By Sue Aspinall
Posted on 11 May 2020 (This article first appeared in ECIS Global Insights April 2020 Issue)
Leading organisational change from within
As a growing multi-campus international school, the British School in the Netherlands (BSN) prides itself on being a dynamic centre of excellence for both students and staff. In this article, I will be sharing the ways we are intentionally building alignment around our whole school improvement priorities across the five campuses whilst also enabling staff teams to follow their own lines of enquiries, so that new ideas for improving teaching practice emerge. I will be suggesting that the carefully balanced leadership of both of these intentional and emergent approaches is necessary to enable the BSN to sustain success over the long term.
The intentionally constructed strategy
It is important in any school to have clear priorities for improvement which are informed by a range of evidence, including students’ progress and attainment data. Across the three BSN Junior Schools, these priorities are agreed and clearly articulated annually along with the intended impact by the end of the academic year.
The intentionally constructed strategy for implementing the change to teaching practice is cyclical and ongoing. In each academic year there is a key priority eg.to raise student progress and attainment in logic and reasoning through a mastery approach to mathematical learning.
The key priority for improvement is the focus of the weekly one hour staff professional development sessions and all other on-campus professional learning opportunities. Hence time is spent intentionally, providing teaching staff with the pedagogical knowledge and teaching skills required to make the changes. These opportunities are mapped out across the academic year, which provides opportunities for teachers to trial and evaluate the impact of the changes they are making to their practice over time. Where necessary, lead teachers are available to plan, model and team teach in order to support the acquisition of new areas of learning. In this way, there is a collective endeavour to make a difference. Every staff member is involved in professional learning and the impact is evaluated on an ongoing basis. The foci is re-calibrated and the implementation strategy re-designed as progress is responded to throughout the year.
We have found that this approach makes a significant impact to the quality of teaching practice, and ultimately, the equity in the quality of learning for all BSN Junior School students. There is clarity to everyone’s role and professional dialogue can be focussed around a common topic. With the three BSN Junior Schools working together for the same outcome, the opportunities for sharing learning and extending professional dialogues are tripled.
Evidencing impact of teaching on student outcomes
This academic year, the maths leads across the Junior Schools have been leading the strategy. The overall intended impact at the end of this academic year is to enable:
All students to be able to explain their mathematical understanding using the correct consistent mathematical language in full sentences.
Progress being made towards this is evaluated in many ways; such as through progress and attainment feedback sessions from year group leaders, book looks and student conferencing.
Half termly evaluations of student progress data and teacher assessment indicate that most student are on track to meet their age related expectations. Importantly, there is consistent evidence that students are accessing manipulatives to explain their learning, demonstrating logical thinking and reasoning and building a fluency in their use of mathematical language.
Emergence within the collaborative enquiry model
The BSN values the importance of building professional collaboration and enabling teams to create their own improvement work within their specific field of expertise. A model that enables new avenues of professional enquiry to take place is being trialled at one of the Junior Schools by each year group team, each subject specific team and the inclusion teams. Based on examples cited by Weston, D and Clay, B. (2018), this model enables the teaching staff to identify a very specific question regarding their teaching practice and its impact on student outcomes. The staff agree upon the most useful evidence that will be collected and build a programme for this to be collated.
The resulting collaborative discussion, built around the evidence collected, provides the opportunity to unpick very specific ‘tweaks’ that can be made to teaching practice and classroom management to make a difference to student outcomes. These ‘tweaks’ are built into the practice of teams incrementally throughout the year as the model is repeated. This cyclical process is slowly building team ownership and localised attention to school improvement.
Evidencing impact of teaching on student outcomes
During the collaborative discussion, emerging themes and questions are unpicked and future actions are agreed.
Feedback from staff has been positive. They have welcomed the team ownership of the process, the range of evidence that is used to inform the collaborative discussion, and the immersive presence of the Senior Leader, who leads the enquiry alongside the year leader.
“This approach is far better than a one-off lesson observation. Each class teacher in the year group is focussing on the same enquiry and we are continually talking about our findings. There is much more professional discussion with a purpose”
“I like having Lucy and Miffy involved throughout the duration of the week rather than a one-off lesson observation. I think they get a better understanding of what learning is like for our students in the Year Group and their feedback is very objective and wide ranging.”
Finding the balance and leading the process
In the best cases, teams have been able to integrate the collaborative enquiry approach and the strategic improvement priority. The respective teams have then dived deeper into their understanding of the impact of their practice eg. the impact of the bar modelling strategy on Y5 students’ ability to explain their mathematical reasoning clearly. Equally, the emerging learning from the collaborative enquiry has often been able to inform the impact of the whole school improvement work, and where appropriate, has enabled these ideas to be adopted by different year groups.
The success of all of this work is dependent on its leadership, staff engagement and commitment. Leadership of the school improvement approaches requires an understanding of their intentionality, so that collaborative enquiries stay within their parameters and inform the improvement priorities of the whole school. A shared accountability for outcomes and a sustained commitment to find a balance between the approaches is becoming established.
Team empowerment and leadership capacity building
The BSN provides opportunities for team leaders to enhance their leadership skills, knowledge and attributes by enrolling on programmes such as the international Professional Qualifications in Middle Leadership (iNPQML) and international Professional Qualifications in Senior Leadership (iNPQSL) delivered through the BSN International Leadership Academy (ILA). These programmes enable team leaders to learn about research and theoretical models that inform their leadership in practice. They also learn practical techniques to help them facilitate team meetings, design collective enquiries, critical analyse evidence and hold honest conversations. Their roles as leaders of intentional strategy and/or collaborative enquiries are all supported by the requirement to embed their learning from the face-to-face modules into their leadership projects. By integrating their requirements for the iNPQ assessment with their contribution to the school improvement priorities, the BSN is building informed collective leadership capacity within the organisation, and more broadly, within the international education community.
Next steps for the BSN
Creating this balanced approach requires class teachers to be continually observing the impact of their teaching on student learning. It is an incremental approach to school improvement that is responsive and adaptive; it requires flexibility, open-mindedness and a commitment to continuous learning and development. This is the ultimate challenge for us as school leaders: are we comfortable with leading this level of uncertainty within our school improvement work? Are we flexible and adaptable enough to intentionally construct a strategy and then to re-calibrate and re-design it, as new learning emerges from the collaborative enquiries?
I believe we need to be if we are going to build leadership capacity across our international schools, and equip staff with the pedagogical knowledge and teaching skills to meet the needs of our students. We need to be comfortable with the uncertainty of what will emerge when teams are empowered to take their own lines of enquiries to improve their teaching practice. As Woods and Roberts (2018) summarise, “leading this way is not only challenging but also a creative, inspiring and feasible way of advancing learning in its best and fullest way”.
Datnow, A., and Park, V. (2019) Professional Collaboration with Purpose. New York: Routledge
Hargreaves, A., and O’Connor, M. (2018) Collaborative Professionalism. London: Sage
Seel, R. (2006) “Emergence in Organisations”, http://www.new-paradigm.co.uk/
Weston, D., and Clay, B. (2018) Unleashing Great Teaching. Oxon: Routledge
Woods, P., and Roberts, A. (2018) Collaborative School Leadership. London: Sage