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Conference Thursday 28 January 2010 Stanley Goudie, ETI. Every School a Good School The vision
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Every School a Good School The vision • is of schools as vibrant, self-improving, well governed and effectively led communities of good practice, focusing not on institutions but on meeting the needs and aspirations of all pupils through high quality learning, recognising the centrality of the teacher.
The Challenges • International performance “average” (PISA) • Significant variations between schools that appear to share similar characteristics • Evidence of differential outcomes between boys and girls
The Challenges for Improvement • Around 80% of pupils leave primary school with expected levels in literacy and numeracy • Across NI, achieving 5 good GCSEs inc. English and Maths: Girls Grammar 95% Boys Grammar 89% Girls Non-selective 36% Boys Non-selective 24%
The Targets within ESaGS • School leavers getting 5 good GCSEs including English and Maths by 2020 • Target for all pupils: from 56% currently to 70% • Target for FSME pupils: from 28% currently to 65%
Those with the responsibility for an individual’s education need to - build more effectively on the skills, knowledge and attributes which the learner has developed in the preceding phase; help learners understand better the connections in their individual programmes of learning, and how that learning connects to a better future for them and their community; andbe confident that they are including all learners and working together to help them to achieve their full potential. Chief Inspector’s Report 2006-2008
Every School a Good School The characteristics of a successful school • Child-centred provision • High quality teaching and learning • Effective leadership • A school connected to its local community
Good leadership qualities • Trustworthy • Enthusiastic – inspires enthusiasm • Confident – inspires the best efforts of staff • Purposeful, tenacious in uncertainty • Steadfast in pursuing the main objective • Good analytical thinking • Committed to excellence – proactive in raising the bar • Focused on the primacy of the learners and raising the standards of the learners
Effective Strategic Leadership (CIR) • takes account of the wider social and political needs of the community; • identifies and meets the continuous professional needs of those who educate young people; • promotes equality of outcomes for all learners; and • has the central aim of raising of the achievements and standardsfor children and young people, at both personal and academic levels, in order to provide them with the necessary skills and attributes to live successfully and productively in an ever-changing world.
Leadership in Primary Schools (CIR) • The Principal provides a quality of leadership and management which is good or better in three out of four schools inspected. • In one-quarter of schools, the quality of the Principal’s leadership is an area for improvement.
Leadership in Post-primary Schools (CIR) • The quality of leadership and management was very good to outstanding in a significant minority of schools. • It needed to improve in almost one-third of schools. • It was inadequate or unsatisfactory in just over ten per cent of the schools inspected. • Approximately one-third of post-primary schools needed to improve the quality of their school development planning.
What needs to be improved? • Self-evaluation leading to improvement • The quality of the School Development Plan • The development of middle management
An effective plan will assist the school in identifying and building on its strengths and in outlining its areas for improvement so that these can be addressed. It offers an effective way to use productively the collective expertise of all the staff, to promote teamwork, and to plan for and implement change for improvement. School Development Planning
Leadership qualities:has a clear vision for the school agreed with all the main stakeholders;‘sustained high quality leadership’;resilience, tenacity, confidence.Professional knowledge and understanding:has been a good practitioner;listens well to the good practitioners within the school (and elsewhere);keeps up to date with personal staff development. What is Good Leadership?
Good Leadership (continued) 3.Effective communication: • effective consultation with staff, parents, pupils and governors; • an SDP founded on honest self-evaluation and drawn up in consultation with all stakeholders. 4. Effective teamwork: • improving the expertise and professional understanding of the staff, especially those who have posts of responsibility (middle management); • identifying priorities which will lead to improvement in attainment linked to the agreed SDP; and • effective staff development, including the good use of in-house expertise to deliver the staff development programme.
Effective Leadership(ESaGS) • An effective school development plan is in place, with realistic targets for improvement. • Governors provide clear strategic direction, as well as support and challenge to the Principal. • School leaders committed to professional development of staff, particularly teachers. • Teachers have the opportunity to share in the leadership of the school. • Resources are well managed, with appropriate financial management and attendance management. • School leaders monitor school outcomes, policies, practices and procedures and the School Development Plan.
Those with the responsibility for an individual’s education need to build more effectively on the skills, knowledge and attributes which the learner has developed in the preceding phase; help learners understand better the connections in their individual programmes of learning, and how that learning connects to a better future for them and their community; andbe confident that they are including all learners and working together to help them to achieve their full potential. Chief Inspector’s Report 2006-2008
