Successful School Improvement in the United Kingdom and Canada. Canadian. Journal of Educational Administration and Policy. Issue #1. 5, April 1. Successive studies have shown. Yet, despite a good deal. School RenewalMission:Manitoba School Improvement Program (MSIP Inc.) is an independent, non-profit, non-governmental organization that promotes educational equity and social justice by collaborating with public secondary. Assistant 2 - STUDENT ADVISOR - 3294.CSTS: University of Manitoba-WINNIPEG,MB the program. The existing literature provides. This article. considers two school improvement projects that have been shown to have. The Improving. the Quality of All Project (IQEA) in the United Kingdom and the Manitoba. School Improvement Project (MSIP) in Canada have both demonstrated considerable. Earl and Lee, 1. 99. Hopkins and. Harris, 1. These projects are well known within the international. The. Improving the Quality of Education For All Project (IQEA)The Improving. Quality of Education For All Project (IQEA) was established ten. Cambridge University. Since then it has. England and Wales and additionally.
Iceland, Puerto Rico and South Africa into. The project is currently led by staff at two universities. United Kingdom, Cambridge and Nottingham. Both these universities. IQEA schools. The IQEA. In other. words they harness the possibility for internal change through external. Its central premise is that without an equal focus. The IQEA. project is self- funding and therefore totally financially dependent. On average schools pay $3. Entry to the project is limited; consequently schools. First. they have to gain support from at least 8. Second, they have to commit their staff development time. IQEA over the three semesters. Third, they have to recruit a . Finally, schools have to be committed to internal and external. On the. other side of the partnership, the University provides a programme of. The role. of the link adviser is to provide support for the school during the. While their role within different schools. Typically. an IQEA school will focus upon one aspect of teacher development as. Most recently, schools in the Nottingham. University cohort have considered 2models of teaching as the catalyst for. Following training input from. IQEA team, schools select one or two models of teaching for exploration. Supported by staff development activities, teachers are. The net result of this. Essentially. the IQEA project seeks to support school improvement efforts by developing. Much of. the IQEA work is taken up in enhancing schools' . Essentially. IQEA is a model of school change that is premised upon facilitating. It is not prescriptive in terms of what. In addition, the model is research driven. The. Manitoba School Improvement Program. The Manitoba. School Improvement Project dates from 1. Walter and Duncan Gordon Foundation. Canadian charitable foundation. The Foundation chose Manitoba as the. Canadian high school improvement project based upon. Manitoba met these criteria and was willing. Earl and Lee, 1. 99. Established. initially with a very definite urban focus, the program has in recent. The Manitoba. School Improvement Programme (MSIP) differs from IQEA in a number of. Firstly, it pre- dated government reform aimed at. IQEA is very much part of the national school. Secondly, it originated from an independent charitable. Thirdly, it draws more upon the professional knowledge of teachers. Finally, its focus is exclusively. IQEA's national. and international activity. The basic. approach of MSIP has been to provide funding directly to schools for. With central professional. MSIP Coordinator and an Evaluation Consultant. However, accessing the funding is procedurally. Each school has to prepare a pre- application. This is undertaken in conjunction. MSIP co- ordinator and evaluator who advise schools on their. Prior to even reaching the formal application stage, the. MISP team work in conjunction with schools to ensure that their plans. Each MSIP. school is assessed on a common set of criteria, and projects have to. Earl and Lee, 1. 99. Like IQEA. MSIP is not prescriptive as to the specific focus that any school will. Rather, this is defined locally by. Some schools have focused on curriculum. Whatever the focus, attention. Once a. school plan has been approved schools had access to substantial multi- year. These funds provided support. Each school had access to the Manitoba- based. MSIP staff who provided a readily available source of expertise on school- based. In addition all schools participated in a provincial. MSIP network of educators that provided a support structure for professional. Just as. internal and external evaluation processes are a key element of each. MSIP school's program, it has been as central part of the whole MSIP. A comprehensive evaluation of the program in 1. Earl and. Lee, 1. MSIP approach has not offered a panacea. Manitoba and, not surprisingly, the effectiveness. We can now show how secondary schools can move quickl even more quickly than we thought possible - - and in a cost efficient. MSIP is in the vanguard of stimulating lasting system change through starting with schools (Earl and Lee, 1. Comparing. MSIP and IQEA: The Process of Improvement. The process. of school improvement still remains a 'black box' for many school improvement. Clearly, this is a difficult area to traverse, as there are. However, both IQEA and MSIP are. From this analysis. External. Agency: An essential component of both IQEA and MSIP is the emphasis. Both projects demonstrate. As teachers become. A. focus upon specific teaching and learning goals: In both programmes. In. the MSIP programme teachers spend a great deal of time refining their. Each of the projects. In IQEA also, the emphasis is. A. commitment to teacher development and professional growth: Schools. In the MSIP programme staff development. Attention is given to ensuring that training is offered. Much of the training. MSIP schools. Similarly, within IQEA staff development is one of. Evaluation evidence suggests that in both programmes. Professional. interchange, collaboration and networking: Both IQEA and MSIP. The schools that. Earl and Lee, 1. 99. Similarly, the IQEA network provides schools. This professional trust has been shown to be fundamentally. Devolved. leadership and temporary systems: Schools in both programmes put. Within MSIP there may be many such groups depending on. In both. cases, these groupings are temporary and do not reflect existing structures. Formative. and Summative evaluation: The twin processes of formative and. IQEA and. MSIP schools. The feedback loop provided by formative evaluation mechanisms. This. allows changes to be made using data to inform development. Similarly. external evaluation procedures allow for a check on the programme. The emphasis placed on internal. Final. Comment. The evaluation. IQEA and MSIP demonstrate the potency of their respective. As one dissects the core components. The area of greatest. Earl and Lee (1. 99. While some schools may. MSIP and IQEA. schools have begun the journey of school improvement. The challenge. remaining for each programme is to ensure that they can continue on. Correspondence. Dr Alma Harris (Co- Director) Centre For Teacherand School Development. School of Education, Jubilee Campus, Wollaton Road Nottingham NG8 1. BB. alma. harris@nottingham. References. Earl. L. Evaluation of the Manitoba School Improvement. Program. Winnipeg: Manitoba School Improvement Program. Fullan, M. Buckingham. Open University Press. Hopkins, D., Ainscow, M. School Improvement. Era of Change. Hopkins, D, Ainscow, M and West, M (1. Unravelling the Complexities. School Improvement: a case study of the Improving the Quality. Education for All (IQEA) Project. Open University Course E8. Organisational Effectiveness and Improvement in Education. Hopkins, D. 1. 2, 4. Changing our Schools: Linking. School Effectiveness and School Improvement. Buckingham. Open University Press. School Reform in Canada. We wish to acknowledge their work and their. Endnotes See Hopkins et al (1. Improving The Quality of Education For All. London David Fulton Press for a full account of the project. The project. is currently managed at the Centre For Teacher and School Development. University of Nottingham, UK. For more information contactdavid. Joyce, B. Calhoun, E and Hopkins, D. The Manitoba School Improvement Program is located at Suite 1. York Avenue, Winnipeg, Manitoba, Canada, R3. C 0. P8, and can be accessed.
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