Session Information
26 SES 01 A, Valuing the Context: External Consultancy as a Resource for School Leaders and Schools in Challenging Situations
Symposium
Contribution
Promoting equity is a challenge facing education systems throughout the world, not least in England where there are continuing concerns about the progress of learners from disadvantaged backgrounds. This paper draws on the experience of a large-scale improvement initiative to address this agenda. A key feature of the project was the presence of what were known as challenge advisers. Gathering evidence City Challenge began in 2003, first of all in London and later in two other cities. A distinctive feature of the project was the particular attention given to schools in challenging circumstance, with advisers providing them with support. As the project developed over a period of eight years, evidence was collected about the work of the advisers. This included attendance at their fortnightly team meetings. It was also possible to shadow some of them as they visited their ‘Keys to Success’ schools; that is, schools designated as requiring more intensive support. There was evidence of an overall pattern of activity to these interventions. This involved the development of a bespoke improvement package for each of the schools, often with an element of support from other schools. Important here was the skill of the challenge adviser in working with a school’s senior staff to assess the context. What was also important was the freedom the advisers were given to act quickly and decisively, albeit within a context in which they were held accountable for their schools’ progress. Key tasks These experiences point to the importance of three tasks: Task 1. Knowing the schools – Whilst this starts with a thorough scrutiny of statistical data, it has to go much deeper. Specifically, it requires advisers to work with head teachers in reviewing their schools regularly, through observation, scrutiny of pupils’ work, and by listening to the views of different stakeholders. Task 2. Brokering partnerships – These same review processes also enable advisers to develop a deeper knowledge of the schools. In this way, they can pinpoint areas of concern, as well as human resources that can be drawn on to address these challenges. Task 3. Monitoring the impact – As these interventions develop, advisers monitor what happens, since there is a danger that they lead to the proliferation of meetings that result in no actions being taken. It is important to recognize that these tasks are likely to require significant changes in the thinking and practices of all those involved.
References
• Ainscow, M. (2010) Achieving excellence and equity: reflections on the development of practices in one local district over 10 years. School Effectiveness and School Improvement, 21 (1), 75-91 • Ainscow, M. (2016) Towards self-improving school systems: lessons from a city challenge. London: Routledge (particularly Chapter 3) • Ainscow, M., Chapman, C. and Hadfield, M. (2020) Changing education systems: a research-based approach. London: Routledge • Ainscow, M. and Howes, A. (2007) Working together to improve urban secondary schools: a study of practice in one city. School Leadership and Management 27, 285–300
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