Frameworks for improvement – Hill, Crévola and Fullan

There is nothing as practical as a good theory and nothing as theoretical as good practice.

The following are just some thoughts on what I have learnt over the years about improving literacy and numeracy.

Develop a whole school approach

From my experience a whole school approach to improvement is the only way. In designing the numeracy strategy for the 114 Sydney Catholic systemic schools (and more recently pushing that up into lower secondary), Hill and Crévola’s model, Design elements for effective school improvement, was used.

The model was also used in improving early literacy through the CLaSS project from Victoria, Australia.

The model identifies 8 elements that lead to improvement across the school. When the 8 elements are developed it leads to a change in teacher beliefs and understanding and improvement in student learning. It is an evidence-based approach.

Develop pictures and images of what it might look like on the ground
Perhaps this is vision.

Part of the design of the numeracy strategy included developing a set of Descriptors of effective implementation,based upon the elements of the Hill and Crévola model, to assist schools in developing numeracy plans.

The descriptors provided a picture of what practice might look like in improving numeracy learning.

The Breakthrough Framework

In more recent years the Hill and Crévola model has been further developed through their work with Michael Fullan. This model is referred to as the Breakthrough framework.

Their book, Breakthrough outlines the framework and approach.

What is interesting to me is the shift away from beliefs and understandings which was at the centre of the Hill and Crévola model to Moral Purpose with precision, personalisation and professional learning (3-Ps) at the centre.

This, to me, indicates a shift away from changing teachers to improving teaching practice.

Don’t underestimate leadership
One of the constant surprises, yet at the same time stating the bleeding obvious, is the importance of leadership and coordination.

Within the primary sector, with the numeracy strategy, it was sometimes the case that this leadership would "be given" to a numeracy coordinator (Numeracy Focus Teacher). It was described as distributive leadership with the principal and assistant principal stepping back.

Where there was little or no direct involvement from the senior positional leaders in the school the effectiveness of the strategy appeared to be diminished.

It could be argued that the depth and breadth of the leadership with a clear moral purpose, supported by the elements of the framework, will lead to better learning outcomes and opportunities for all students.

What is required is both senior leadership of the school and distributed leadership across the school.

Enough of reviewing - let's put the energy into improving

I've had the opportunity to have spent 3 days working with leader colleagues from across the Parramatta system of schools facilitated by Michael Fullan.

It was refreshing to focus energies on possibilities of improvement by building capacity that is beyond formulaic reviewing and measuring school effectiveness. I love the phrase that I picked up in Scotland when visiting there in 2006: "Weighing the pig more often doesn't make it fatter!"

Achieving improvement
Michael presented a framework that focused on improvement through PRECISION and SPECIFICITY around what works in moving things forward with a clear focus on a small number of goals. To achieve improvement three things are needed:
Transparency of results and practice + Non-judgementalism + Good help.

I think that this is what Tim Brighouse did to bring about the change in Birmingham under his stewardship.

The challenge
The challenge for me, and for all interested in school improvement is to engage in authentic ways with schools communities, the teachers, their leaders, the students in exploring the issues that challenge the school.

A theory of action
The way forward inovolves developing a Theory of Action that has the dual effect of improving learning outcomes and life opportunities for students as well as building the capacity of the school. With this would come increased satisfaction in teaching.

An unrelenting focus on learning
What is required is an unrelenting focus on students and their learning, with a precision and specificity focused on Pedagogical Synergy - the alignment of curriculum, assessment and pedagogy(teaching/instruction).

The Learning Consortium Visit

I have had a full schedule since arriving in Toronto.

Wednesday 26 April:
Met with Dorothy Fowler and Joy at The Learning Consortium, which is based at OISE/UT. Very interesting discussion about the how the Consortium came to be, it's possible directions, political agendas at Province and Federal levels. A lot of similarities with Australia.

Thursday 27 April:
Visited the Institute of Child Studies. This is a laboratory school established in the 1920s in partnership with OISE/UT. The focus is very much on a child-centred curriculum (read strong focus on the child as a learner). The philosophy of the school and of learning is very much on deep thinking and knowledge building, not only for the students but also for the staff.

What was evident was a strong culture of professional inquiry into what works (or doesn't work in classrooms). See other entries for a couple of examples of what I saw.

Had the opportunity to attend a PD session on Cognitive Coaching being conducted through the Toronto District Schools Board. here I met Rita Simmons who has established a Virtual Leadership portal to support teachers and leaders in the development of leadership at all levels and across the system (teachers, non-teaching staff, positional leaders, school-based and office-based). It was very impressive.

Friday 28 April:
Met with with Carol Rolheiser (Associate Dean, OISE/UT). Carol has been a key player both in the Institute of Child Studies and The Learning Consortium. She has also worked closely with Michael Fullan and School District Boards with a focus on improving professional practice and tri-level reforms. The meeting was extensive and fruitful.

What is becoming very evident is the significant impact that strong, structured partnerships between universities, school boards and schools has resulted in a strong professional culture focused on teaching and learning.

Next week:
Attend Ontario Staff Development meeting
Meet with Barbara Bodkin, Director of Continuing Education (OISE/UT)
Meeting with Cam Fraser - Principal on secondment to Charles Sturt University, Totonto
Meeting with Don Marshall - Coordinator, Research and Evaluation, Halton District School Board
Meeting with Pat Blake - Principal (Halton District School Board) and Gail Grant - Principal (Halton District School Board)

Then onto England and the Leadership for Learning Centre in Cambridge.