Prospects for Education

Prospects for EducationFebruary 20, 2012Forces and pressures on schools in CanadaForces and pressures on schools in Nova Scotia: Levin Report (April 2011)Government Report: Kids & Learning First (February 2012)Your place in understanding Kids & Learning First

1) Forces and pressures on schoolsin CanadaDemographics: Fewer families with school-age childrenMore and more dependence on public child-careChanging structure of familiesIncreased diversity as Aboriginal population grows and immigration shifts (2/3 of immigrants from Asia, Africa, and South America)Greater religious diversityMore than half of Canadas population now resides west of Ontario

Canadian economic and labour-force changesPressure for schools to solve the economic challenges in difficult timesYouth unemployment and underemployment through McJobsReplacing labor with technology egg. agriculturePressure on schools to teach job ready dispositions such as dependability and cooperationUnpredictability of labor market forecasted needsRegional variation in economies: Alberta to NS

PovertyFamily income as a strong predictor of school successLack of dominant culture capitalExpectations on schools to serve as anti-poverty programs and achieve success for all childrenTechnologyThe ascendency of videoThe expectations of computers and instant communicationsUbiquity of hand held smart devicesChallenges of teachers in keeping abreast of pedagogical possibilities of technologyHow quickly technology investments become obsolete Values and ideologyThe place of individual versus collective rights in schools and the accommodation of group rightsDeclining public faith in government, big business, churches, (institutions) Less public confidence that major social problems can be solved by governmentChallenges to big businesses and their elite Eroded pubic trust in the quality of public schools

Reform agendas for Canadian schooling: Some trendsSchool improvement at the school level (e.g. school accreditation)Inclusive education movement (special needs and race relations)Private sector emphasis upon schooling for work and technological work readiness competencies21st century learning skillsLiteracy and numeracy initiatives and testingReducing powers of school boards

2) Levin Report: April 2011 Steps to Effective and Sustainable Public Education in Nova ScotiaReducing Failure throughout the systemImproving daily teaching, learning and assessment practicesAllowing more things to count as learningBuilding pubic support and engagementMaking better use of existing facilities and resources

Levin Report: Priorities1.Reducing Failure Throughout the System. A reasonable estimate would be that even excluding special education, about 10 percent of total system spending is devoted to remedying the effects of initial failure, when it would be cheaper and better to prevent failure in the first place. The idea of failure as necessary to maintain standards is deeply engrained in our thinking about education. However, a large amount of research shows clearly that failure tends to depress, not increase, future effort, whether in education or in other areas of life.

2.Improving Daily Teaching, Learning and Assessment Practices. Working to improve daily teaching practices in line with evidence has great potential to yield better outcomes. There are more and more areas where we have good reliable evidence on effective practices. The task is to help people use those practices consistently

3.Allowing More Things to Count as Learning for Purposes of Earning School Credentials. Finding ways to encourage and recognize more forms of learning is both efficient and effective, and can be very motivating for students. Embracing some version of any time learning has the potential to be efficient, effective, and highly motivating

Levin Report: Priorities (continued)4.Building Public Support and Engagement. One of the lessons of education reform in recent years is that school improvement can only happen when all partners in educationstudents, parents, staff, educators and governmentswork together in a spirit of mutual respect and sincere effort. An honest and open process of communication, grounded on good access to information, will support improvement while it also creates more public support for the system.

5.Making Better Use of Existing Facilities and Resources. All organizations should be involved in continuing efforts to increase productivity by replacing less effective practices with more effective ones. The vast bulk of money for education is spent on salaries so improvement depends on making better use of people or in being able to generate the same or better results with fewer people, or some combination thereof.

3) Kids & Learning First: February 2012 The plan is based on recommendations from Ben Levin It also reflects the priorities of parents, teachers, students, school boards, employers, and community membersFour strategiesPut students firstSupport effective teaching in every classroomPrepare young people for good jobs, citizenshipStrengthen links between schools, parents, and the community

Rationale for Change

Student test results declining below the national average in math and reading and no significant improvementSpending more on fewer students didnt work$320 million was added to school board budgets between 2000 and 2010, yet enrolments dropped by almost 30,000 students Preparing to do things differentlyLevin Report states that experiences in Manitoba and Ontario can serve as examplesPut Students First: Objective 1

Help children before they begin schoolCo-ordinate all government programs and services for pre-school children to improve support for young children and their families Continue implementing the provinces autism spectrum disorder action planSupport healthy living for young children and their families. The province is now developing a childhood obesity prevention strategyPut Students First: Objective 2Monitor progress closely, help earlier and in critical subjects and transition yearsExpand iNSchool, the provinces student information system, to all schools.Assess students in earlier grades, and remove duplication in school board and provincial testing Expand Succeeding in Reading from grades primary and 1, into grades 2 and 3 Review and improve grade 9, a critical transition year, so students stay interested in school and are better prepared for high school14Put Students First: Objective 3Help students with special needs succeedGather better information on the progress of students with special needs to support greater achievementDetermine why the number of students on individual program plans (IPP) has doubled in the past 10 yearsDetermine why the student-to-teacher-assistant ratio varies so widely among regional school boardsPromote guidelines that help parents understand the role teacher assistants play in the classroom Implement Well-Beings: the Nova Scotia School Mental Health FrameworkPut Students First: Objective 4Promote equity for students from diverse backgrounds

