Carol Campbell presentation

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1 PUT TITLE HERE International Best Practices in Education: Ontario, Canada Carol Campbell, University of Toronto (former Chief Research Officer, Ontario Ministry of Education) With acknowledgement for material from: Mary Jean Gallagher, Chief Student Achievement Officer of Ontario and Assistant Deputy Minister, Student Achievement Division, Ontario Ministry of Education

CONTEXT – CONT’D: 

2 CONTEXT – CONT’D Recently TDSB has taken steps to address some of its challenges : Balancing its budget Developing a Safe Schools strategy to respond to Falconer report Developing an Urban diversity strategy to address student achievement and drop-out rates Creating an arms-length agency to dispose of its surplus properties Approving a plan to consolidate/close schools Streamlining board meetings with an Executive committee and procedures to make meetings more efficient The board undertook a governanc review, as per the Minister’s direction, and made several recommendations including: Decentralizing of supports for schools; creating more local organization of supports to schools and providing Families of Schools more ability to direct resources to their priorities Delegation of decision-making to give the board flexibility to make its decision-making more effective and to continue to adapt governance structures Strengthening the strategic focus of the board’s committee structure Commitments to improved accountability, including professional development for trustees and a code of conduct

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2 million students 27% of students born outside Canada 4,000 elementary schools 900 secondary schools 72 school boards (12 French-language) 115,000 teachers, 7,300 principals & vice-principals High performance in international assessments (PISA, TIMMS, PIRLS) and national assessments (PCAP) Identified as system moving from ‘great to excellent’ (McKinsey report, 2009) Ontario Context

Ontario — Pre-2003: 

Ontario — Pre-2003 Stagnant student achievement in literacy and numeracy Stagnant high school graduation rate Low morale of teachers and administrators 4

Reach Every Student Ministry of Education – Goals: 

5 Reach Every Student Ministry of Education – Goals High levels of student achievement Reduced gaps in student achievement Increased public confidence in education

Theory of Action for Change: 

6 Theory of Action for Change Focus: identification of key priorities for improvement Tri-Level Reform: system-wide coherence and alignment Support and Positive Pressure: capacity building with a focus on results Shared Leadership: respect for professional knowledge and practice Professional Accountability: results without rancour or ranking

Implementation and Focus: 

7 Implementation and Focus A small number of ambitious goals A guiding coalition at the top High standards and expectations Investment in leadership and capacity building related to instruction Mobilizing data and effective practices as a strategy for improvement Intervention in a non-punitive manner Being vigilant about distracters Being transparent, relentless and increasingly challenging

Resolute Government Leadership: 

Resolute Government Leadership Ontario Premier McGuinty’s (2010) 8 lessons for whole-system reform: The drive to make progress in our schools can’t be a fad. Education reform is not important to your government unless it’s important to the head of your government – personally. You won’t get results, unless teachers are on side. To succeed you need to build capacity. Settle on a few priorities and pursue them relentlessly. Once you start making progress, you’ve got permission to invest more. You’re never done. The best way to sustain your effort to improve schools is to keep it personal. 8

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Maintaining Focus Early Learning & Child Care → Curriculum & Assessment → Research & Evaluation → Literacy & Numeracy → Student Success/Learning to 18 → Business & Finance → Aboriginal Education → ← Inclusive Education ← Learning Environment ← Teaching ← Leadership ← Labour Relations & Governance ← Special Education ← French-language Education

Developing the Culture, Structure & Infrastructure of Ministry of Education: 

Developing the Culture, Structure & Infrastructure of Ministry of Education Minister & Deputy Minister Divisions: Student Achievement Early Learning Learning & Curriculum Instruction & Leadership Development French Language, Aboriginal Learning & Research Elementary/Secondary Business & Finance Corporate Management & Services Plus: Communications Branch, I&IT Cluster 10

Key Elements: Strategies & Practices: 

