By David Hopkins
'Every university an exceptional university' is not only a slogan, yet an aspiration for the following degree of schooling reform, within which each one scholar has the chance to arrive their complete power. The ebook argues that, for 'every college an excellent university' to develop into a fact, calls for a movement from person tuition development efforts and brief time period goals to a sustainable system-wide reaction that seeks to re-establish a stability among nationwide prescription and colleges top reform. attaining this aim calls for techniques that not just proceed to elevate criteria, but additionally construct potential in the process. David Hopkins identifies 4 key academic 'drivers' that, if pursued, have the aptitude to bring 'every institution a good school': custom-made studying Professionalized educating Networking and innovation clever responsibility the writer believes that it's the accountability of process leaders to mold the 4 drivers to slot person college contexts. it really is this management that permits systemic reform to be typical when it comes to total approach and particular in adapting to person and specific occasions. each university an exceptional tuition is inspirational interpreting for head lecturers, senior leaders and executives, researchers, academics and people with a passionate curiosity in enhancing schooling for all.
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Extra info for Every School a Great School: Realizing the Potential of System Leadership
Paradoxically, it is these schools that appear to be the most effective at interpreting the centralized reform agenda. Here, as we shall see in detail in the following chapter, reform is neither only system led nor only schools led, but necessarily both supporting each other. In other words, in the ‘good to great’ scenario: • • Schools exist in increasingly complex and turbulent environments, but the best schools ‘turn towards the danger’ and adapt external change for internal purpose. Schools use external standards to clarify, integrate and raise their own expectations.
These examples from a range of both developing and developed systems provide a striking contrast to the previous discussion of performance-based reform. They begin to provide a specification for system-wide reform that is large scale yes, but also enhances standards of learning and achievement over time while building capacity and ownership throughout the system. My summary of these examples suggest that successful system-wide programmes: • • • • • • Have clarity of moral purpose focused on narrowing the achievement gap and ensuring all learners achieve their potential – rhetoric, however powerful, is not enough.
There are two reasons for including this detailed example. First, the English experiment with large-scale reform in primary FROM LARGE-SCALE CHANGE TO SYSTEM-WIDE REFORM 33 schooling exhibits many of the characteristics, both positive and negative, that we have discussed so far. It is salutary, for example, to compare the English with the Ontario case, realizing of course that the Canadians deliberately built their own reform programme on the lessons learned from the pioneering work in England.