System
Improvement
PARCC
Washington DC
June, 2011
Ben Levin, OISE- University of Toronto
Daunting Task
Big undertaking
 It’s reasonable to feel apprehensive
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Ontario – Fall 2004
Key is sustained, thoughtful effort
Ontario Education System
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13 M people
415,000 sq ms – much larger than Texas
2 M students in 4900 schools, many are small
72 districts in 4 different public systems
(Catholic, French) widely varied in size
100% provincial funding; $10,400/student/year
Qualified, skilled teachers
Unionized teachers and support staff
Ontario 2003–2009
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From high conflict, stagnant results,
public dissatisfaction, and poor morale
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To improving student results, low
conflict, improved educator morale,
and increased public satisfaction
Examples
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Literacy/numeracy at standard (a high
standard) up from 54% to 69%
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95% of students at ‘competence’
High school graduation up from 68% to
81%
 Low performing schools down by +75%
 Teacher attrition down sharply
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How to Do This
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The right changes
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No simple solutions
The right implementation
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‘Deliverology’
A positive approach
 Managing the politics and distractions
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As important as the technical side
Persistence
Context Matters
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Political culture
Level of autonomy
 Public views of acceptable policy
 Political supports (or opposition)
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System capacity
Leader expertise
 Teacher expertise
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Main Elements – 1
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Public goals and targets
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Simple, clear, with high consensus
Ontario example - goals
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Better outcomes
75% at standard in literacy and numeracy,
age 12
 85% high school graduation rate
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Reduced gaps in outcomes
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Ethnicity, SES, gender, disability…
Increased public confidence
Main Elements – 1
Public goals and targets
 Clear strategy, strong leadership
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At all levels
 Beyond projects to system change
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Sector support
Positive two-way communication
 Adjustment as you proceed
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Policy is supportive rather than central
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Curriculum, assessment, etc.
Main Elements – 2
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Sector capacity
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Helping people do better
Support well-grounded practices
Build on what already works
 Minimize “mandates” but work towards
standard practice
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Stay focused over years
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Adjust as needed
Coherence and alignment
The Right Changes
The Right Changes
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Change teaching and learning practices in all
schools
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Best evidence
Student engagement
Reach out to parents and community
 Build sector capacity and commitment
 Improve leadership skills
 Approach curriculum and assessment
as servants, not masters
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Where to Focus
Think ‘system’ more than ‘school’
 All schools need to improve
 Specific attention to:
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Low-performing schools
 “Coasting” schools
 Priority groups
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Minorities, ESL, special education, disability
Implementation/ Delivery
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Focus on system and whole school changes
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Create infrastructure to deliver
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Avoid “projects”
Relevant to the size of the challenge
Support people as well as resources
Ontario examples – LNS, L18
Be relentless about reminders, events,
and supports
Build research, evaluation, and data
Capacity to Deliver
Fullan’s ‘tri-level solution’
 State departments/ministries need lots
of change
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Alignment of policy and approach
across units
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Never designed to support improvement
This is very hard to do
Same at district level
Stronger State Departments
Checklist of 26 characteristics
 Under main headings of goals, senior
management, structure, culture,
resources, plans, stakeholders, staffing,
research
 Ontario example – realigning (NOT
reorganizing) the Ministry
 Goal achievement, not compliance
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Improving Practices
Use what we know
 Avoid ‘mandating’ in favor of learning
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Ontario example – Lighthouse schools
Start with easier steps
 Work collectively
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In teams more than as individuals
Ontario example – Leading Student Achievement
Root practices in school settings
 Use data effectively
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Importance of Systems
Make the priorities, the priorities!
 Regular events to review data
and progress
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Ontario example – major events
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Processes to ensure every student
is considered
Ontario example – student progress
indicators
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Prevention rather than remediation
Working with Districts
Creating networks and shared learning
 Building leadership at district as well as
school level
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Elected boards as well as managers
 Ontario example – legislation
 Ontario example – back office
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Lots of communication – but aligned
 Simplifying reporting
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Elementary and Secondary
Different strategies
 Elementary more focus on
teaching/learning
 Secondary more focus on knowing
students and tracking progress
 Also different delivery strategies
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More program issues in secondary
 Influence of PSE and subject areas
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Building Sector Support
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Strong political leadership
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“Guiding coalition”
Align with local leaders
 Respect all partners
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Ontario example – Partnership Table
Appeal to educators’ ideals
 Stay focused and aligned
 Develop public confidence and support
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Public Confidence
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Talking positively about schools
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But also open about challenges
Working with media and intermediaries
on understanding
 Must be simple, clear messages backed
by action
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Communication and Support
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Endless communication to sector
Enlisting support from leaders and teachers
 Constant positive reinforcement
 Respectful but with expectations
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Regular public communication
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Learn and adapt as you go
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Successes and challenges
Feedback, critical friends
Labor peace a key element
Recap
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It takes ongoing effort, on a consistent
agenda, with strong support, sufficient
infrastructure, and a positive message.
For States
Do you have the capacity to deliver at
scale?
 Do you have the systems and processes
to make this your priority?
 Do you have the alignment across your
whole organization?
 Can you manage the politics?
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Thank You!