leading personalised learning in...

www.ncsl.org.uk

Leading PersonalisedLearning in SchoolsHelping individuals grow

NCSL

Leading Personalised Learning in Schools

National College forSchool LeadershipTriumph RoadNottingham NG8 1DH

T: 0870 001 1155F: 0115 872 2001E: [email protected]: www.ncsl.org.uk

£5, when sold

PB38

To order a copy of this publicationplease [email protected] reference

National College for School Leadership 2005

Personalised learning offers a means of transforming the learningexperience of every child. It will create an education system tailoredto the needs, interests and aptitudes of every single pupil. As such,it is a challenge for schools, but it is also a real opportunity to makea positive impact on young people’s learning and future.

This booklet aims to support headteachers wanting to learn moreabout and plan for personalisation.

It builds on the work of NCSL’s Leadership Network and on theresearch the College has done in a number of schools. It offershighlights from speeches at NCSL’s 2004 Leadership NetworkConference and contains self-review questions to help headteachersconsider the implications of personalisation for their own school,identify actions and evaluate current practice.

We are at the start of a long journey, and this booklet is an early step.It is one of a series of planned NCSL publications on the subject ofpersonalisation, which aims to provide school leaders with examples ofpractical steps, imaginative practice and the latest thinking.

For our latest work, please visit www.ncsl.org.uk/research


Contents

Part One:Perspectives on Personalisation

New Beginnings 5Ray Tarleton

Staying with You 8David Miliband

Focusing on the Big Things 13Charles Leadbeater

Growing into it 18 Dean Fink

Shaping the Future 23 Dame Pat Collarbone

Part Two:Personalisation andLearning-centred Leadership

Overview 25

The Core Components 27

Self-review for Schools 33

References, Resources 56and Further Reading

3

4

“We have got the knowledge to turnpersonalisation into a reality.”

Part One:Perspectives on Personalisation

5

New Beginnings

Ray Tarleton, National Co-ordinator, Leadership Network

6

So what do we mean by personalisation?Well, my bank sent me a text this morningalerting me that a sum of money had beenwithdrawn from my account. I know someof you are already doing something similar inyour schools. It’s the sort of personalised,targeted, individualised information aimeddirectly at the parent that people want toread. In the future children will not needphotocopied information; they will bedownloading knowledge electronically inwhatever personalised format they wish. Andin that world, which is already with us, we, asteachers, have got to find more skills to dealwith that technology.

“There is a Chinese proverb,which says that a single candlecan light 20,000 other candleswithout diminishing itself.”

7

Many of you view personalisation as anattractive concept but feel that we havea school leadership wary of breaking the mould and teachers who were raised in thenational curriculum era and who cannotbreak out of the colouring-by-numbers styleof teaching. We need to find ways of turningrisk-taking and accountability mechanismsinto engines of change rather than barriers to progress. School leaders are the onlypeople who can make this agenda happen.We have got the operational knowledge toturn personalisation into a reality. Supportedby NCSL, working together, we can, I believe,as the Chinese proverb said, be the candles oflight spreading right across the system andbecome brighter ourselves.”

8

Staying with YouStick with the debate, make it part of your daily practice

David Miliband

9

“In simple terms, personalised learning isthe route to raise quality and equity in oureducation system.”

“We are at a key moment in the debate aboutthe future of public services. The centralchallenge for us is how we resolve thetensions between a universal system andpersonal needs …between excellence andequity and between flexibility andaccountability, in a way that delivers for all.I am fundamentally optimistic that, sevenyears into government and with thepublication of a five-year strategy, we arein a position to resolve those dilemmas in avery positive way and put English educationnot just at the heart of a revolution inschooling, but actually at the cutting edgeof the debate about the role of public servicesin a modern society.

10

“I’m optimistic about the education system,partly because the effects of the better andincreased inputs going into the system arenow visible: 28,000 more teachers than sevenyears ago; 100,000 more support staff,broadband and ICT connections; morehardware and software; and better quality of teaching. But much more encouraging isthe use to which those inputs are being putand the results that are being generatedacross the curriculum in primary andsecondary schools by teachers and pupils.Average quality is rising in our educationsystem but with equity rising too – and that is very significant.

