NZPF Conference: Prof Alma Harris
http://www.nzpf.ac.nz/sites/default/files/01_Professor_Alma_Harris.pdf
Context
High performance = success of every child in every setting?
High Performance is relative - it depends
Caution about attribution on any particular country
Distortions in Policy making (PISA)
Decontextualized policy borrowing = outcome of PISA
Contradiction - Asians want to go to university elsewhere (including NZ) - why?
Using one measure to rank a system is ludicrous
Is a measure so important that we want to distort what we do? Is this what we want for our children?
"The more we standardise education systems, the more they look the same" Do we want that?
Look beyond the data and seek deeper explanations
Change
True leaders don't create followers, they create leaders
It is easy to improve schools, but difficult to sustain improvement
Collective Responsibility for improvement (Tower Hamlet concept an example https://thebp.org/)
Change leaders - focus on the right things, not the latest things
Connections
Collaboration with impact - needs, ability, knowledge, skills to make work
Need to prepare teachers to work together - not assume they will be capable
Real potential for high performance resides within the system, not outside it
Questioning 'High Performance'
Context - Change - ConnectionsContext
High performance = success of every child in every setting?
High Performance is relative - it depends
Caution about attribution on any particular country
Distortions in Policy making (PISA)
Decontextualized policy borrowing = outcome of PISA
Contradiction - Asians want to go to university elsewhere (including NZ) - why?
Using one measure to rank a system is ludicrous
Is a measure so important that we want to distort what we do? Is this what we want for our children?
"The more we standardise education systems, the more they look the same" Do we want that?
Look beyond the data and seek deeper explanations
Change
importance of Leadership quality + teaching quality
True leaders don't create followers, they create leaders
It is easy to improve schools, but difficult to sustain improvement
Collective Responsibility for improvement (Tower Hamlet concept an example https://thebp.org/)
Change leaders - focus on the right things, not the latest things
Connections
Collaboration with impact - needs, ability, knowledge, skills to make work
Need to prepare teachers to work together - not assume they will be capable
Real potential for high performance resides within the system, not outside it
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