ahds annual conference 2014 - graham donaldson
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Keynote Speaker at AHDS Annual Conference 2014 'Teaching Scotland's Future: What you need to know and do' Graham DonaldsonTRANSCRIPT
Keynote 1Graham Donaldson
SHAPING THE FUTURE
Graham Donaldson AHDS November 2014
Factors Promoting Change
Increased autonomy at local and school levels
Increased accountability in public sector and demands for evidence-based policy making
Information on school quality, including international comparisons
Rising importance of education•Knowledge and the economy•International competition•Growing expectations
Demands to use public resources efficiently
Technological developments, commercial interests &
media
New and growing expectations?
Instrumental pressure? Education is for work?
Education for democratic participation / citizenship?
Uncertainty and lifelong learning?
New conceptions of knowledge?
Creativity, teamworking, problem-solving?
Deprivation and educational achievement?
Better learning or different learning?
Anywhere, anytime learning? Hand-held connectivity?
Social networking
Some Implications
Some Interesting Challenges
Defeating destiny – deprivation/expectation/aspiration
Raising standards – particularly in maths, science, computing and
basic literacy and numeracy skills
Establishing a broader, more secure and enduring base of
education before qualifications
Creating space for engaging teaching and learning
Sustaining high quality and relevant education
Building the capacity of the teaching profession
Package and push?
Direct and demand?
Manage and measure?
Promise and punish?
Hearts and heads?
Network and nourish?
Pervasive tension between immediate impact and Pervasive tension between immediate impact and long-term, sustainable growthlong-term, sustainable growth
Storming the classroom citadel
“The basic lesson of nearly fifty years of policymaking in education at both the federal and state levels is that there is not necessarily a relationship between what policymakers say will happen and what actually does happen as a consequence of policy.”
“...institutional change – including changes in the rhetoric of policy and in the accompanying regulatory superstructure – do not necessarily result in educational improvement.”
“Educational reform can become a kind of conspiracy of ignorance”
Elmore, School Reform from the Inside Out 2007
Impact of Reform
Impact of Reform
“We have in education a long history of innovation but it rarely touches but a chosen few.”
Hattie, Visible Learning (2009) p254
Cuban and Tyack in Hattie ‘Visible Learning ’ 2009
Teachers and change
Schools with more autonomy over curricula and assessments tend to perform better than schools with less autonomy when they are part of school systems with more accountability arrangements and/or greater teacher-principal collaboration in school management.
Stratification in school systems, which is the result of policies like grade repetition and selecting students at a young age for different “tracks” or types of schools, is negatively related to equity; and students in highly stratified systems tend to be less motivated than those in less-stratified systems.
Beyond a certain level of expenditure per student, excellence in education requires more than money: how resources are allocated is just as important as the amount of resources available.
Across OECD countries, students who reported that they had attended pre-primary school for more than one year score 53 points higher in mathematics – the equivalent of more than one year of schooling – than students who had not attended pre-primary education.
What might work? PISA 2012
OECD PISA Results in Focus 2014
Economic and Social Research CouncilEducation in a Devolved Scotland 2013
Reading score of 15 year olds PISA, 2009
BUT ALSO
PISA Reading 2009
Between Schools
WithinSchool
England 29% 71%
Wales 17% 83%
NI 51% 49%
Scotland 18% 82%
Lessons from abroad
• No universal template – insights not models but increasing evidence of policy travel accentuated by PISA and other international surveys.