In simple terms, personalised learning is the route to raise quality and equity in oureducation system. It means something verysimple for me; it means an education systemtailored to the needs, interests and aptitudesof every single pupil. I see personalisedlearning not as a new policy, but as theuniversal application of the principles andpractices that have delivered in the past forthe relatively few.

Our three organisational foundations,which make up the personalised learningframework are:

• legal and financial flexibility for schoolsto deliver on an agreed set of outcomes

• a smarter accountability framework

• and collaboration with a hard edge

“I see personalised learning not as a new policy,but as the universal application of the principlesand practices that have delivered in the past forthe relatively few.”

11

“This debate is THE big idea in educationtoday. If you talk to people in this countryabout personalised learning and get throughthe jargon, they’re excited by it. If you go toschools that are delivering the sort ofpersonalised learning we’re talking about it isfantastically inspiring. I plead with you to stickwith this debate and relate it to your dailypractice because that is where the strengthof personalised learning agenda comes from,that’s why the Prime Minister launched itmore than a year ago and that’s why it’s stillalive and kicking in a big way today.”

12

“A large part of personalisation is aboutself-management and self-provision.”

13

Focusing on the Big ThingsChanging relationships between learner and provider

Charles Leadbeater

14

“Personalisation is about understanding andtaking the time and consideration to learnabout what it is that the people we serve inpublic services really want. At its rootpersonalisation is about education, aboutmorality, human social goals, connecting withthe internal motivations that we need tounlock for people to really learn; it’s aboutmoving from seeing education as meetingand imposing external standards to meetexternal yardsticks, to working on internalmotivation and aspiration.

Why is it important that an education systemlike ours should have that goal? Too oftenwhen we think of management andleadership we think in terms of propulsion.If your job is to get a rock from point A to Bit’s very easy. You pick up a rock and throw it.When we think of management we havethe rock throwing mentality.

Now, imagine you’re trying to get a birdfrom point A to B. If you’ve spent too muchtime with the wrong management consultantyou would know that you take the bird, strapa rock to its wings and throw it at point B.

Now, imagine you’re trying to get a flock ofbirds from point A to B – the only way to dothis is to set the goal that attracts them topoint B. If you want to run complex systemsin an effective way you have to have simpleand exciting goals.

15

Personalisation is about the whole child,about building the capacity and appetite forlearning across society. By bringing togetherchildren’s services, education and health,we could create the foundations for a masseducation system of a kind we haven’t reallyhad. It’s difficult to get personalisation unlessyou have elements of choice but choice needsto be handled carefully, choice can beexploited by the most advantaged first and itisn’t the be all and end all – too much choiceleads to anxiety, bewilderment and confusion.

All the evidence in the public sector suggeststhat choice works when it’s well designedand not just left to the whims of the market.We also have to ask ourselves whether or notthe ambition of personalisation causes us tore-think what the basic unit of educationshould be. Is it a single school or group ofschools, cross-phase or within phase andpossibly linked in with children’s services?

16

A large part of the personalisation agendain education and wider society is about self-management and self-provision.

For instance, the average diabetic spendsthree hours a year with doctors but spendsthousands of hours a year self-managing theircondition. Public service reform programmesaround choice of GP or booked appointmentswould change what happens in that threehours, but it would be much much moreimportant to change what happens in thethousands of hours that diabetics self-manageby giving them self-support, linking them uppeer-to-peer, giving them better tools, betteradvice and diet. If we believe that much oflearning takes place beyond the classroom incommunities and in families then actuallyencouraging self-management rather thanchoice within a provider or two providers maybe as important as these other agendas.

Having spent a year or two going roundvarious parts of the education system, I thinkthere’s a real opportunity. There’s a comingtogether in more enlightened thinking at thecentre, more imaginative and morethoughtful. If you add up: personalisedlearning, which should change therelationship between the learner and theprovider; foundation partnerships, whichshould change the relationship betweenschools; children services, which shouldchange relationships between schools andother services affecting children; the NewRelationship with Schools, which shouldchange the relationship between schools andthe wider system – you’ve got all the keyelements of the system being changed at the same time.

17

It’s possible to imagine that in the year 2010you could have an education system that ismuch more bottom-up, which is driven byself-evaluation, where inspection is designedaround improvement rather thanenforcement, where collaboration is taken forgranted as an essential tool for improvementand where the focus is on encouraging thewhole child to learn towards standards withtheir own aspirations and motivations ratherthan same school approach.

