Presentation #1 Title: Ontario Ministry of Education: An External Evaluation of the School Support Initiative

• In Event: Achieving Equity in Education: Intervention Programs Using Collaborative Inquiry as a Model for System-Wide Improvement

Abstract

Purposes and Perspectives
As part of Ontario Ministry of Education’s overall Student Success Strategy, the School Support Initiative (SSI) was introduced in 2008. As of the 2014-15 school year, SSI is being offered in 214 schools in 29 school boards across the province. The initiative offers intense supports to students who are not currently experience success in the publicly funded education system. More specifically, these supports are offered to both English-language public and Catholic secondary boards where the indicator data points to low performing schools in which a significant number of students are not on track to graduate within 4 or 5 years.

In August of 2015, University of Ottawa completed an external evaluation of the initiative and the presentation will articulate the impact of SSI in low performing schools. The underlying goals of the SSI are to build the capacity of the principal as the instructional leader; enhance instructional practices of teachers in classrooms; and ultimately, improve student achievement.

Methods and Data
The evaluation builds upon data and information from existing Ministry of Education research, monitoring and evaluation activities, and uses a mixed-method design with sequenced quantitative and qualitative data generation methods.

The research design has several different components to reflect the need to generate data at multiple levels. The evaluation adopted a two-phase exploratory sequential design (Creswell, Plano Clark et al. 2003). There are two design strands associated with the first phase: (i) secondary analysis of extant Ministry data related to SSI and (ii) an in-depth exploration of SSI through a multiple matched school-based qualitative case study. The results of both of these strands informed the second phase - the development of a quantitative web-based survey administered province-wide in a multi-level design.

Results and Significance
The presentation will examine questions related to the implementation, impact, and effectiveness of the SSI. The initiative is grounded in research (e.g., Fullan, 2001; Schmoker, 1999; Marzano et. al, 2005; Elmore, 2004; Hopkins, 2007; Leithwood & Beatty, 2008). These researchers provide evidence to indicate that key strategies to enhance success and positive outcomes for students are recognizing the importance of the instructional leadership capacity of the principal.

The findings from the evaluation will further inform the work from research to policy and practice. Some of the questions that will be articulated in the presentation includes but not limited to:

Implementation:
1. To what extent have the key components of the SSI (i.e., principal instructional leadership; enhanced instructional practices; and improved student achievement) been implemented in the school and board?

Impact:
2. Has the principal’s instructional leadership capacity improved as a result of the SSI initiative?
3. Has teacher practice changed as a result of improved instructional leadership? If so, how has the changed teacher practice impacted student achievement?
4. If any, what are the unintended impacts of the SSI? Are these positive or negative?

Authors

• Ruth G. Kane, University of Ottawa

• Megan Borner, Ontario Ministry of Education