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Keynote presentation prepared for the 24th International Congress of School Effectiveness and School Improvement Limassol, Cyprus, 6th January 2011
Phase Two
Action research and individual initiatives
Action Research and the influence of Lawrence Stenhouse Growing demands for accountability and the self evaluation response The OECD International School Improvement Project linked with student outcomes
This phase of school improvement tended to be loosely conceptualised and undertheorised. It did not represent a systematic, programmatic and coherent approach to school change
The power of the School Improvement Research Innovation Up Close, Teachers Workplace, Improving the Urban High School
Phase Three
Managing Change and the Emphasis on Leadership
School self management and development planning
Improvement designs and interventions based on tried and tested practices Leadership: linked with student outcomes system leadership
Phase Four
Building Capacity for Learning at the Local Level Professional learning communities and networks Role of districts and other middle tier organisations in improvement Making the shift from teaching to learning
Phase Five Towards Systemic Improvement The features of an effective educational system The global spread of the school improvement knowledge base
Professionalism
National Prescription
System Leadership