Key Elements: Strategies & Practices Major focus in: kindergarten : introducing universal full-day kindergarten elementary: transforming professional capacity to improve teaching and learning secondary: transforming programs, pathways, supports & student engagement for students to succeed in high school and transition to post-secondary education and/or career 11

Key Elements: Strategies & Practices: 

Key Elements: Strategies & Practices K-12 focus on: Whole system supports for all schools combined with intervention partnerships for schools at different performance levels Targeted supports and interventions for students and schools that are struggling to improve with focus on both equity & academic performance Support for professional collaboration, teams, networks and collective capacity within schools and districts with focus on evidence about student learning Range of professional learning, development and resources for specific education priority areas, plus attention to teacher & leadership quality and capacity Development of self-evaluation, improvement planning & use of data at all levels of system combined with professional expertise & capacity Commitment to being evidence-based & research-informed Substantial resources and infrastructure for system capacity Enabling policy environment & partnerships with profession, stakeholders & public 12

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Curriculum, Standards and Assessment: 

15 Curriculum, Standards and Assessment Common Curriculum Documents Grade by grade K – 6 By subject 7 – 12 Developed and published by the Ontario Government Standards of Performance Established by the Ontario Government Assessment of Performance Largely teacher/classroom developed and based: ‘Growing Success’ Formalized Province wide assessment for key assessments Independently developed and marked – EQAO Based on the Ontario curriculum standards Reading, writing and mathematics, Grades 3&6 Academic and applied math, grade 9 Literacy, grade 10 (graduation requirement) Transparency of results

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16 Leading Learning: Supporting the Instructional Core

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17 CLASSROOM TEACHING AND LEARNING Tutors in the Classroom Ontario Focused Intervention Partnership Tutoring Student Work Study Teachers Collaborative Inquiry for Teaching in Mathematics Small and Northern Boards Numeracy Kindergarten and Grade 1 Collaborative Inquiry Early Literacy Initiatives Guides to Effective Instruction Professional DVDs and Monographs SCHOOL EFFECTIVENESS School Effectiveness Framework School Improvement Planning Ontario Focused Intervention Partnership 1 & 2 Low Performing Schools Schools in the Middle Schools on the Move Schools Helping Schools Networking LEADERSHIP School Effectiveness Leads Student Achievement Officers Ontario Leadership Framework Key Elements - Literacy and Numeracy

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18 PROGRAMS Specialist High Skills Major Dual Credits Expanded Cooperative Education Credit Recovery District Specific Programs, e.g., transition planning, alternative ed; adult & continuing ed. INTERVENTIONS Credit Rescue Transitions/Taking Stock Caring Adult Children and Youth in Care LEADERSHIP Student Success Leaders, Student Success Teachers and Student Success Teams School Support Initiative Board Improvement Plans INSTRUCTION Differentiated Instruction Math & Literacy GAINS School Effectiveness Framework NEW THIS YEAR 12/12+ Re-engagement Strategy Supervised Alternative Learning Key Elements of Student Success

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19 Phases of the Ontario Literacy and Numeracy Secretariat 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-11 Creation of the LNS Phase 1 Building Consensus Phase 2 Building Capacity Phase 3 Sharpening our Focus Phase 4 Intensifying our Collective Efforts Phase 5 Consolidating for Deeper Implementation Phase 6 Aligning Our Work Reaffirming our purpose and conveying the sense of urgency Providing leadership development and increasing instructional effectiveness Providing leadership development and increasing instructional effectiveness with targeted interventions for schools and students Deepening instructional effectiveness and pedagogy and focusing on professional accountability and networks Personalization, instructional precision and collaborative learning through networks Capacity building for continuous improvement Deep Implementation of effective teaching and learning practice and engagement at all levels with a focus on the classroom

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20 Developing System Capacity: K – 12 School Effectiveness Framework

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A Commitment to Evidence: Ontario Ministry of Education Research & Evaluation Strategy

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Thank You Carol.Campbell@utoronto.ca Further info: http://edu.gov.on.ca/