Scaling up education reform : addressing the politics of disparity / R. Bishop, D. O'Sullivan, and M. Berryman.

Includes bibliographical references (pages 189-201) and index.

Introduction -- 1. Towards a Model for Sustaining and Extending Theory-based Educational Reforms -- Introduction -- Te Kotahitanga Phase I -- What we learnt from Phase I -- Te Kotahitanga Phase 2 -- Te Kotahitanga Phase 3 -- The professional development process -- Evidence of successful change -- Te Kotahitanga Phase 4 -- Towards a model for scalability -- Application of the model to a variety of settings -- GPILSEO at the classroom level -- GPILSEO at the school level -- GPILSEO at the system level -- Coda -- 2. Goals - Targeted Student Achievement as the Focus of Educational Reform -- Introduction -- The experiences of other minoritised peoples in New Zealand -- Addressing educational disparities -- Where New Zealand fits into the international scene -- The power of goal setting -- Short- and long-term goals: Who sets these? -- Conclusion -- 3. Developing a New Pedagogy to Depth -- Introduction -- How useful are current educational theories? The culturalist versus structuralist debate -- Discursive (re)positioning in the classroom -- Responsive and sustainable classroom practices -- Conclusion -- 4. Institutionalisation of the Reform Within the School -- Introduction -- The relationship between teaching practice and structural support -- The role of the teacher in institutional change -- Professional learning communities -- Infrastructural support -- Organisational change -- A theory of organisational change -- 1. The structural frame -- 2. The human resources frame -- 3. The political frame -- 4. The symbolic frame -- Conclusion -- 5. Knowledgeable and Supportive School Leadership -- Introduction -- Leadership has an overall purpose -- Distributed leadership -- The qualities of effective leadership -- 1. Effective leadership establishes and develops specific measurable goals so that -- progress can be shown, monitored and acted upon -- 2. The need to promote and support pedagogic reform -- 3. The need to redesign the institutional and organisational framework -- 4. The role of effective leaders in spreading the reform -- 5. Effective leaders develop the capacity of people and systems to identify -- gather and use evidence -- 6. Leaders take ownership of the project -- Conclusion -- 6. Spread -- Introduction -- Spread within schools -- Spreading the reform to more schools -- The inclusion of families and communities -- Collaboration between home and school -- Culturally responsive relationships -- Community and school collaboration -- Conclusion -- 7. Evidence -- Introduction -- A changing emphasis on evidence and assessment -- What counts as evidence? -- Teachers' use of student evidence -- Schools' use of evidence -- Developing an inquiry habit of mind -- Data literacy -- A culture of inquiry -- Mechanisms for gathering evidence -- Focus on students and teachers -- Focus on teachers and schools -- Focus on school reform efforts at a system level -- Conclusion -- 8. Shift in Reform Ownership -- Introduction -- Asking the hard questions -- Changing the culture of the school -- Confronting resistance -- Resource allocation and prioritisation -- Celebrating achievement and gains -- Conclusion -- 9. System-wide Support for Sustainability -- Introduction -- GPILSEO at the system level -- Goals: Revisiting the current policy context -- The education debt -- Systemic support for pedagogic reform to depth -- The provision of effective learning opportunities for teachers -- Alignment between preservice and inservice teacher education -- Institutionalisation -- Supporting schools to reform their organisational structures -- Leadership: Accountability and capacity building -- Spread -- Communities of practice -- Evidence to enable collaborative formative problem solving and decision making -- Ownership.

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