Response: Factors Behind The Success Of Ontario’s Schools — Part One and Part Two Ferlazzo, L. Education Week (21 May 2012 & 22 May 2012)
What’s going on in Ontario’s schools? Part One contains responses to this question from a teacher, an administrator, and two parent leaders; Part Two includes contributions from Professor Michael Fullan, a professor emeritus at the Ontario Institute for Studies in Education of the University of Toronto and current special advisor to the premier and minister of education in Ontario, and readers. Professor Fullan writes, “Unfortunately some countries in a hurry to address the issues get the solutions wrong. I call these mistake ‘wrong drivers for whole system reform’. Drivers are policy and strategy instruments designed to ’cause’ improvement in the system. A wrong driver is one that does not work; a right driver is one that does produce improvement. In our work on system reform we have been sorting out what drivers work and which ones do not. This is our conclusion: excessive accountability, individualistic strategies designed to increase human capital, technology and ad hoc policy solutions waste valuable time and resources and often make matters worse.” Other respondents point to support for teachers and involving students in the creation of assessments as reasons for the success of Ontario schools.
The following video provides an overview of some of the items discussed in Part One and Part Two of “Factors Behind The Success of Ontario’s Schools”:
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Ferlazzo, L. Education Week (21 May 2012 & 22 May 2012)
What’s going on in Ontario’s schools? Part One contains responses to this question from a teacher, an administrator, and two parent leaders; Part Two includes contributions from Professor Michael Fullan, a professor emeritus at the Ontario Institute for Studies in Education of the University of Toronto and current special advisor to the premier and minister of education in Ontario, and readers. Professor Fullan writes, “Unfortunately some countries in a hurry to address the issues get the solutions wrong. I call these mistake ‘wrong drivers for whole system reform’. Drivers are policy and strategy instruments designed to ’cause’ improvement in the system. A wrong driver is one that does not work; a right driver is one that does produce improvement. In our work on system reform we have been sorting out what drivers work and which ones do not. This is our conclusion: excessive accountability, individualistic strategies designed to increase human capital, technology and ad hoc policy solutions waste valuable time and resources and often make matters worse.” Other respondents point to support for teachers and involving students in the creation of assessments as reasons for the success of Ontario schools.
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