system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
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system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
CHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcrning organisationsThis chapter examines the system-level policies that enable (or hinder) the development of schools (IS learning organisations (SLOsf. Our analysis suggests that promoting a shared and inclusive vision calls for reviewing rhe school funding model and defining student well-being and system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc common ways o f monitoring it.Developing professional capital and a learning culture argues for: I) basing selection into initial teacher education osystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
n a mix of criteria and methods; 2) promoting collaborations between schools and teacher education institutions; i) prioritising professional learningCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcould promote SI.Os through: I) national criteria for school evaluations; 2) a participatory self-evaluation process; if Estyn evaluations safeguarding quality, while focusing more on self-evalnation processes: 4) clarifying the transition to a new system of school ('valuations; 5) aligning performan system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcce measures to the new curriculum, and 6) system monitoring through sample-based student assessments, Estyn reports and research.DEVELOPING SCHOOLS ASsystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
LEARNING ORGANISATIONS IN WALES c OECD 201$192 I CHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONSIntroductionThis chCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc Wales’ schools as learning organisations (SLO) model as a lens to look al the system around schools to identify those policies that might enable or hinder schools in making this transformation (see Figure 4.1). These policies are grouped into three clusters that shape this chapter:• policies promot system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcing a shared and future-focused vision centred on the learning of all students•policies promoting the development of professional capital and a thrivisystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
ng learning culture•assessment, evaluation and accountability promoting schools as learning organisations (SLOs).Figure 4.1. System level policies forCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjct ỉmtymn. 01 proUíílnul call hl 1 Id 1 tkrMtt loaniilt ctltureSdwhiilcamnr(rpniutộĩíftsttHiiiait. enliatiinKIOIÍÍ JbiilyptutiiliuSUhThe chapter analyses each cluster separately, discussing the strengths and challenges of the relevant policies. Il explores opportunities for greater policy coherence a system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcnd makes suggestions for rite further development of policies, drawing from international research evidence and relevant examples. Figure 4.2 presentssystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
the structure and is used at the start of each section to guide the reader throughout the chapter.DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS IN WALCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcschools as learning organisationsPolicies promoting a shared and future-focused vision centred on the learning of all studentsThe development of an inclusive and shared vision is central to the first dimension of Wales' SI.O model (Welsh Government. 2017rn). The Welsh Government has also pul the rea system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjclisation of the “four purposes” of the new school curriculum al the heart of the model (see Chapter 1, Box 1.1). These refer to developing children ansystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
d young people into “ambitious capable and lifelong learners, enterprising and creative, informed citizens and healthy and confident individuals” (WelCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcating force for sustained action to achieve individual and school goals (Kools and Stoll. 2O16(J)). However, if it is to be truly shared across the system, such a vision must be placed in the context of theDEVELOPING SCHOOLS AS LEARNING ORGANISATIONS IN WALES c OECD 2018194 I CHAPTER 4. SYSTEM-LEVEL system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONSnational vision, and respond to It. leaving some scope to adapt it to the local context (Gresystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
any.(n.d.)(4j; Hargreaves and Shirley, 2009(5)).The evidence gathered as part of this assessment suggests that this vision is widely shared throughoutCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc the school funding model, which challenges equity. The second IS a lack of a common understanding of what student well-being entails which challenges schools' efforts to enhance it. This section will take a closer look at these issues and their policy implications.Consolidating a compelling and inc system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjclusive vision across the national, middle tier and school levelsHaving a compelling and inclusive vision at the national level is essential as it cansystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
steer a system and draw key people together to work towards it (Hargreaves and Shirley. 2009(5)). When clearly communicated and shared it can help secCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc1’ont. 2017(8]). rhe vision must be future-focused and should excite new possibilities for action, not least so that it unlocks the energy and passion of key stakeholders who will be key to making It happen. Furthermore, in line with the first dimension of the Sl.o model for Wales, the vision should system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc define and embody a core set of values, w ith excellence. equity, inclusion and well-being as central themes (Kools and Stoll. 2016(3); Welsh Governmsystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
ent, 2017(1]).In addition, it is essential that this vision is shared across all levels of the systems, while providing some freedom of interpretationCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcns. Koster and Luster. 2016 yj; I largreaves and Shirley. 2009(5)).One of the key critical points in the OECD 2014 review of the school system was that Wales lacked a long-term vision (OECD, 2014(7]). Informed by this review and several other research reports. Wales developed an education vision and system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc a strategic plan to move towards realising that vision. Qualified for Life: An Education Improvement Plan (Welsh Government. 2()14(I0j). The review osystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
f curriculum and assessment arrangements that signalled the start of the curriculum reform has in turn allow ed this vision of the Welsh learner to beCHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcbitious capable and lifelong learners, enterprising and creative, informed citizens and healthy and confident individuals” (see Chapter 1. Box 1.1). This vision resonates with others developed in recent years by several OECD countries and economics such as Estonia. Japan and Ontario (Canada), and th system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjce preliminary findings of the OECD's Education 2030 project which is constructing a framework to help shape what young people should be learning in thsystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
e year 2030 (OECD. 201Throughout this OECD review, the OECD team have found that this vision seems to be shared throughout the school system in Wales.CHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as lear system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcw curriculum. This is a major achievement and a strength of the curriculum reform that seems to find Its roots in the large-scale public consultation process on the curriculum and assessment review arrangements in 2015. Since then, stakeholder engagement an essential component for effective policy i system-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjcmplementation (Viennet and Pont. 2017[J]) - has remained at the heart of Wales’ approach to developing and putting the new curriculum into practice insystem-level-policies-for-developing-schools-as-learning-organisations_5j8jpsnpmpjc
schools across the country.CHAPTER 4. SYSTEM-LEVEL POLICIES FOR DEVELOPING SCHOOLS AS LEARNING ORGANISATIONS I 191Chapter 4. System-level policies for developing schools as learGọi ngay
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