A
VIS GLAZE
Edu-quest International Inc.
Transforming Education:
A Strategy That Works
The Norwegian Congress of Education
Norway, August 2015
A SNAPSHOT OF ONTARIO, CANADA
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Canada - 34.1 million people (2010)
Ontario - 13.2 million (approximately 40%)
60% of 225,000 immigrants who come to Canada annually
More than 200 languages as “mother tongue”
More than 10% of newcomers are school children
Declining enrolment of 4.5% (almost 90,000 students,
(2002/03 - 2008/09)
About 5,000 schools in 72 school districts, plus 30 school authorities
w Four education governance systems:
w English public
w English Catholic
w French public
w French Catholic
w 2 million students
w Almost 126,000 teachers
(unionized teaching and support staff)
ONTARIO CONTEXT: THEN AND NOW
THEN (2002 - 2003)
w Poor morale and lack of involvement
w Flat-lined achievement results
w Inequity in student achievement results
w Disparate goals and priorities
w Multiple, disjointed priorities
w Limited reliance on research and data
w Focus on compliance
w Eroding confidence in public education
w Labour unrest
w Rising enrolment in private schools
w Disconnect between provincial and local
priorities
NOW
w High motivation and commitment to
continuous improvement
w Continuous improvement in student outcomes
w Narrowing of achievement gaps
w Clear, strategic goals
w Specific student achievement targets
w Selected high impact strategies
w Research-based and data-driven
w Focus on professional accountability
w Increased confidence in public education
w Improvement in Labour peace
w Alignment of priorities at all levels
3 Challenging Minds 3 Engaging Hearts 3 Inspiring Will 3 Strengthening Skills 3 Achieving Results
A
VIS GLAZE
Edu-quest International Inc.
IMPROVEMENT
IMPERATIVES
wMoral
wEconomic
wDemographic
w Enlightened Self Interest
w Community Health
w Social Justice
w Global Competitiveness
w Human Rights
THE ONTARIO IMPROVEMENT
STRATEGIES
PHASES OF IMPLEMENTATION
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Forging Consensus
Building Capacity at all Levels
of the System
Sharpening Our Focus
Implementing Research Informed
High Impact Strategies
Intensifying Our Collective Efforts
Consolidating for deeper Implementation
Aligning Our Work
Renewing Our Commitments
“Perhaps the most important
lesson we can learn from
international comparisons is
that strong performance and
improvement are always possible.
Countries such as Japan, Korea,
Finland and Canada display
strong overall performance and,
equally important, show that a
disadvantaged socioeconomic
background does not necessarily
result in poor performance at
school.”
Schleicher, Andreas; Stewart,
Vivien, (2008)
Twenty-One Trends for the 21st Century . . .
Their Profound Impact on Education and the Whole of Society
1. Millennials will insist on solutions to accumulated
11.International learning, including relationships,
problems and injustices and will profoundly impact
cultural understanding, languages, and diplomatic leadership and life styles.
skills, will become basic.
2. In a series of tipping points, majorities will become
12.In a world of diverse talents and aspirations, we will
minorities, creating ongoing challenges for social cohesion. increasingly discover and accept that one size does not fit all.
3. In developed nations, the old will generally outnumber
the young. In developing nations, the young will
13.Releasing ingenuity and stimulating creativity will generally outnumber the old.
become primary responsibilities of education and society.
4. Ubiquitous, interactive technologies will shape how we
live, how we learn, how we see ourselves, and how we
14.Breadth, depth, and purposes of education will relate to the world.
constantly be clarified to meet the needs of a fast-
changing world.
5. Identity and privacy issues will lead to an array of new
and often urgent concerns and a demand that they be
15.Polarization and narrowness will, of necessity,
resolved.
bend toward reasoned discussion, evidence, and
consideration of varying points of view.
6. An economy for a new era will demand restoration and
reinvention of physical, social, technological, educational,
16.A spotlight will fall on how people gain authority and policy infrastructure.
and use it.