• Trend towards seeing the curriculum as more than access to specified range of subjects or courses - moves from ‘learning about” to “learning to”
• Growing skills focus in curriculum specifications
More messages
• Tendency towards breadth with a core
• Literacy and numeracy essential foundations with a
growing emphasis on digital literacy although
• Emphasis on application and development of higher order
skills, creativity, (entrepreneurship)
• Mixed-mode assessment
• ‘Judicious’ (???) use of testing
• Clarity about purposes and uses of assessment –
increasing focus on aid to learning
A few more
• Subsidiarity principle common but not universal – statutory curriculum still quite common but moves towards specification of goals and to encouraging greater local decision making including school ownership/teacher agency
• Agility and review demand less cumbersome mechanisms
• System alignment – bringing improved synergies amongst curriculum, assessment and accountability arrangements
• Recognition of capacity implications– starting point as well as aspiration
High performing education systems combine quality with equity
Peru
Chile
Bulgaria
Hungary
Slovak RepublicPortugalLuxembourg
France
Uruguay
New Zealand
Chinese Taipei
Belgium
Costa Rica
RomaniaIsrael
Germany
IndonesiaColombia
Tunisia
ArgentinaBrazil
MalaysiaTurkey
Greece
Lithuania
Latvia Russian FederationSpain
United Kingdom
Czech Republic
Denmark
Slovenia
Ireland
Austria
Viet Nam
Switzerland
Singapore
Shanghai-China
Poland
United States Croatia
Netherlands
Montenegro
Serbia
Hong Kong-China
EstoniaFinland
Thailand
Japan
Sweden
Australia Canada
Jordan
Macao-China
United Arab EmiratesKazakhstan
Iceland
Qatar
Norway
Mexico
Liechtenstein
Korea
Italy
300
350
400
450
500
550
600
650
051015202530
Mean mathematics score
Percentage of variation in performance explained by the PISA index of economic, social
and cultural status
Strength of the relationship between performance and socio-economic status is above the OECD average
Strength of the relationship between performance and socio-economic status is not statistically significantlydifferent from the OECD averageStrength of the relationship between performance and socio-economic status is below the OECD average
OE
CD
av
era
ge
OECD average
Above-average mathematics performanceBelow-average equity in education outcomes
Above-average mathematics performanceAbove-average equity in education outcomes
Below-average mathematics performanceBelow-average equity in education outcomes
Below-average mathematics performanceAbove-average equity in education outcomes
Greater equity
Performance of Swedish students on PISA
Case Study : Sweden
• Decentralised system from 1990s – • National steering but local delivery – Local decisions about resources and
approaches• Voucher system• Free schools funded by state
• Declining PISA and other international performance over successive surveys• 2011 Goal-focused National Curriculum enshrined in law
•Values, goals, syllabuses•A – F Grading system based on criteria at 3 Points (A,C,E) / National tests
• Reform of teacher education•Standards set by National Agency for Education but …•28 universities•Individualistic culture
• Compliance-based inspection•5 year cycle•Published report•Non-compliance highlighted but not strengths•Follow up
• Low standards, indiscipline, low morale, confusion, variability• Why? Alignment!!!
Case Study Scotland: we have
• Similarly decentralised system but no statutory curriculum, no vouchers or free schools
• Stable PISA performance after initial decline – much better than Sweden
• Curriculum for Excellence – values/capacities/breadth/literacy & numeracy
• Major reforms in teaching profession –
• ‘Teaching Scotland’s Future’
• Clear professional standards and registration – GTCS independent
• ITE in universities
• Developing leadership culture
• Growing peer to peer learning and networking
• Leading country in self evaluation and school improvement/risk-based inspection/strengths highlighted
• Alignment???
NATIONAL CONTEXT
The Reform ‘Programme’
Broad, twenty-first century education for all (four capacities / outcomes- based general education between 3 and 15/Senior Phase)Deep learning and higher standards Literacy and numeracy across the curriculumEngaging, imaginative and purposeful pedagogyAssess what we profess – wider achievement
AND
A new paradigm of governance and changeA revitalised and better connected teaching profession
Distributive leadershipConstructive accountability
GIRFECOne aligned agenda
Scottish Teacher Education Reform
New degrees – practicum reconceptualised
Career-long professional learning – ITE/Induction
New Standards Framework from GTCS
More relevant, collegiate and challenging professional development
Professional review and update
Masters level profession – Scottish Masters Framework
Scottish College of Educational Leadership (SCEL)
Strong partnership approach - University engagement
(Donaldson, Teaching Scotland’s Future 2010)
“She’s been on a course”
Cascade – spray and pray
“They should try teaching here”
“When were they last in a classroom”
From In-Service Training to Career-Long Learning
Individualism and individuality
Balkanisation
Contrived collegiality
Professional learning communities
Clusters, networks and federations
Hargreaves and Fullan, ‘Professional Capital’ 2012
From In-Service Training to Career-Long Learning
Authentic – real issues in context
Extended not one-off
External stimulus and challenge
Engaged in learning
Collegiate – necessary but not sufficient
Supportive leadership
Funding/release time/voluntary or compulsory unrelated to
influence on student outcomes
Timperly et al quoted in Hattie ‘Visible Learning’ 2009
What Works Best?