But I suppose my worry is not with you butwith the Department for Education. Ourcapacity to snatch defeat from the jaws ofvictory is so high. By taking this trip towardsthis new system we’re still capable of taking itinto different directions. The tendency to pullback to old systems and old ways of doingthings is still incredibly strong. One of themost important things we should do is to tellthe centre what it should stop doing to makethis system a reality and focus on the bigthings that they can tell you to do which helpyou to do your job better.”

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Growing into itPersonalised learning is an idea for our time

Dean Fink, Educational Consultant

19

“Its been an absolute revelation to see thechange that has taken place in the last decade.”

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“I’ve been coming to this country for the last10 years and it’s been an absolute revelationto see the change that has taken place in thelast decade from the ‘good ol’ days’ of naming,blaming and shaming. Anyone with an ounceof sense knows that you can’t build winnersby calling them losers. Now though, we see atotally different type of emphasis when we’retalking about personalised learning and,frankly, that’s exciting for me because I’vebeen talking about it for the last 30 years.”

Dean contrasts traditional public administrationwith new public management and attacksthe structure of the average secondary school,a structure in which Henry Ford would feelcomfortable because of its hierarchy,bureaucracy and assembly line mentalityfocused on process more than product.

“Personalised learning is an idea for our time. It’s a recognition of humanuniqueness.”

21

“Leaders of the 21st century are like the three-legged man, like Jake the Peg. They have oneleg in traditional public administration, sincemost still work in hierarchical bureaucracy;one leg in new public management as theystruggle with regular standardised tests andsite-placed management; and a third leg inlearning communities as they work to refocustheir schools and communities on students’learning. The challenge for leaders andeducation is to learn how to balance all threelegs – simultaneously – without falling flat onyour face.”

Dean describes three dimensions of educationalreform and suggests questions that must beasked of a reform:

• Does it have depth and can it changeimportant rather than superficial aspects ofstudents’ learning?

• Does it have length, is it sustainable over longperiods of time?

• Does it have breadth, can it be extendedbeyond a few school networks?

Dean describes a ‘greater hunger’ not just toprepare kids to make a living but preparingkids for life, preparing them to function in acivil society.

“I think personalised learning is an ideafor our time. It’s a recognition of humanuniqueness – we are not just trying toturn out assembly-line children. It meansredesigning our schools to fit the pupilsrather than what we do now, which is totake the kids and force them to fit into theexisting structures. It means a focus onlearning, deep learning, learning forunderstanding, learning for meaning andgiving people time.”

“There will be pitfalls and problems and noteverything about personalised learning isgoing to work well. I urge you not to rush intopersonalised learning and encourage youto problem-seek rather than problem-solve,to develop something which will changeimportant things and be sustainable.”

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“The necessary changes are not going to happen overnight… they are not going to happen at all unless we grab hold ofthe agenda.”

23

Shaping the FutureDame Pat Collarbone, Director, National Remodelling Team

“The biggest question for me is how we getchange in the system that works and that canbe sustained? We live in a time of paradoxbut I think the issue is that we’re movingfrom a system of national prescription, wherefor many years we’ve been told what to do,to one of you leading reform and we have tomanage that transition such that there are asfew casualties as possible along the route.

The challenge for schools in the face ofreform is the building and sustaining oflearning communities with the real focus onlearning. And that requires partnership andcollaboration. It means working together tomeet the challenges of change. It’s abouthaving patience and commitment to school reform and remodelling and schoolsleading reform.

The Leadership Network has a vital role.It has a really great opportunity to make areal difference debating a dialogue betweenkey thinkers and ministers. The necessarychanges are not going to happen overnightbut they are not going to happen at all unlesswe grab hold of the agenda.

Colleagues, it is a time of great change andchallenge but it is a time of real opportunityto make a difference, to take the agenda andshape the future to ensure every child is in awell-led school and every leader is a learner.”

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Part Two:Personalisation andLearning-centred Leadership

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Overview

Personalised learning features strongly in most discussionsabout current education policy and developments and is anunderpinning concept in the government’s five-year strategyfor children and learners.

It aims to provide an integrated model for schools to attendto the widely differing needs of pupils whilst striving forexcellence for all and is seen as a vehicle for transforming the experience of disadvantaged children, as suggested in Every Child Matters (DfES, 2003), as well as enriching thelearning of the most gifted and talented.