7. Pressure will grow for society to prepare people for jobs
17. Scientific discoveries and societal realities will force and careers that may not currently exist.
widespread ethical choices.
8. The need to develop new sources of affordable and
18.The status quo will yield to continuous
accessible energy will lead to intensified scientific
improvement and reasoned progress.
invention and political tension.
19.Understanding will grow that sustained poverty is 9. Common opportunities and threats will intensify a
expensive, debilitating, and unsettling.
worldwide demand for planetary security.
20.Scarcity will help us rethink our view of abundance.
10.Sustainability will depend on adaptability and resilience
21.More of us will seek personal meaning in our lives in a fast-changing, at-risk world.
in response to an intense, high tech, always on, fast-
moving society. Marx (2014)
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THE EQUITABLE SCHOOL: A FEW INDICATORS
1. Curriculum materials are reviewed consistently for biases such as those related to race, gender,
socio-economic status.
2. Materials, including history and literature books, are selected for inclusiveness.
3. The curriculum is user-friendly and does not exclude or alienate students.
4. The staff is reflective of the larger community.
5. The staff is able to recognize and deal with prejudice in self and in students.
6. The staff addresses systemic barriers which limit the life chances of students.
7. The teaching and classroom practices are free of bias.
8. Achievement data are disaggregated by race, gender, socio-economic status.
9. High expectations for achievement are communicated to students.
10. Students see themselves and their cultural backgrounds reflected in the curriculum.
11. Zero-tolerance for racism, sexism or other anti-human behaviours is clearly articulated.
12. Parents feel welcome in the school and are encouraged to play a meaningful role in their children’s education.
13. Cultural and class biases in standardized tests are
recognized and they are not used as a basis of decision-
making around program selection and placement of
students.
14. To an outsider, placement in programs and learning groups would not appear to be based on race, gender or social class.
15. Students are monitored closely and are demitted
regularly from special education programs.
16. The culture and management of the school are bias-free.
17. Discipline is applied consistently and fairly.
18. Those who graduate from the school reflect the race, gender and socio-economic diversity that exist in the school.
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“We can judge how well we are
doing by the levels of success
being achieved by our most
vulnerable students.”
Glaze and Mattingley (2012)
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“Recent research reveals that early interventions can produce
meaningful, sustainable gains in cognitive, social and emotional
development for high-risk children. Research-based principles
of early intervention explode the myth that nothing works for
economically disadvantaged students”
(Neuman, 2007)
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“We in the business world don’t want young people coming
into our employment and into our communities who are
brilliant, but dishonest; who have great intellectual knowledge,
but don’t really care about others; who have highly creative
minds, but are irresponsible.
All of us in business and the entire adult community need to
do our part in helping build young people of high character.
There isn’t a more critical issue in education today.”
Sandy McDonnell (2008)
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Society in all developed countries has become pluralist and is
becoming more pluralist day by day….
But all early pluralist societies destroyed themselves because
no one took care of the common good. If our modern pluralist
society is to escape the same fate, the leaders of all institutions
will have to learn to be leaders beyond the walls. They will
have to learn that it is not enough for them to lead their own
institutions, though that is the first requirement. They will also
have to learn to become leaders in the community. In fact, they
will have to learn to create community.
Peter Drucker, (1999) Leading Beyond the Walls
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Equitable School Systems Ask Tough Questions:
w Who are the students who have historically underperformed?
w What factors contribute to low performance?
w What are the obstacles to success?
w What specific interventions have we instituted?
w Have we focused on high-impact, research informed approaches
w How will we monitor progress?
w How will we provide meaningful feedback?
(Glaze et al. (2012)
In Equitable Schools:
... “educators examine and
look for explanations within
school contexts instead of
the usual tendency to blame
home contexts.”
(Anthony, 1993)
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“If you can find an
effective school without a good principal
please call me collect”
(Larry Lazotte, 2006)
“As educators, we must find a
way to improve schools from 8
within, with a sense of
urgency: Parents are expecting
it; Politicians are demanding
it; Our society requires it.
