Professor Masters recently conducted a "review to
examine available data on the performances of Queensland students and .. provide advice in the areas of curriculum, assessment and teacher quality. In particular, the review was asked to identify existing effective practices ..." While there is valid debate and criticism of Professor Masters' recommendations, I have found his review of effective practices very interesting reading. I include some of the main points here:
A number of common factors that appear to facilitate better student learning
outcomes were noted in the schools visited. Not surprisingly, these factors tend
to be consistent with the large body of school improvement research. They
include:
- strong and effective school leaders;
- a learning culture and strong commitment to continuous improvement;
- teachers with high expectations, thorough knowledge of their subjects and
a deep understanding of how students learn those subjects; - a safe, well-organised and supportive school environment which prioritises
learning; - well-developed systems for evaluating and monitoring performance; and
- parent and community engagement and support.
(page 51)
An important conclusion of this review is that a key to raising levels of literacy, numeracy and science achievement in Queensland primary schools is to ensure that every school has strong and effective school leadership.
The observations made in these schools parallel the recent conclusions of a study conducted in eight Victorian government schools which have been performing unusually well given their circumstances and student intakes:
The reality in each of the eight schools studied is that leadership has been the key determinant of the success of the school… Each of the study schools is characterised by having strong leadership, with a clear vision and direction for the school and a high degree of leadership stability over time. (Zbar et al., 2009)
The Victorian study identifies strong leadership as the first of four ‘preconditions’ for improved student outcomes in a school. Strong leadership
then plays a key role in establishing the other three preconditions:
- high expectations of all students
(‘In these schools, disadvantage is not used as an excuse for poor student outcomes.’); - an orderly learning environment
(‘In under-performing schools, the absence of an orderly learning
environment is usually the first thing noticed and the major impediment to improvement and change.’); and - a focus on what matters most
(‘In the primary schools, in particular, this means a real emphasis on
literacy and numeracy.’).
- The conclusion that strong school leadership is a key to improved learning outcomes also is reached in a 2008 OECD study of school leadership in 22 education systems around the world:
- A large body of research on school effectiveness and improvement from a wide range of countries and school contexts has consistently highlighted the pivotal role of school leadership in making schools more effective (Scheerens and Bosker, 1997; Teddlie and Reynolds, 2000; Townsend, 2007). (Pont et al., 2008)
- Goal-setting, Assessment and Accountability
(includes setting strategic directions; developing school plans and goals; monitoring progress; and using data to improve practice) - Supporting, Evaluating and Developing Teacher Quality
(includes adapting the teaching program to local needs; promoting teamwork among teachers; and engaging in teacher monitoring, evaluation and professional development) - Strategic Financial and Human Resource Management
(includes allocating physical and human resources in the interests of improved student learning and influencing staffing decisions to ensure a match between staff and the school’s needs) - Collaborating with other Schools
(includes developing relationships beyond the school borders to improve outcomes for students) - Setting High Expectations
- Ensuring Quality Teaching
- Allocating School Resources
- Supporting and Developing School Leaders
The OECD study identifies four strategic activities of school leaders associated with improved student learning:
The improvement of literacy, numeracy and science performance in Queensland primary schools will depend in large measure on strong school leaders who are committed to a continuous improvement agenda and who
know what to do to raise levels of student achievement. This chapter summarises what highly effective school leaders do to improve student
learning and considers implications for school leadership development.
(pages 84-85)
Main chapter points following
Attached is a table collating effective practices for Teachers, Schools and School Systems.
| Attachment | Size |
|---|---|
| Highly Effective Practices for Continuous Improvement in Student Learning - Masters 2009.pdf | 45.93 KB |