Developing a common theory of improvement
The issue of “the scale of change” is one that has been addressed by many researchers. It seems to have two aspects, both of which are concerned with how to get good ideas about ways to improve teaching and learning taken up in practice. “Scale” can refer to the depth and sustainability of change: the degree to which educational reform strategies are able to make changes at the instructional core of education (Elmore, 1996). This requires deep changes in people’s thinking and beliefs of the kind that were discussed in the previous section. The other aspect of scale is “breadth”; that is, the degree to which this deep change can be spread across individuals within an organisation and across organisations within a system. This requires capacity building at the system level as well as within individuals and organisations.
Elmore (2003) calls for educators at all levels of the system to collaborate to develop a common theory of improvement. Such a theory should integrate theories about learning and change.
Fullan, 2001b, page 187In general terms, what is needed is … both a high quality theory of learning and a high quality theory of action (or, if you like, a theory of pedagogy and a theory of change, which constantly feed on each other). A theory of pedagogy focuses on assumptions about learning, instruction, and performance; a theory of action tends to local context such as the conditions under which the model will work.
As you read this section on developing a common theory of improvement, think about which of the suggested elements are consistent with your own theories about learning and change.
What elements do you believe are missing?
How do your ideas align with the proposed theory of improvement for ISTEs on pages 21–26?
As far as possible, the theories that are integrated into the theory of improvement should be those that educators know will make a difference for students. The improvement process should take place through ongoing inquiry into the effect of particular actions and decisions on practice and, ultimately, student outcomes. The inquiry should draw on outcomes-linked evidence from both within and without the organisations that are involved, including evidence from formal research.
The following sections discuss key factors that could underpin the development of such a theory for New Zealand. They suggest that change for improvement might incorporate the following elements:
- learning in professional communities;
- leadership;
- connections between big ideas and everyday practice;
- connections between professional development and accountability;
- a developmental process;
- joint inquiry in the “third space”.
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