We certainly have the will and
the skills to make this happen...
I hope you share my optimism
for the future of education.”
Glaze (2015)
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Prepared by Avis Glaze, Edu-quest International Inc.
© GLAZE 2015
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Secondary Schools
Prepared by Avis Glaze, Edu-quest International Inc.
Both the elementary and secondary school strategies emphasized the
need for capacity building to ensure continuous improvement
1. Developed a clear vision and message of change
2. Created a sense of urgency, supported by evidence (e.g. graduation rates)
3. Developed a Guiding Coalition of powerful advocates and leaders to create the vision and agenda for change. (Premier, Minister, Chief Student Achievement Officer)
4. Identified an Expert Panel to define the issues and create recommendations for action.
5. Supported the change with an appropriate level of human, financial and
intellectual resources.
6. Created a leadership network (Student Success Leaders (SSLs), Directors of Education, Superintendents of Education, Principals) with the stated change as an explicit focus.
7. Defined clearly the elements required to enact the necessary changes (in this case the four pillars; Literacy and Numeracy (foundation skills); Program Pathways, (explicit menu of programs, and school to work transition);
Community Culture and Caring (attention to issues of well-being).
8. Monitored activities and provided an accountability framework.
9. Embedded research into each element of the strategy.
10. Developed and shared strategies for the engagement of key stakeholders.
11. Developed, disseminated and supported programs, policies and legislation to facilitate the change (e.g. Bill 52, Specialist High Skills Major, Supervised Alternative Learning, Ontario Secondary School Literacy Course, Minister’s Student Advisory Council)
12. Created the need to incorporate data and evidence into daily decision making.
13. Mandated an improvement planning and monitoring structure (BIPSA, Annual reports, financial reporting.)
14. Provided ongoing support through professional learning, resource development and financial avenues.
15. Refined practices increasingly to isolate areas of need, including evidence for
target groups of persistent under-performance and support these areas with
additional resources and guiding practices.
16. Differentiated resources and supports based on areas of need and required growth.
17. Researched continuously what was working and mobilized that knowledge to the field, especially in areas where similar challenges existed.
The Essence of the Ontario School Improvement Strategy
Created a Guiding Coalition to support and drive change
Facilitated dialogue and engagement
Established a climate of trust, inclusiveness and collaboration
Developed a common sense of purpose
Built commitment and motivation
Forged consensus around goals and expectations
Responded to issues that were important to teachers such as:
class size reduction
Instilled a sense of urgency
Established clear expectations for improvement
Identified a few, precise goals
Set ambitious targets
Revised school improvement plans and ensured SMART components
Made capacity building at all levels the focus of the strategy
Implemented programs such as summer institutes, webcasts
(anywhere, anytime professional learning, provincial training for
shared reading, differentiated instruction)
Included university professors and international experts in the writing
of monographs and research summaries for teachers
Produced high quality, state-of-the art DVDs, using international experts
Provided positive pressure and strong support for implementation
Rejected negative stereotypes: focused on assets - not deficits
Developed a culture of high expectations for learning and achievement
Addressed beliefs about poverty and achievement
Built school-based and system-wide capacity for instructional effectiveness
Created teams and networks at all levels of the system
Provided direct support to schools through Student Achievement 0fficers
Implemented high quality leadership development programs
Provide targeted resources to support implementation
Identified the research-informed, high impact strategies that work
Targeted support for low achieving schools (OFIP)
Validated improvement of schools in challenging circumstances
through the Schools-on-the-Move strategy
Ensured deep implementation and monitoring of progress
Facilitated extensive community outreach and engagement
Assessed school effectiveness
Instituted a comprehensive program of parent engagement
Facilitated student engagement/voice /choice initiatives
Implemented character development programs
Encouraged international comparability
© GLAZE 2015
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Elementary Schools
A
VIS GLAZE
Edu-quest International Inc.
