Every School a Great School: Realizing the Potential of by David Hopkins

By David Hopkins

'Every college a very good college' is not only a slogan, yet an aspiration for the following degree of schooling reform, during which every one pupil has the chance to arrive their complete power. The ebook argues that, for 'every college an exceptional college' to turn into a fact, calls for a circulation from person institution development efforts and brief time period targets to a sustainable system-wide reaction that seeks to re-establish a stability among nationwide prescription and colleges best reform. attaining this aim calls for suggestions that not just proceed to elevate criteria, but additionally construct means in the method. David Hopkins identifies 4 key academic 'drivers' that, if pursued, have the capability to carry 'every college an excellent school': customized studying Professionalized instructing Networking and innovation clever responsibility the writer believes that it's the accountability of method leaders to mildew the 4 drivers to slot person institution contexts. it truly is this management that permits systemic reform to be wide-spread when it comes to total procedure and particular in adapting to person and specific occasions. each university an excellent tuition is inspirational examining for head lecturers, senior leaders and executives, researchers, teachers and people with a passionate curiosity in bettering schooling for all.

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Extra resources for Every School a Great School: Realizing the Potential of System Leadership

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Develop learning skills and personal qualities and particularly the ability to think systematically, manage information, learn from others and help others learn, together with confidence and self-discipline. Policies to support school improvement should: • • • • • • Focus systematically on teaching and learning with leadership at all levels concentrating on raising standards and ensuring a rich curriculum for all and with plans for development that are supported across and beyond the school. Base improvement activity on qualitative and quantitative evidence on learners’ progress, motivation, needs and satisfaction and selecting priorities and setting goals through rigorous audit and evaluation of this evidence against benchmarks.

In doing this and drawing on cases from around the world, including those from developing countries, I will also be making another important point that is implicit throughout the book. It is that despite culture and context, the language of system change is becoming increasingly global. This is not to say that a systemic change strategy can be transferred unthinkingly from one setting to another. It is to say, however, that the regularities of teaching and learning, of school organization, networking and leadership have relevance across cultures but of course need to be adapted to context.

As we shall see later on in this chapter, the general approach was to set targets for performance and then hold schools responsible for meeting them. This was a far less sophisticated approach to raising standards than the approach described in the previous paragraph and predictably had little positive impact on student achievement. 24 PART 1: THE CONTEXT OF SYSTEM REFORM At the turn of the century, therefore, there was confusion over the viability of large-scale reform. On the one hand, national governments felt they could not leave educational improvement simply to local initiatives.

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