A focus on student outcomes Key influences on enhancing student outcomes System wide lasting and deep change Knowledge and understanding Capacity and capability Teacher Education Teacher Quality Leadership Quality and equity Aligning politics, policy, research and practice Internal Leadership External Facilitation Double and Single Loop Learning Networking for Learning Accelerated change that leads high quality sustainable school practice

Finland Canada New Zealand Australia Korea Japan Sweden Belgium Iceland Norway Denmark Switzerland Spain Czech Rep Germany Greece Luxembourg Mexico 5 Variation across the OECD Performance (in reading) Low quality High equity Low quality Low equity High quality High equity High quality Low equity Towards the North East Drawn from OECD international assessment studies

 Girls read better than boys in every country – the gender gap has not improved since 2000  The best schools are also the most equitable – students do well regardless of their socio-economic background  High performing systems tend to prioritise teacher pay over smaller class sizes  Countries where students repeat grades tend to have worse results overall  High performing systems allow schools to design curricula and establish assessment policy but don’t necessarily allow competition  Schools with good discipline and better student – teacher relations achieve better  Public and Private Schools achieve similar results  Combining local autonomy and effective accountability seems to produce the best results  The percentage of students who said they read for pleasure has dropped

Improved Student/Learning Outcomes Improved Student/Learning Outcomes Learner participation and involvement Highest Influence Teacher Education Teacher Quality Leadership and Governance Leadership and Governance Families and Communities Resources and Organisation Influenced by New Zealand Best Evidence Syntheses

1 Set high expectations and clear goals that are understood by all 2 Have a few highly focused goals that can deliver better outcomes, reduce inequality and increase public confidence 3 Promote respectful and frequent engagement with stakeholders 4 Align goals to policies and programmes that matter 5 Provide intensive effort and support to build capacity at every level in the system Ben Levin, University of Toronto

Policy and Practice Variables Action strategyOutcomes Double loop learning Single loop Adapted from Argyris Strategies: Clear and explicit parameters Shared control Participation in design, implementation, evaluation Objective and valid data Policy and practices made explicit, challenged and changed as needed: Valid baseline information Goals based on needs and expectations Informed and collaborative scoping Commitment to collective action Intended and Unintended impact and influence: Minimally defensive response Critical mass of understanding and knowledge, capacity and capability Increased likelihood of success

Dialogue and Learning Conversations – Policy, Research and Practice Collaborative enquiry Knowledge animation Meta learning with peers Supported practice Supportive structures Learner-friendly context specific culture Respectful trusting relationships Leadership and External Facilitation Adapted from Louise Stoll Internal Professional Learning Networks Country wide education Professional Learning Networks International Professional Learning Networks

Improved student learning outcomes Knowledge and understanding Capacity and Capability Goals Policy Practice Focus Area/s Teacher Education Teacher Quality Leadership Quality Curriculum Assessment Student Engagement Family/Community Engagement Focus Area/s Teacher Education Teacher Quality Leadership Quality Curriculum Assessment Student Engagement Family/Community Engagement Single and Double Loop Learning Networking for Learning Evaluation Research

 Leadership provides the energy source for change and ongoing sustainable development within and between learning communities/networks  Distributed and reciprocal leadership supports ownership and succession  Leadership is a collective responsibility  External facilitation and support for connecting learning communities/networks also makes a difference  External agents may bring specialist expertise  The roles of external agents can be varied to meet the needs and expectations of the learning communities/networks involved  Facilitation is a particularly important role in networks and networked learning communities and can be a key to success Adapted from Louise Stoll

New Zealand School Improvement Qatar Teacher and School Leader Registration and Licencing A focus on student outcomes  Short and long term achievement – quality and equity outcomes  Short and long term teacher and school leader quality and equity goals Key influences on enhancing student outcomes  Teacher and Leader quality  Curriculum and assessment  Student and family/community Engagement  Teacher Education  Teacher Quality  Leadership Quality System wide lasting and deep change  System, regional and individual school expectations and goals /plans based on needs and expectations  Human resource and financial support provided  System expectations and goals established and communicated  Human resource support provided – intensive effort to build capacity at every level in the system Building knowledge and understanding, capacity and capability  Double and single loop learning  National, regional and local policy/research/practitioner networks established  Double and single loop learning  International, country and policy/sector networks established Accelerated change that leads to high quality sustainable school practice  Continued improved student outcomes – quality and equity  To date: 8,000 plus registrations of teachers and school leaders in 167 schools Leadership and External Facilitation  Policy leadership with support from external expertise as required  Professional Learning for practitioner leaders  External and internal facilitation  Contract requirement to build local capacity and capability

 Explicit and unambiguous focus on student outcomes – quality and equity  Primary goals related to teacher education, teacher and school leader quality  Systematic alignment of, and collaboration between policy, research and practice  Emphasis on building new and extended knowledge and understanding as well as international, national and local capacity and capability  Provision of external facilitation with a clear expectation of the identification and establishment of local leadership, capacity and capability