A
VIS GLAZE
Edu-quest International Inc.
ACHIEVING EQUITY AND EXCELLENCE
High impact Strategies to Close Achievement Gaps
Inclusive
School
Culture
Character
Development
Instructional
Practices
Equity
of
Outcomes
Culturally
Responsive
Pedagogy &
Experiences
Early
Interventions
Inclusive School Culture:
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Establish high expectations for all students
Build relationships
Help students feel safe and respected at school
Offer flexible programming
Establish career development as an integral part
of the curriculum
Early Interventions
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Implement early and ongoing interventions
Provide tutoring
Support summer learning opportunities
Strengthen access to guidance and counseling
Instructional Practices
Character Development
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Focus on literacy across all subjects
Develop oral language
Differentiate instruction
Emphasize higher order and critical thinking skills
Make formative assessment integral to learning
Integrate the arts
Culturally Responsive Classroom Experiences
• Practice culturally responsive teaching
• Make classroom activities culturally responsive
• Select culturally reflective learning materials and resources
Identify character attributes
Promote inclusive practices
Maximize student engagement
Infuse atributes into all subject areas
Ensure that all programs, policies, practices,
and interactions reflect these atributes
Glaze, Avis et. al. (2012).
Breaking Barriers: Excellence and Equity for All.
Pearson Canada. Toronto, p. 39-41
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Prepared by Avis Glaze, Edu-quest International Inc.
© GLAZE 2014
A
VIS GLAZE
Edu-quest International Inc.
© GLAZE 2015
6
Prepared by Avis Glaze, Edu-quest International Inc.
A
VIS GLAZE
Edu-quest International Inc.
Examples of Non - Negotiables for Schools
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Few priorities - done well
School leadership team to drive change
Research - informed improvement strategies
Ambitiuos targets
High expectations for learning
A focus on higher order thinking skills
A common diagnostic tool
Embedded professional learning
Non - fiction reading and writing
w Early intervention for struggling students
w Uninterupted blocks of time for literacy and
numeracy
w A balanced literacy program
w Rich classroom libraries
w Careful monitoring of progress
w Consistent feedback
w Community partnerships
w Character education
Lessons Learned
w School improvement doesn’t happen by chance. Develop a planned approach to change.
w Establish a sense of urgency in achieving both excellence and equity. The children can’t wait.
w Make school improvement a whole school responsibility.
w Improvement goals should focus on what we want students to know and be able to do.
w Narrow the focus. Highlight the critical few as opposed to the superficial many initiatives.
w You cannot do everything all at once. School improvement should focus on the most urgent learning needs of students at a particular point in time.
w Establish a few non-negotiable, research-informed, strategies that everyone will implement.
w Focus on reaching the classroom. The purpose of any improvement process is that it results in action in the school and classroom, resulting in improved student learning and wellbeing.
w Develop a safe environment for staff to ask the tough questions and discuss current challenges.
w Reflect on instructional practices collaboratively. Know the impact instruction is having on student learning.
w Implementation matters. In organizations where change initiatives fail, it is usually because of inconsistent
or superficial implementation.
w Invest in your people, support them, respect their professionalism.
w Capacity building is an essential component of school improvement.
w Monitor implementation and student progress and be prepared to make mid-course corrections to
improvement plans as needed.
w Communicate regularly - keep everyone informed of goals, progress and next steps.
w Evaluate your improvement process regularly and identify what’s working and what needs further attention.
w Establish a relentless focus on the identified goals and expectations.
w Provide time and support.
w Stay the course!
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Prepared by Avis Glaze, Edu-quest International Inc.
© GLAZE 2014
QUOTES FOR DISCUSSION
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Know thy Impact!
Hattie, Visible Learning (2012)
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“It is not the strongest of the
species that survive, nor the
most intelligent, but the most
responsive to change.”
