- Task No.1: Shift the narrative to collaborative expertise and student progression;
- Task No.2: Agree on what a year's progress looks like across all subjects, schools and system levels;
- Task No.3: Expect a year's worth of progress by raising expectations that all students can achieNo.4: Develop new assessment and evaluation tools to provide feedback to teachers;
- Task No.5: Know thy impact by taking responsibility for the impact of everyone in the school on the progress of students;
- Task No.6: Ensure teachers have expertise in diagnosis, interventions and evaluation through teachers working together as evaluators of their impact on their students;
- Task No.7: Stop ignoring what we know and scale up success by using the wealth of knowledge that exists in teacher communities;
- Task No.8: Link autonomy to a year's progress by studying teachers who are achieving a year of student progress and supporting teachers who aren't.
Tuesday, 3 November 2015
TEAMWORK, COLLABORATION AND INTELLIGENT ACCOUNTABILITY WORK!
In this paper, John Hattie argues that we need instead is a defensible and compelling narrative that leads to long-term, coherent and focused system-wide attention on student learning.
Hattie believes that the aim of schooling is for every student to gain at least a year’s worth of learning for a year’s input. He argues that many policy-makers and systems are persistently drawn to the wrong kind of education interventions – distractions that do not help us realise this ambitious aim. He calls for teamwork and collaboration because there is differential expertise across our schooling system and wide variation within schools. At the same time, there is a remarkable spread of expertise that can be identified, nurtured, esteemed and brought together to reduce this variance. The aim of this paper is to begin describing what a model of collaborative expertise would look like and what we need to get done to make it a reality.
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, and Deputy Director of the Science of Learning Research Centre. If you want to read the full report it is available free at pearson.com.