Strengthen partnerships with the Council on African Canadian Education, the Black Educators Association, Mikmaw Kinamatnewey (MK), and the Council on Mikmaq EducationContinue implementing the provinces response to Reality Check, a review of programs and supports for students of African ancestryNegotiate a new education agreement between the province and MK and provide better information through provincial assessments to help MK improve support for their students as they move between band and provincial schoolsIncrease awareness among entitled families of their childrens right to French first-language education

Put Students First: Objective 5Protect the quality of education in rural communitiesTriple the number of students (from 500 to 1500) who can take on-line courses through Nova Scotias virtual schoolProtect isolated schools, while ensuring that school space is being used to provide the greatest educational benefits for students

Put Students First: Objective 6Ensure resources are directed at students first

Develop a schedule for performance reviews of school boards to identify ways to improve efficiencies and ensure effective governanceSupport Effective Teaching in Every Classroom: RationaleTeachers are working without the benefit of provincial standards to guide their teaching, leaving them unclear about expectations and leading to inconsistencies from school to schoolTeachers are sometimes expected to teach courses without having as much training, background, or experience in the subject as they would likeTeachers struggle to find time: time to teach everything that is required in the curriculum and to plan with other teachers on ways to improve student learningTeachers want practical, accessible resourcesand reasonable class sizesso they can bring curriculum alive and make it meaningful to every studentSupport Effective Teaching in Every Classroom: Objective 1Develop provincial standards for quality teachingDevelop provincial teaching standards to define expectations for instructional quality in every classroomSupport Effective Teaching in Every Classroom: Objective 2Ensure teachers have relevant background and experienceImprove the match between what teachers are asked to teach and their training, background, or experienceEnsure that training leading to teacher certification upgrades is based on the needs of the classroomand that it is relevant, comprehensive, and high qualityHelp create professional learning communities in every school, where teachers work together focused on student successContinue the instructional leadership program for principals and vice-principals

Support Effective Teaching in Every Classroom: Objective 3Enable teachers to spend more time teachingStreamline administrative tasks, reduce paperwork, and allow teachers to spend the maximum amount of their work-day focused on studentsKeep class sizes lowExamine the time students have for learning, particularly for math, literacy, and physical activitySupport Effective Teaching in Every Classroom: Objective 4Provide the information and resources teachers needMake iNSchool available to every teacher, along with support to learn to use itProvide mobile technology centres to every elementary school to help students use technology to develop their literacy skills Make more teacher resources available onlineProvide more books, resources, and activities for students and curriculum guides that help teachers with what experts call differentiated instruction or responsive teachingPrepare Young People for Good Jobs, Citizenship: RationaleOver the past 20 years, Nova Scotias economic growth has been lower than in any other province in Canada jobsHere is an aggressive plan to turn this around, so young people can stay and build a future for their families in our great communitiesThe work starts in our schoolspreparing young people not just to work in those jobs but, with imagination and drive, to create themPrepare Young People for Good Jobs, Citizenship: Objective 1Keep every student interested, motivatedReview high school courses, based on student interest and enrolment, and how the courses contribute to the essential skills and knowledge todays graduates needIntroduce a new personal development credit, enabling students to pursue individual passions and demonstrate skill development, leadership, and personal growth

Prepare Young People for Good Jobs, Citizenship: Objective 2Link learning to the workplaceIntroduce a new skilled trades course, Manufacturing Trades, linked to shipbuildingDouble the number of high schools offering skilled tradesExpand Options and Opportunities O2 and establish a Discovering Opportunities program in junior highMarket co-operative education to employers in communities where co-op opportunities are now more limitedExpand career development efforts in high schools and the Parents as Career Coaches programExpand partnerships that help students with special needs transition out of high school into the work world and life in the community

Prepare Young People for Good Jobs, Citizenship: Objective 3Strengthen skills that help studentsHelp more students communicate fluently in French to enhance their employability and contribute to the cultural diversity of the provinceStrengthen students skills in information and communications technologyContinue to provide resources and support for teachers delivering arts education in classroomsStrengthen Links between Schools, Parents, and the Community: Objective 1Increase services for kids and families in schoolsBring more services for kids and families into schools by expanding SchoolsPlus Act on the issue of cyberbullying in partnership with families, community partners, and students themselves.Support and build on programs that help at-risk youth and promote respectful behavior in schools. e.g. restorative approach to managing conflicts, Lighthouses Program gives students after-school activities that support their social, physical, and educational development and Actions from the Ministers response to Promoting Student Engagement

Strengthen Links between Schools, Parents, and the Community: Objective 2Welcome parents and community members into our schools; give them meaningful rolesEstablish a community-use-of-schools grants program that will strengthen schools as centres in their communities Give parents and caregivers easier and immediate access to information about what and how their children are doing in schoolExpand workshops that give parents the information they need, or a role they are seeking. For instance, Positive Parenting WorkshopsDiscussionWhat are the dominant messages of the government response to the Levin Report?What political and policy ideologies seem to be driving them? Which objectives seem most controversial to you? Why?Which are you most in favor of and why?Which do you most oppose and why?What are the implications of this policy document for your future as an educator in Nova Scotia?ActivityExplore one of the ideas raised in Kids & Learning First in more depth.Identify the implications, positive and negative, for your professional place in schools.Identify the implications, positive and negative, for Nova Scotia society.Why is the government proceeding with this recommendation? What professional-lay support or opposition might there be for it? Why?