Continual improvement through aligned effort

Presenter Information

Geoff N. Masters, ACERFollow

Start Date

27-8-2012 9:00 AM

End Date

27-8-2012 10:15 AM

Comments

Effective classroom teaching and distributed instructional leadership are keys to improving student outcomes. Almost all school systems understand this, but not all systems take the logical next step of making the improvement of day-to-day teaching and the development of effective instructional leadership the primary focus of their reform efforts. Instead, priority is given to secondary considerations such as redesigning school curricula, measuring performance levels, increasing local autonomy and holding schools publicly accountable. Improvements in student outcomes depend on an alignment of effort – by students, teachers, school leaders, systems and governments – to enhance the quality and effectiveness of day-to-day teaching and learning. For all these groups, improvement depends on a commitment and belief that performance can be further improved; a clear understanding of what improvement would look like; a way of establishing current levels of performance as starting points for action; a familiarity with evidence-based, differentiated improvement strategies; and ongoing processes for monitoring progress and evaluating improvement efforts.

Abstract

Keynote 1 - A framework for school improvement

Recommended Citation

Masters, G. N. (2012, August 27). Continual improvement through aligned effort [Paper presentation]. 2012 - School Improvement : What does research tell us about effective strategies?. https://research.acer.edu.au/research_conference/RC2012/27august/3