6 Educational Improvement Flashcards
Improvement is: A ________, sustained effort aimed at change in learning __________ and other related internal conditions in one or more schools, with the ultimate aim of accomplishing educational goals more _________ (????, ?????)
Improvement is: A systematic, sustained effort aimed at change in learning conditions and other related internal conditions in one or more schools, with the ultimate aim of accomplishing educational goals more effectively Miles and Ekholm, 1985
Improvement is seen as:
… an approach to educational change that is concerned with ________ as well as ________. School improvement is about raising student __________ through enhancing the teaching–learning process and the conditions which support it. It is about ________ for improving the school’s capacity for providing _______ education (???, ????)
This definition (like that of effectiveness) stresses that the endpoint of any improvement initiative must be an improvement in learning on the part of the students, but leaves open the possible ways of achieving this. An important aspect of the idea of improvement is that individual schools or colleges can identify their own specific aims and will have their own processes leading to improvement.
Improvement is seen as:
… an approach to educational change that is concerned with process as well as outcomes. School improvement is about raising student achievement through enhancing the teaching–learning process and the conditions which support it. It is about strategies for improving the school’s capacity for providing quality education (Hopkins, 1994)
This definition (like that of effectiveness) stresses that the endpoint of any improvement initiative must be an improvement in learning on the part of the students, but leaves open the possible ways of achieving this. An important aspect of the idea of improvement is that individual schools or colleges can identify their own specific aims and will have their own processes leading to improvement.
Diff between effectiveness and improvement: This stress on the processes and conditions which support quality education, rather than the measurement of educational outcomes means that improvement is normally seen as ‘_____’ than effectiveness. Improvement is about making changes in _______ and the ways in which schools and colleges become more ________, not about making judgements solely on the basis of outcomes. Where improvement initiatives are evaluated they are more likely to be evaluated ___________ than quantitatively. Most of all, improvement initiatives tend to be owned by, and individual to, a particular institution.
Diff between effectiveness and improvement: This stress on the processes and conditions which support quality education, rather than the measurement of educational outcomes means that improvement is normally seen as ‘softer’ than effectiveness. Improvement is about making changes in processes and the ways in which schools and colleges become more effective, not about making judgements solely on the basis of outcomes. Where improvement initiatives are evaluated they are more likely to be evaluated qualitatively than quantitatively. Most of all, improvement initiatives tend to be owned by, and individual to, a particular institution.
Two types of improvement (top down or grassroots): A distinction is made between the ‘adoptive’ and ‘adaptive’ approaches to change (????, ????).
The adoptive approach refers to ___-_______ initiatives that have been or are more likely to have been ________ on schools or school systems in an authoritative way by the state, while the adaptive approach is one the schools or colleges decide upon and can ____ themselves. The more sophisticated adaptive approach, when schools ‘own’ the approach, is the one that is identified most with school ___________. The adaptive approach is more sensitive to the context of the individual school and its local situation. It appreciates the environment in which it intervenes, and is concerned with developing a ______ for change within the school rather than adopting a specific approach per se
Two types of improvement (top down or grassroots): A distinction is made between the ‘adoptive’ and ‘adaptive’ approaches to change (Hopkins, 2002).
The adoptive approach refers to top-down initiatives that have been or are more likely to have been imposed on schools or school systems in an authoritative way by the state, while the adaptive approach is one the schools or colleges decide upon and can own themselves. The more sophisticated adaptive approach, when schools ‘own’ the approach, is the one that is identified most with school improvement. The adaptive approach is more sensitive to the context of the individual school and its local situation. It appreciates the environment in which it intervenes, and is concerned with developing a capacity for change within the school rather than adopting a specific approach per se Hopkins, 2002,
Two types of improvement (broad or specific): A similar distinction between types of improvement projects is between ‘_______’ improvement projects which indicate broad principles of strategy, and ‘__________’ improvement projects which are highly specific in the strategies they prescribe (????, ????)
Two types of improvement (broad or specific): A similar distinction between types of improvement projects is between ‘organic’ improvement projects which indicate broad principles of strategy, and ‘mechanistic’ improvement projects which are highly specific in the strategies they prescribe (Harris, 2001)
an initiative that is adopted willingly, even though it may have arisen externally is much more likely to be ________ than one that is imposed externally or internally on unwilling staff
an initiative that is adopted willingly, even though it may have arisen externally is much more likely to be successful than one that is imposed externally or internally on unwilling staff
leadership is important in three areas: establishing the ________ (vision, mission, goals) of the institution; establishing ________ and social networks that foster collaboration; and being _______-oriented in what they do. All of which relate to the nature of the culture of the school or college.
(????, ????)
leadership is important in three areas: establishing the purpose (vision, mission, goals) of the institution; establishing structures and social networks that foster collaboration; and being people-oriented in what they do. All of which relate to the nature of the culture of the school or college.
Hallinger and Heck (2003)
In order to bring about change, the culture of the organisation may have to change, and if this is to happen, _________ is very important
In order to bring about change, the culture of the organisation may have to change, and if this is to happen, leadership is very important
improvement is generally thought to be supported by a number of inter-related key factors; the main ones are:
improvement is generally thought to be supported by a number of inter-related key factors; the main ones are:
- the culture of the institution, specifically a collaborative culture
- leadership and the impact of leadership on the culture of the institution
- professional development of the staff (becoming a learning community)
- building on existing goodwill and not forcing people to participate
- building on good practice.
The factors promoting school improvement are seen as ‘doors’ each one leading to a pathway to improvement:
(??, ????)
The factors promoting school improvement are seen by Joyce (1991, p. 59) as ‘doors’ each one leading to a pathway to improvement:
collegiality: developing cohesive professional relations within schools
research: helping school staff to study research findings about effective school practices or instructional alternative
site-specific information: helping staff to collect and analyse data about their schools and their students’ progress
curriculum initiatives: introducing changes within subject areas or across the curriculum
instructional initiatives: teachers study teaching skills and strategies.
Stoll and Mortimore (1997, pp. 15–16) add a few more factors that may help: development planning and the potential for an external impetus for improvement initiatives, such as partnerships with parents, the community, local business or a university.
it is worth remembering that probably the key factor is that of the underlying culture of the school. ???? (????) identify the three key ways in which the culture of the school is expressed in its day-to-day life. They are:
it is worth remembering that probably the key factor is that of the underlying culture of the school. MacGilchrist et al. (2004) identify the three key ways in which the culture of the school is expressed in its day-to-day life. They are:
-professional relationships: for example, how headteachers and staff relate to and work with one another, their attitudes towards the pupils and others connected with the school and the quality of leadership and shared sense of purpose in respect of the school’s aims
-organisational arrangements: for example, people management arrangements in respect of roles and responsibilities, procedures for making decisions, communication systems, pupil grouping and pastoral care along with environmental management arrangements such as the upkeep of the building and playground and the display of pupils’ work in classrooms and the public areas of the school.
-opportunities for learning – both pupils and adults: for example, for pupils, the curriculum on offer, attitudes and expectations about what it is possible for pupils to achieve, equal opportunities concerns and the type of provision for special educational needs. For teachers, their own professional development and their attitude towards their own learning.
However, the culture of the school cannot be seen in isolation from its environment and from the impact of external socio-economic factors.