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Some have characterised the move awayfrom non-differentiated wide-scale provisionto a more tailored approach as simply aresponse to a more demanding andvociferous consumer body (in the case ofeducation, pupils and their parents).However, the aspiration does signal animportant shift in mindset towards a focuson learners rather than providers, andhuman entitlements rather than deploymentof resources. Nonetheless, tailoring publicservices, be they education or other services,to individual need, is no mean challenge when we have traditionally been organised as universal providers.

The informing principles are perhaps illustrated by the followingwords from David Miliband when speaking in October 2004 to theNCSL Leadership Network Annual Conference:

“The central challenge for us is how we resolve the tensionsbetween a universal system and personal needs, between excellenceand equity…(personalisation) means something very simple for me;it means an education system tailored to the needs, interests andaptitudes of every single pupil.”

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The Core Components

Assessment for learning and the use ofevidence and dialogue to identify everypupil’s learning needs and the steps theyneed to take

Teaching and learning strategies that activelyengage and challenge learners and developtheir ability to focus on their learning skillsand their capability to take ownership oftheir own progress

Curriculum entitlement and choice thatallows for breadth of study, personalrelevance and flexible curriculum pathways

Creative approaches to school organisation,to enable a student-centred approach whichintegrates performance with wellbeing andinclusive approaches with attainment

Strong partnerships beyond the classroom,both to enrich learning and support care ofpupils in the wider sense through, forexample, home-school links, inter-agencywork, or community partnerships

The DfES has identified five closely related components forthe model. Whilst the philosophy of personalisation is stillin its developmental stages and there is much to do inidentifying ways in which school leaders can mostsuccessfully achieve the aspirations of personalisedlearning, these five elements are seen as central. They are:

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It is easy to see how these gateways relate tothe five key components in the DfES modeland provide an emphasis on certain aspectswithin them.

“Personalising the school experience is acomplex and longer-term professionalprocess, not a finished product to bedelivered.” (Hargreaves, 2004)

Indeed there are profound implications forteaching and learning, and the leadership oflearning, if the aspirations are to be achieved.

The first three of these components focus onpedagogy and curriculum, whilst the finaltwo relate to the ways in which schools cancreate a culture and environment whichremoves barriers to learning and enables theinvolvement and achievement of all.

It is important to note that the fivecomponents are viewed as an integratedwhole, not as a set of discrete activities whichcan be ‘ticked off’.

David Hargreaves, working with theSecondary Heads’ Association and theSpecialist Schools Trust, has identified nine‘gateways’ which in some ways amplify thefive key components of the DfES model. His nine gateways are:

• Assessment for learning• Learning to learn• Student voice• New technologies• Curriculum• Advice and guidance• Mentoring• Workforce• Organisation

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There is a challenge here too. With anemphasis on autonomy, or on learners ‘owning’their learning, it may be tempting to think ofpersonalisation as individualisation, but thatis clearly not the case. The components ofpersonalised learning, as set out by the DfES,clearly draw on the work of constructivist andsocial constructivist research, which payattention to the processes of learning,including social interaction, as the learnermakes sense of their experiences, linkingthem with past experiences and movingforward to further learning.

Some of the insights offered by these fields ofresearch include:

Learning is both an individual and a socialprocess, which relates to both understandingand behaviour

Prior learning and environmental factors areimportant dimensions in learning and needto be taken into account

Learning requires the active engagement ofthe learner and the ability to monitor, reviewand reflect on learning

Learning ability is not fixed, but capable ofdevelopment with the support of others

Dialogue which promotes critical thinking and an active engagement by thelearner is a key component of effectivelearning processes

So how does personalisation relate to learning-centred leadership?

The shift towards learners and learning isreflected in another characteristic ofpersonalisation, namely an emphasis on the use of what we know from research aboutlearning to promote learning autonomy anddevelop learners’ capabilities.

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If, as Charles Leadbeater said when speakingto the Leadership Network annual conferencein October 2004, “a large part of thepersonalisation agenda in education andwider society is about self-management andself-provision” and “about moving fromseeing education as meeting externalyardsticks, to working on internal motivationand aspiration”, it would be a mistake tothink of personalisation as a checklist of fivestrands which can be parcelled up and tickedoff. On the contrary, school leaders who areattracted to the notion of working onmotivation and aspiration will recognise theincreased need for them to be learning-centred as relationships between learners andproviders of learning change, and as thecomplex process of personalising the schoolexperience unfolds.

