This book argues that much of what passes as contemporary educational reform in education is faulty and damaging. It argues that it is time for a ‘system recall’ and a need to look at what matters most in the pursuit of educational goals. The book focuses on what we know about contemporary educational improvement, transformation, and change. It will provide insights into what strategies work, long term, to build the capacity for principled change at the school and system level. The book will consider what leaders can do to secure principled school and system improvement which fully embraces diversity, equity, and equality. It will also dispel some myths about reform at scale and challenge some prevailing ideas about educational change that, it will be posited, are not helping many young people to reach their potential. The main argument of the book is that too many school and system improvement initiatives have not paid sufficient attention to equity issues in their pursuit of ever higher achievement and that the net effect of large-scale, international assessments have been to distract policy makers in ways that have not always benefitted young people. The book will use system examples to underpin and exemplify six core ways of re-botting the system and generating progress for all, It will highlight the implications for school and system leaders.
Chapter 6: Leading Professional Collaboration
Leading Professional Collaboration
I wonder how many children’s lives might be saved if we educators disclosed what we know to each other.
Parent and community engagement are essentially about building a learning community within and outside the school. Professional collaboration within and between schools, as the quote above showed, can be a potent lever for greater equity as teachers strive to work together to overcome the barriers to learning that many children face.
We know a great deal about how collective engagement and collaborative work can address common problems and build a cohesive and respectful community. Using data to inform improvement is [Page 94]now a generally accepted practice, as is the need to consider the individual learning needs of children ...