Darwin (1859/2005)
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“The new mission for schools
is to achieve 100% success, and
to have specific explanations
and strategies for addressing
any figure that falls short of full
success.”
Fullan (February, 2015)
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“Statistically speaking, the best
advice I would give to a poor
child eager to get ahead in
education is to choose richer
parents.
R. W. Connell (1993) Schools
and Social Justice
8
2
“Five years
of effective
teaching can
completely
close the
gap between
low-income
students and
others.
Marzano, Kain
& Hanush
(2005)
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“Instruction,
itself, has the
largest influence
on achievement.”
Schmoker (1993)
Emergent Literacies
at a Glance
Computer Literacy
Cultural Literacy
Game Literacy
Media Literacy
Multiliteracies
Multimedia Literacy
Network Literacy
Social Literacy
Visual Literacy
Web Literacy
Information Literacy
New Literacies
Digital Literacy
Dustin C. Summey (2013)
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“School leadership is second
only to classroom teaching as an
influence on student learning.”
Leithwood et al. (2006)
“What commentators call the “ethnic gap” is, in fact, a teaching gap,
a curriculum gap, and an expectations gap.” Reeves (2006)
“Schools of the future will have an embedded culture 12
of outrage, a genetic commitment to accountability,
and a mentality that believes and requires, with rare
exception, that all children should achieve significant
levels of proficiency in reading, math, and other basic
skills……there must be a built in view that it is not
acceptable for children to fail...
In schools of the future leaders will assume highly
consistent academic results the same way flight crews
assume flawless performance, the same way doctors
and patients now expect near perfection in certain basic
procedures. In hospitals and airplane, lives are on the
line. In schools, the quality of those lives is determined.
The standard should be the same.”
Whittle (2005)
“Teacher preparation for equity means learning how 13
to differentiate the means of instruction to make high
status knowledge and academic success accessible to
culturally, ethnically and socially different students as to
students who are members of the majority culture…
Teaching with equity means first helping children gain
fluency in their natural and individual ways of knowing
- ways of studying, asking, answering, understanding,
cogitating, expressing, and engaging with others - and
then challenging and assisting them to learn other
forms to broaden their repertoires.” Gay (1990)
14
Sample Strategies to Engage Students
w Connect students with role models with similar backgrounds
w Provide relevant curricular content
w Connect to the student’s community
w Provide extra-curricular activities that appeal to a diverse student population
w Provide an environment free from stereotypes, harassment and racial slurs
w Celebrate the accomplishments from various cultures
w Ensure school and classroom libraries have resources that reflect the school’s diversity .
Glaze et. al, Breaking Barriers: Excellence and Equity for all (2012)
“Improving Student Achievement:
What Does it Take?
1. High Expectations for Learning with Growth Mindsets
2. Effective Instruction in the Digital Age
15
3. Early and On-going Assessment, Interventions and ples
exam e without ut
e
r
a
B
Support
c
re
“The l excellen tandards.
l
a
s
4. Inclusive, Culturally-Responsive Pedagogy
a
n
n
n
o
i
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ucat
5. Innovation, Creativity, Entrepreneurship and
of ed lity, or co les of edu ality
ntabi
xamp
gh qu
Career Education
accou e are no e ithout hi ing.”
6. Leaders as Co-Learners
ther llence w d teach
2)
exce chers an irley, (201
7. Character Development
a
h
e
t
s&S
reave
Avis Glaze - TEDxUof T (2015)
Harg
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Success for All
• All pupils can achieve high standards, given sufficient time and high-quality support.
• All teachers can teach to high standards, with
the right example and conditions to help them.
• High expectations and early interventions are essential.
• Teachers need to learn all the time and they need to be able to articulate what they do, why they do it and how effective it was.
OFSTED (2009)
17
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“There should be no throwaway kids ... we need
yso ” h
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tolerated.” Glaze & Mattingley (2012)
2
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all our children to be contributing members of
01 ner n
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our Canadian 4
society.” Glaze (2014)
19
8