Professional culture – collegiate, reinforcing and exploring
Professional commitment
Supporting structures and partnerships
GTCS Standards
PRD
Focus on impact on learning
Key Elements
Do not feel imprisoned by the past or the contextActive member of extended professional community
Professional inquiry and explorationEngage with complexityMasters level thinking
GTCS Standards and PRDLeadership is not about length of service
Aspiration, reflection and optimism
A revitalised teaching community
Better experiences and outcomes for our young people
What about you?
KEY MESSAGES
• The world is changing fast
• Schools are inherently sceptical about external solutions
• The answer lies in the school/between schools/beyond schools
• Build the capacity of teachers
• Nobody can give you that answer but outside support and challenge
matters
• Be clear and honest about your challenges – no conspiracies of
ignorance
• The way forward is more about exploration than implementation
• Draw strength from colleagues – isolation is the enemy of improvement
• Break new ground – real action research
Thank You
Keynote 2Gillian Hamilton
Gillian Hamilton
AHDS Keynote – November 2014
Follow SCEL on Twitter @TeamSCEL, @CEOSCEL
Recommendation 50:
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A virtual college of school leadership should be developed to improve leadership capacity at all levels within Scottish education.
From virtual to reality:
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Virtual:
Almost or nearly as described, but not completely or according to strict definition.
Not physically existing as such but made by software to appear to do so.
Denoting particles or interactions with extremely short lifetimes and (owing to the uncertainty principle) indefinitely great energies, postulated as intermediates in some processes.
Key messages from scoping
•Independence and autonomy
•Inclusivity and accessibility
•Coherence and coordination
•Quality assurance
•Set the leadership agenda
•Partnership in co-construction and delivery
Follow SCEL on Twitter @TeamSCEL
Vision • Develop, articulate and implement a vision for educational
leadership in Scotland that is learner focused and futures oriented.
• Provide coherence for the range of leadership development opportunities available in Scotland.
• Offer / facilitate innovative and cutting edge leadership development opportunities that are research-led, practice focused and bench marked internationally.
• Embed ‘leadership networks’ across the sectors and systems so that leaders at all levels are connected to and within professional leadership communities.
Follow SCEL on Twitter @TeamSCEL
Developing SCEL – Progress to date
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• Governance • Staffing – recruitment of CEO and Chair
• Board appointment process complete • Location and premises
• Initial meetings of Partners’ Forum and Stakeholders’ Forum
• Pilot Fellowship Programme
• National Consultation on Leadership Pathways and National Headship Programme
Follow SCEL on Twitter @teamScel
Follow SCEL on Twitter @teamScel
Follow SCEL on Twitter @teamScel
Framework for Educational Leadership All teachers are expected to be leaders in a number of important ways.
They are expected to lead learning for, and with, all learners, with a clear focus on improving outcomes for everyone (pedagogical leadership).
All teachers are expected to develop their capacity to lead colleagues and other partners to achieve change, for example through specific projects or development work (middle leadership).
Teachers in, or aspiring to, leadership roles within education are expected to lead teams, initiate and manage change effectively and develop leadership capacity in others (school leadership).
All leaders have a responsibility for encouraging collaborative partnerships to ensure positive outcomes for all children and young people (system leadership).
Follow SCEL on Twitter @teamScel
Follow SCEL on Twitter @teamScel
Follow SCEL on Twitter @teamScel
Programme Development Phased programme of growth and development
•Teacher leadership / Middle leadership
•Headship programmes
•Headstart programme for new heads
•Serving heads / Fellowship Programme
•Regional Network Leaders
•Register of experts / specialists
SCEL Fellowship Programme
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• Designed to provide advanced development opportunities for headteachers in schools and heads of establishments in early years centres.
• Design principles underpinned by the model of professional learning that integrates reflection on practice, cognitive development, experiential learning and collaborative learning.
• Participants will extend their professional learning and widen their leadership experience while taking forward an aspect of policy development that enables them to engage with policy formation and implementation at local, national and international levels.
• New Fellows will become champions and ambassadors for the College as well as contributing as system leaders in Scotland.
Follow SCEL on Twitter @teamScel
Follow SCEL on Twitter @teamScel
Regional networksTeam of Regional Network Leaders
Work for the College for an agreed number of days per year
Local partners – LA link officers, learning reps, ES area officers
Defined role
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Contact us at: Scottish College for Educational Leadership
The Centrum Building
Unit 2E - 38 Queen Street
Glasgow
G1 3DX
0141 548 8005
www.scelscotland.org.uk
Follow SCEL on Twitter @teamScel