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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 2
Ofsted’s strategy Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 3
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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 4
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. Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 5
The four areas in EIF Behaviour and attitudes Personal development § Quality of education Leadership & management Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 6
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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 7
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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 8
§ 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) Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 9
So what does this lead us to? § Key factors: § Vision § Instructional leadership § Creating consistency § Encouraging CPD § Ethical leadership Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 10
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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 11
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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 12
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) Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 13
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. Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 14
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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 15
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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 16
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 only 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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 17
Curriculum research phase 3 findings § Sometimes mismatch between leaders’ intentions and the actual implementation of the curriculum Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 18
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 Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 19
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) Research, Leadership and the Education Inspection Framework - WM leadership conference Feb 2019 Slide 20
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