Research, Leadership and the Education Inspection Framework Daniel - - PowerPoint PPT Presentation

Research, Leadership and the Education Inspection Framework

Daniel Muijs

Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 1

Introduction

§ The new Education Inspection Framework is the ‘most evidence-based ever’ § Quality of education lies as its heart § So what is the role of leadership in EIF? § This presentation:

§ Look at EIF development § Leadership research underpinning the Leadership and Management judgement § Research evidence on leadership across judgement areas

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Ofsted’s strategy

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Developing the Education Inspection Framework

§ Key part of this strategy: developing the new Education Inspection Framework. Key principles:

§ We will be less driven by data and focussed on attainment to create less incentives for narrowing curriculum, teaching to the test and gaming § The framework will focus on what matters: quality of education with curriculum at its heart § The most evidence-based framework ever § Increase validity and reliability § Reduce burden on schools § Minimise negative unintended consequences

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Theory of action

§ There will be a robust effectiveness construct grounded in research evidence. § We will evaluate the quality of provision against that effectiveness evidence. § We will provide information to providers to enable them to develop their capacity for self-evaluation and to understand and adopt the findings. § We will report to users and other actors in a way that enables them to make informed decisions and engage with providers. § Providers and other actors will take action that leads to improved quality.

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The four areas in EIF

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§ Quality of education Personal development Leadership & management Behaviour and attitudes

Research and EIF

§ Programme of research led by the Research and Evaluation team to inform the development of EIF:

§ Research commentary – review of the literature on educational effectiveness to inform the EIF § Research programme on curriculum § Research projects on validity and reliability of lesson observation and work scrutiny § Research projects on managing behaviour and teacher wellbeing

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Leadership and management evidence

§ The most evidence-based framework ever, also in the L&M judgement § Conducted a review of the evidence for all judgements, including L&M § Based on effectiveness paradigm – focus on research that demonstrates improvements in effectiveness

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§ Leadership is the main school-level factor affecting outcomes (Reynolds et al, 2014; Sammons et al, 2011) § Explains 5% to 7% of the variation in pupil attainment, but about one quarter of the variation explained by school factors (Leithwood et al, 2006) § Leadership effects are primarily indirect, they work through the school mission or goals and through variables related to curriculum and instruction (Leithwood et al, 2010)

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So what does this lead us to?

§ Key factors:

§ Vision § Instructional leadership § Creating consistency § Encouraging CPD § Ethical leadership

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Vision

§ Clear, shared vision underpins school effectiveness § Vision influences actions of leaders and others, and establishes a clear sense of direction and purpose for the school § Touchstone against which all new developments, policies or initiatives were tested § Buy-in from staff is important, in some cases development is a collaborative process

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Instructional leadership

§ Key factor in educational effectiveness research § Leaders focus on quality of education § ‘Those actions that a principal takes, or delegates to others, to promote growth in pupil learning, make instructional quality the top priority of the school, and bring that vision to realization’ (Hallinger & Heck, 1998) § Hands-on involvement in enhancing teaching and learning § Instructional leaders have a pedagogical and curricular vision and expertise

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Creating consistency

§ Key factor that distinguishes more effective from less effective schools (Creemers & Kyriakides, 2010; Ko & Sammons, 2014) § Align practices at different levels, so school-level policies are mirrored in departmental policies and in classroom and school practices § Reduce within-school variation (WSV), but maintain flexibility where appropriate (Reynolds, 2012)

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CPD

§ Both the quantity and quality of professional development are related to school effectiveness and improvement (see PISA) § Effective CPD (Cordingley et al, 2015):

§ Longer programmes tend to be more effective than short-term interventions § Follow-up, practice and support matter § Relevant to the everyday work of teachers § Differentiated by teachers’ starting points § Teachers need to understand the underlying theory of or rationale for what they are being taught.

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Ethical leadership

§ We are seeking to prevent off-rolling § Support staff wellbeing and reduce workload

§ Our own teacher wellbeing research showed that:

§ Fifty-nine percent of teachers, 35% of senior leaders and 47% of classroom assistants reported low to medium levels of overall occupational well-being. § Over 50% of teachers and senior leaders disagree or strongly disagree that they have an acceptable workload

§ Engage with parents and the community

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Leadership permeates the framework

§ Leadership isn’t just important to the L&M judgement, but permeates school effectiveness and the framework

§ Important to every judgement area § Research shows leadership role in every aspect

§ Two examples:

§ Curriculum § Behaviour and attitudes

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Leadership and curriculum

§ Leadership is key to curriculum intent, and implementation § Phase 2 of our curriculum research showed that:

§ where subject leads were invested in designing the curriculum this create resilience. There were a few schools where the curriculum was

• nly really owned or understood by a few people (or one person).

§ where subject leads were given some autonomy, there was also accountability to guard against too wide diversion

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Curriculum research phase 3 findings

§ Sometimes mismatch between leaders’ intentions and the actual implementation of the curriculum

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Leadership and curriculum

§ Phase 3 of our curriculum research showed that:

§ Strong subject knowledge key, or strong support from SMT § CPD important, but sometimes lacking in foundation subjects

§ Key factors:

§ The curriculum being at least as ambitious as the National Curriculum § Subject leaders having clear roles and good subject knowledge § Effective curriculum planning § All pupils having access to the curriculum § The curriculum having sufficient depth and coverage of knowledge § A thought out model of progression through each subject’s curriculum

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Behaviour and attitudes

§ Importance of high expectations (Rosenthal and Jacobson, 1968) § Consistency is key, not least developmentally (Crone, 2013; Guroglu et al, 2009) § Limited evidence on the respective effectiveness of different approaches § Key factors:

§ committed, highly visible school leaders § effectively communicated, realistic and detailed expectations understood clearly by all members of the school § highly consistent working practices throughout the school § a clear understanding of what the school culture is and what values the school holds § high levels of staff and parental commitment to the school’s vision and strategies § high levels of support between leadership and staff, for example in staff training (Bennett, 2017)

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Conclusion

§ Research on school effectiveness consistently shows the importance of educational leadership. This research has informed the development of EIF § Leadership and management therefore remain central to the new Education Inspection Framework

§ In the leadership and management judgement § Permeating the other judgement areas

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Consultation

§ Our new draft framework has now gone out to consultation. You can find the documents online at: § The consultation includes:

§ The framework § The handbooks § The research evidence

§ https://www.gov.uk/government/news/ofsted-launches-a- consultation-on-proposals-for-changes-to-the-education- inspection-framework § Please take part!

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Ofsted on the web and on social media

www.gov.uk/ofsted https://reports.ofsted.gov.uk

www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews

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