no the answer sheet...
By Andy Hargreaves
"Less than a year ago, I participated with
the Organization for Economic Cooperation and Development (the OECD who
do the PISA tests) to do a review of the educational improvement
strategy for Wales. Part of the Welsh strategy was to raise student
achievement in literacy and numeracy (math) across the country in a
relatively short space of time. Our report advised that the Welsh Government should rethink this strategy. Here’s why.
Large-scale
literacy reform has been in vogue in the United States and elsewhere
for two decades now. It has been one of the driving forces of
educational change across the country and many other parts of the world.
One of the places it began was in New York District 2 in the mid 1990s.
There, the Chancellor of Schools, Anthony Alvarado, and his staff,
imposed a literacy program across the whole system, linked to measurable
achievement gains, and backed up with detailed new materials and
intensive one-on-one in-classroom coaching.
Harvard professor
Richard Elmore and his school superintendent coauthor Deanne Burney
articulated and applauded the reform design and its impact on results.
Diane Ravitch later took some of the edge off the achievement gains by
arguing that some of them were a result of gentrification of the
community, not of the change strategy. But the more important point is
that when the San Diego school district became enamored of the model,
and transplanted Alvarado and many of his team members to implement it
on the other side of America in a fraction of the timescale, the results
were catastrophic. Gains were not sustainable and open warfare broke
out between district factions as teachers and principals buckled under
impossible high stakes pressure for short-term results. What was the
lesson to be learned? Large-scale literacy reform has to be grown
gradually. It cannot be imposed impatiently.
Across the Atlantic, England’s Blair Government was also setting
about large-scale reform by instituting a national Literacy and Numeracy
Stragey (NLNS). The strategy had an extremely tight focus so that many
schools abandoned other curriculum priorities to accommodate it, it
provided prescribed and paced instructional materials, it exercised
relentless surveillance over implementation through the use of coaching
and other strategies, and it imposed high stakes consequences for
schools that failed to improve.
Architects and admirers of the
strategy like Tony Blair’s education adviser, Sir Michael Barber,
claimed there were significant gains as a result of the strategy.
Critics provided data indicating that the improving trend preceded the
implementation of the strategy, they pointed to how the results hit a
plateau once the easiest wins had been made (for instance by
concentrating on what US scholars call “bubble kids”), and they revealed
the existence of huge collateral damage in the form of a narrowed
curriculum, loss of classroom creativity and the rise of teaching to the
test.
One of the biggest problems was massive teacher burnout
and professional disillusionment that led to a crisis of recruitment and
retention of high-quality teachers. What was the lesson to be learned?
Simultaneous imposition of literacy and math reform requires teachers to
change all their practice all at once and this is so overwhelming that
it threatens the basic capacity of the profession to maintain its
quality.
On the United States’ northern border, the
high-performing province of Ontario also took on the strategy of large
scale reform but tried to learn from the mistakes that had been made in
England that it saw as providing insufficient support and imposing
punitive pressure, and in San Diego by taking an off-the-shelf model and
implementing it too fast. Inspired by the systemic literacy-oriented
change efforts of Peter Hill and Carmel Crevola in the Catholic School
system of Melbourne, Australia, Ontario created a literacy and numeracy
secretariat that made these areas of change the province’s core
priority. It paced the change agenda so that achievement gains would be
steady and sustainable rather than spectacular but unstable. It also
provided a stronger spirit and much higher levels of support than in
England in terms of resources, training, partnership with the teacher
unions and an emphasis on school-to-school assistance.
Ontario’s literacy gains of 2-3 percent or so every year seemed both
steady and cumulatively substantial and sustainable. But even its more
advanced strategy had its limitations. The literacy gains were not
matched by similar gains in math over the whole reform period, and in
the past four years, math results have actually fallen. In practice,
reformers now acknowledge, the numeracy strategy was not nearly so
intensive as the literacy strategy. What is the lesson to be learned? In
practice, even Ontario, with all its change knowledge, couldn’t
implement wholesale changes in literacy and numeracy together, so one
half of the strategy fell by the wayside by default.
Wales
introduced its own Literacy and Numeracy Framework in September of 2013.
Drawing on the lessons of international reform efforts, the advice of
the OECD team on which I served as one of two experts was, in effect,
for Wales to have a literacy then numeracy strategy, or vice versa. Here is what our team concluded (OECD 2014, p76):
Effective continuous professional development and implementation of the Literacy and Numeracy Framework may …. require judgments about sequencing. To implement the framework requires teachers to learn three new things: new content in literacy, new content in numeracy, and new pedagogical strategies for effective differentiated teaching in particular. For a primary teacher, these three areas of learning affect all their teaching, almost all of the time, all at once. There is increasing evidence that this is simply too much. For example, in Ontario, the effort to implement the Literacy and Numeracy Strategy in practice meant that while great gains were made in literacy, the other half of the strategy (numeracy) did not get implemented to any great extent and in recent years results in numeracy have actually fallen….. Wales should learn from this experience.
This is a valuable
lesson not only for the nation of Wales, but for all nations undertaking
system-wide reforms in literacy, or math, or both."
aqui.
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