1. Improving All Schools Ben Levin, OISE/University of Toronto Loen, Norway October 3, 2012 @BenLevinOISE – Twitter Webspace.oise.utoronto.ca/~levinben/

2. Outline for the Morning Working in a second language Start with your views, ideas What is most important? All of us together are smarter than any of us individually –Need to hear and respect diverse views

3. Ethics and Motivation An ethical question – what do we owe our students? A psychological question – how high can we aim? –Lots of evidence people can do better –Increasing evidence we can help them believe and do this

4. Current Status What is good/not as good about your system? What do you want to know or think more about?

5. Ontario Big system – 2 million students Since 2004 –Improved all student outcomes –Improved teacher morale –Improved public confidence

6. Key Actions Will and skill Focused plan with a few clear goals Consistent leadership support Positive approach Focus on teaching and learning Relentless implementation

7. Focused Plan No more than 3 key goals Simple to understand, broadly accepted Central goals sustained for years Clearly linked to action and implementation

8. Leadership Leadership is all about teams ‘Guiding coalition’ Political and civil service working together School and system Teachers and principals Students and parents

9. Leadership – continued Key skills for leaders Operations – have to be managed, but with minimum effort Teaching and learning – leading this effort Politics – also vital to success

10. Positive Approach Respect for all partners and for different opinions Build on and spread what is already good Building capacity is key Forums for debate and working together Feedback on progress

11. Focus on Teaching and Learning Avoid organizational and structural issues Do not lead with accountability Seeing teaching as a difficult technical skill –That can be learned, like any other skill Helping teachers improve their work –Moving towards common/shared practice –Using evidence

12. Improving Teaching and Learning - 2 Much more than courses Must be rooted in daily practice and life of the school A collective activity among teachers Using ‘real’ practice as well as other evidence Student (and parent) voice

13. Relentless Implementation All schools, all students –Lateral learning Building implementation capacity Aligning all parts of the system Nowhere to hide from the key goals Using research and data to guide

14. Responses? What resonates? What does not seem appropriate? What is missing? What do you do next?

15. Infusing Equity Understanding who is not successful –Within schools, not just between schools –Which differences really matter?

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17. J Hattie – Meta analysis of Strategies

18. Infusing Equity Understanding who is not successful Understanding those students’ situations Infusing equity concerns in every part of what the school does –Teaching practices –Curriculum and resources –Relationships with students Reaching out to parents and communities

19. Fighting Complacency Generally – appealing to rather than frightening people Students – Building on their interests and passions

21. Fighting Complacency Generally – appealing to rather than frightening people Students – Building on their interests and passions Parents and communities – Showing examples of what is possible Focusing on skills as well as knowledge

22. Politics of Change Nature of politics –Keeping people interested, aroused Challenge for education –Finding changes that are worthwhile –Explaining them to people Influencing political process –Indirect more than direct Storylines, narratives

23. Working With Parents Parents have to be advocates, not must monitors Parents resent being homework managers –Especially when much homework is not meaningful Important to build partnerships with parents –Listening, not just telling

24. Other Issues?