Issue 3 - Institute of Education, University of London

More documents

Recommendations

Info

How can every school become a great school? London InstEd spoke to school improvement activist David Hopkins to ask for his recommendations ASK any parent about the goal of educational reform and the answer is simple – every school should be a great school. After all, every parent wants their child to have the best education possible. However, although easy to articulate, it is far more difficult to put into practice. It focuses reform efforts directly on enhancing teaching quality and classroom practice rather than structural change and requires a commitment to sustained, systemic change. Despite the political boldness required for this approach, it was adopted by New Labour in 1997. Most agreed that standards were 22 London InstEd issue 3 autumn term too low and that direct state intervention was needed. The resultant “national prescription” proved successful at first, particularly in raising standards in primary schools, but progress plateaued in the second term and there was a recognition that it was schools themselves that needed to lead the next phase of reform. But, as Professor Hopkins explains, large-scale reform can neither be only nationally led nor only schools-led – both must support each other within a system committed to raising the bar and narrowing the gap. Schools must use external standards to clarify, integrate and raise their own expectations, he adds. But equally schools, on their own and in networks, must be enabled to lead improvements and innovations in teaching and learning with the support of highly specified, but not prescribed, best practices. So, what are the trends that can make every school a great school? Professor Hopkins, who is the inaugural HSBC Chair in international leadership at the London Centre for Leadership in Learning at the IOE, believes the trends are: Personalised learning. This provides a bridge from prescribed forms of teaching, curriculum and assessment to an approach where teachers tailor teaching and learning to enable every student to reach their potential. Informed professionalism. Teachers using data to apply a rich repertoire of pedagogic strategies to
meet their students’ needs. This implies radically different forms of professional development with a strong focus on coaching and establishing schools as professional learning communities. Intelligent accountability. To better support educational goals by creating a balance between external standards and both internal accountability (self- evaluation, bottom-up target setting), and formative assessment (value- added analyses and assessment for learning processes). Networks and extended schooling. To develop a vision of education shared and owned beyond individual school gates. This implies networks of schools collaborating to build curriculum diversity, extended services, professional support and high expectations. These trends come together through the exercise of responsible systemic leadership. Focused on the fundamental purposes of setting directions, developing people and developing organisations, Professor Hopkins recommends that such leadership should be reflected at three different levels: School level – with school heads almost as concerned about the success of other schools as they are about their own. Local/urban level – with best-practice widely shared across a locality. System level – with social justice, moral purpose and a commitment to the success of every learner providing the focus for transformation. Professor Hopkins, who was formerly chief adviser on school standards to the Department for Education and Skills (now DCFS), says that ensuring every school is a great school requires a balance to be achieved between national prescription and school-led reform, with the presumption towards the latter, except when schools find themselves in very challenging conditions. “Through self-evaluation schools become increasingly aware of how to improve and how to contribute to improvement in other schools,” he concludes. Illustrations by the Year 2 School Council at Hampton Wick Infant and Nursery School in Richmond. A recent Ofsted report placed the school in the category of outstanding, which puts it into the top 10 per cent of schools in the country. When asked: “What makes your school great?” council members said the school environment, being a team, the teachers are brilliant, and that they liked going on the bike at lunchtime. They also added that the school council helps to make their school “even better”. Foundation Degree in Arts London InstEd issue 3 autumn term 23
Page 1 and 2: LONDON ISSUE THREE AUTUMN TERM 2007
Page 3 and 4: Children, Schools and Families (DCS
Page 5 and 6: SCHOOL councils can improve behavio
Page 7 and 8: help would be to boost the numbers
Page 9 and 10: Leisha Fullick, pro-director London
Page 11 and 12: dream school and to focus on creati
Page 13 and 14: learning mentors at KS2 - so it’s
Page 15 and 16: The Harefield Academy in Hillingdon
Page 17 and 18: The editorial team from Woodmanster
Page 19 and 20: Education in a Global City: Essays
Page 21 and 22: Increase Eko, assistant headteacher
Page 23: Attending a high quality pre-school
Page 27 and 28: The IOE and the State of London’s
Page 29 and 30: from many in the audience on press
Page 31 and 32: SOLUTION: London will need to see a

Issue 3 - Institute of Education, University of London

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?