The leadership of learning relates to morethan teaching and learning processes,however, as discussed in the introductoryarticle to the first learning-centred leadershipmaterials by Geoff Southworth (2004).He draws attention to the need for systemsand processes in school which complementand enhance the quality of learning.Personalisation has brought this into evensharper focus. The requirement forcurriculum designs which are more flexibleand responsive to the emerging needs of 21stcentury citizens; for school organisationwhich provides opportunities for learners tobe more self-directed; and for arrangementswhich draw on resources beyond theclassroom to enhance the experiences andopportunities of all learners, whatever theirprior experience or context, has profoundimplications for school leaders.

In the first pack of learning-centred leadership materials a number of writers,such as Conner, Pollard, Watkins and William (2004) discuss these ideas more fullyand provide helpful pointers to the implications for school leaders. The secondpack offers a number of such texts. What is clear is that the theme of personalisedlearning, or the personalisation of the school experience, offers a model forlearning-centred leaders to build on the now considerable body of evidence aboutlearning to focus on critical aspects of teaching and learning.

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However, complex as the process might be,there is an encouragingly rich spread ofinformation already available. The InnovationUnit of the DfES has gathered a number ofschool case studies on its website; NCSL’sLeadership Network is sponsoring 10 researchassociates to research a range of successfulstrategies, and is using its regional networksfor heads to exchange their ideas and practice;SHA and the Specialist Schools Trust areworking together around the nine ‘gateways’identified by David Hargreaves; and theNCSL’s Learning-centred Leadership (II) packprovides relevant material, includinginformation on assessment for learning.

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Self–review for SchoolsSome questions for debate and consideration

The following questions may help discussion and debatearound the ways in which your school or group of schools isputting the learner at the centre of your provision, and thesteps you can take to further personalise learning.

34

Think of three individual pupils in different parts of theschool. What do we currently do well for each of those inrelation to the aspirations and component parts ofpersonalisation?

Use the white space to fill in your opinions, thoughts or comments

35

In relation to those same three individuals, whatelse could we/should we do now to personalise their learning and school experience?What would be the first priority?

36

Is personalisation about giving students a choiceof what they learn or how they learn? Does the answer to the question depend on whatkey stage the students are?


37

In a personalised system, what might count as learning? How can we recognise the kinds of learning that go beyond the classroom?

38


What opportunities do we provide to talk about learning anddevelop our understanding and language about learning? Do we have an agreed learning policy?

39

How secure are we that we haveembedded assessmentfor learning practicesin all our classrooms? How have we enabledstaff to learn aboutand develop theirskills in assessmentfor learning?How do we monitorassessment practices?

40

What is the place of ‘social learning’ in our school and how can we develop it? Do we have a system which ensures collaborative and group learning? Do we have mentoring/coaching in place for all? For certain groups or individuals? How are we developing questioning and listening skills?


41


What strategies dowe use, or could weintroduce, to developthe confidence andcapability of our pupilsand their parentsin expressing choicesabout learning?How do we provideinformation and when?How do we involvethem in decision-making? How do weprovide opportunitiesfor negotiation?

42

What do we mean by entitlement?

43


Where can we find examples of schools that havesuccessfully tackled the practicalities of curriculum choiceand how can we best learn from them?

44

Where has collaboration beyond theschool already made a difference toour curriculum provision?How can we build on the benefitsand learn from the challenges?

45


What are we doing already to enable students to participatein the construction and delivery of their education?What else can we do?

46

Do all students have the opportunity to participate tothe same degree or does it depend on certain factors(eg level of attainment, special educational needs etc)?Can we build on our existing work with pupil voice?

47


In how many ways do we recognise anddraw on children’s cultural, social andemotional biographies in our school?What other strategies can we use?

48

What are our ICT prioritiesin supporting personalisedlearning – providing‘continuous’ learning? Supporting self andpeer assessment? Developing problem-solving,analysis and creativity? Building networks of learners?

49

What does personalisation mean for the traditional hierarchies andsilos within schools? How might our school organisation need tochange in a personalised system?

