and
businessbusiness Provide a pool of resources that can be employed Provide a pool of resources that can be employed
to support the schoolto support the school Networks of Networks of mutualmutual support support Require building and sustaining. Need to be Require building and sustaining. Need to be
resourced.resourced.
Spiritual CapitalSpiritual Capital
Strength of moral purpose and degree of Strength of moral purpose and degree of coherence about values and beliefscoherence about values and beliefs
Identification and celebration of shared values Identification and celebration of shared values Walking the talkWalking the talk When values and beliefs are not shared????When values and beliefs are not shared???? Provide strategic foundationsProvide strategic foundations
Emerging System-wide StrategiesEmerging System-wide Strategies(from Australia, England and the USA)(from Australia, England and the USA)
Successful strategies can be culture specific.Successful strategies can be culture specific. Early identification and targeting of the most vulnerable Early identification and targeting of the most vulnerable
students.students. Need to develop predictors of potential failure.Need to develop predictors of potential failure. Inclusion of the most vulnerable students in ordinary Inclusion of the most vulnerable students in ordinary
mainstream schools (resisting the forces of ‘residualisation’)mainstream schools (resisting the forces of ‘residualisation’) Differentially allocating resources to schools on the basis of Differentially allocating resources to schools on the basis of
predicted need.predicted need. Differentially allocating resources within schools to target Differentially allocating resources within schools to target
the most vulnerable students.the most vulnerable students. Wise deployment of resources to optimise value to learners.Wise deployment of resources to optimise value to learners. Ensuring that school practices are ethical.Ensuring that school practices are ethical. Data driven planning.Data driven planning. Coaching to improve instruction.Coaching to improve instruction.
RAISING THE STAKESRAISING THE STAKES
‘‘Excellent outcomes for all students Excellent outcomes for all students irrespective of background and irrespective of background and circumstance must become the circumstance must become the default position for education in the default position for education in the 2121stst century.’ century.’ (Caldwell and Spinks, 2007)(Caldwell and Spinks, 2007)