50

What are the main risks inmoving towards a system ofpersonalisation, and how canthese best be managed?

51


What are the main barriers and howmight these be overcome?

52

Where should we start if wewant to take this issue seriously?

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Who else can we work with?

54

How do we relate the implications ofpersonalisation to our work onremodelling the roles of teachers andother staff and our responses to theChildren’s Act, including our relationshipswith other agencies?

Finally, there are questions relating to major legislation:

55

However complex the implementation of personalisation, its expression ofcommitment to individuals’ needs, and its aspirational messages, have capturedwidespread enthusiasm amongst schoolleaders, many of whom are already leadinglearning-centred schools and wish to move towards personalised provision.

56

References, Resources and Further Reading

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Conner, C. 2004, What Leaders need to know about the Relationship between Learning and Teaching in Learning-centred Leadership pack, NCSL www.ncsl.org.uk/lcl

DfES, 2004, A National Conversation about Personalised Learningwww.teachernet.gov.uk/publications

DfES Standards site on Personalised Learningwww.standards.dfes.gov.uk/personalisedlearning

DfES Innovation Unit sitewww.standards.dfes.gov.uk/innovation-unit

Hargreaves, D. 2003, Working Laterally, Demoswww.demos.co.uk/catalogue/workinglaterally

Hargreaves, D. Oct 2004 , ‘Personalising the School Experience’, SHA/SST conference, www.schoolsnetwork.org.uk/content/articles/3369/2

Hargreaves, D. 2004 Personalising Learning: next steps in working laterally, Specialist Schools Trustwww.sst-inet.net/affiliation/articles/176.aspx

Hargreaves, D. 2004, Personalising Learning - 2: Student Voice and Assessment for learning, Specialist Schools Trustwww.sst-inet.net/affiliation/articles/176.aspx

Leadbeater, C. 2004, Learning about Personalisation, Demos,www.demos.co.uk/catalogue/learningaboutpersonalisation

Leadbeater, C. 2004, Personalisation through Participation, Demoswww.demos.co.uk/catalogue/personalisation

NCSL,2004, Personalised Learning Ldr Supplement, NCSLwww.ncsl.org.uk/mediastore/image2/randd-ldr-personalisation.pdf

NCSL Leadership Networkwww.ncsl.org.uk/leadershipnetwork

Pollard, A. 2004 Teaching, Learning and Becoming in Learning-centred Leadership pack, NCSL www.ncsl.org.uk/lcl

Pollard, A. and James, M. (eds) 2004 Personalised Learning: a Commentary from the Teaching and Learning Research Programme, Economic and Social Research Councilwww.tlrp.org/pub/index.html

Southworth, G. 2004 How Leaders influence what happens in Classrooms in Learning-centred Leadership pack, NCSL www.ncsl.org.uk/lcl

Watkins, C. 2004 Learning and Leading in Learning-centred Leadership pack, NCSL www.ncsl.org.uk/lcl

William, D. 2004 What do Leaders need to know about Learning and Teaching? in Learning-centred Leadership pack, NCSL www.ncsl.org.uk/lcl

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National College for School Leadership 2005

Personalised learning offers a means of transforming the learningexperience of every child. It will create an education system tailoredto the needs, interests and aptitudes of every single pupil. As such,it is a challenge for schools, but it is also a real opportunity to makea positive impact on young people’s learning and future.

This booklet aims to support headteachers wanting to learn moreabout and plan for personalisation.

It builds on the work of NCSL’s Leadership Network and on theresearch the College has done in a number of schools. It offershighlights from speeches at NCSL’s 2004 Leadership NetworkConference and contains self-review questions to help headteachersconsider the implications of personalisation for their own school,identify actions and evaluate current practice.

We are at the start of a long journey, and this booklet is an early step.It is one of a series of planned NCSL publications on the subject ofpersonalisation, which aims to provide school leaders with examples ofpractical steps, imaginative practice and the latest thinking.

For our latest work, please visit www.ncsl.org.uk/research

www.ncsl.org.uk

Leading PersonalisedLearning in SchoolsHelping individuals grow

NCSL


National College forSchool LeadershipTriumph RoadNottingham NG8 1DH

T: 0870 001 1155F: 0115 872 2001E: [email protected]: www.ncsl.org.uk

£5, when sold

PB38

To order a copy of this publicationplease [email protected] reference

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