seizing the agenda - opening session, 12 november 2015
TRANSCRIPT
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From Raising the Floor to Raising the Ceiling
Whole Education 6th Annual Conference
Twitter | @WholeEducation #Seizingtheagenda
Wifi | Whole Education WholeEducation
Establishing a shared vision for school improvement
Seizing the Agenda
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Twitter | @WholeEducation #Seizingtheagenda
Seizing the Agenda‘Finding the gaps in the hedge’
Professor Tim Brighouse
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Twitter | @WholeEducation #Seizingtheagenda
Seizing the AgendaExploring the ways forward
Sir David CarterRegional Schools Commissioner
for South West England
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“Building a Collaborative Base for the Education System”
Sir David CarterRSC for the South West
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A Sequence of Structural and Cultural Shifts
• From– Changing the status of your
school – Being part of single
Teaching School Alliance– Governance– Single School Leadership– Informal Partnerships– School led Accountability– Relative Isolation
• To– Using the status to drive
change– Joining TSA together to
add capacity – To strategic capability– Multi School Leadership– Formal Partnerships– Trust led Accountability– Collaborate to Improve
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Leadership has to Improve first in any system wide reform
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Questions and Reflections• Questions I pose to myself after 32 years
experience as a teacher and leader – Do Leadership skills remain the same so that only
the scale and scope change?– Do Leadership skills mature with challenge?– Do Leadership skills transmit to others if you
model them well?– Do Leadership skills change to reflect the political
landscape?
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Identifying the 7 Stages of Leadership
• Pre-teaching Leadership Experience as a student or professional in a different field– Experience that shapes the individual that is not related to teaching
• NQT– Leading in my classroom
• Team and Departmental Leadership– Leading in other classrooms
• Senior Leadership– Leading and being accountable for my section of the school
• Leader of my School– Leading my school and its community
• Leader of my Collaboration– Leading outcomes for staff and children beyond my building
• Leading in my Region– Leading projects or advising schools on their improvement
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What are the Key Progression Points leaders have to get right?
• Progression 1-ENTRY to SCHOOL
• Progression 2-RECEPTION to Y1
• Progression 3-Y2 into Y3
• Progression 4-YEAR 6 into YEAR 7
• Progression 5-TOWARDS GCSE
• Progression 6-ENTRY POST 16
• Progression 7-HE and WORK– Each School leads on at
least one transition point
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The Twin Leadership Intelligences for Collaboration
IMPACT INTELLIGENCE
SELF AWARENESS
EMOTIONAL INTELLIGENCE
IMPACT ON OTHERS
IMPACT ON OTHERS
SELF AWARENESS
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Core Components in School Change Leadership
Understand what needs to
Be improved & Planning to Do it
Turn the Plan into Actions that are Understood by the
team members who hold responsibility to make the change
and those needing to work differently
Execute the Action Plan so well that there is a seamless switch from traditional practice to new
practice
Evaluate the Execution so that change will become embedded
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What are the System Wide Challenges facing the stand alone school?
• New Performance Measures– Coasting Schools in 2016
• New Inspection framework• Change to assessment processes-”Life beyond
levels”• Teacher & Headteacher Recruitment• Budget challenges in the public sector• How to sustain and support our smallest Primary
Schools– 180 in the SW with less than 100 children
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Benefits of Formal Collaboration• Collective Responsibility for
the results of all children– “If one fails we all fail”
• Flexibility to deploy staff in the most effective way to benefit the largest number of children
• Career Progression for staff– Retain the best staff in the
trust if not in the same school
• Economies of Scale– Procurement and bulk
purchasing– Trust Appointments on behalf
of the schools– Trust Leadership Structure
that incorporates Executive Heads, Curriculum leadership
– Collaborative Practice• Transmission of the best
practice into some/all schools• Strategic Governance allied
to educational focus at LGB
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Does membership of a Formal Partnership reduce Autonomy?
• Yes it Probably does!• But the benefits
outweigh the dis-incentives– Systems and Operating
procedures– Data Collection Points– Common Exam Syllabi– Assessment and Reporting– Key Educational Policies– HR practice as one
employer
• Not in every respect– Culture of the school– Uniform– Enrichment– Relationship with the
local community– Educational networks
unique to the school
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We have more Executive Leaders and CEO of School
Groups
We need a lot more…..
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What are the personal Skill Sets needed by Collaborative Leaders?
• Vision, Values and Beliefs– What does the leader of the
collaboration believe in?• Change Management
Expertise– Scale, Scope and Reach of
Influence• Holding others (senior
leaders) to Account for their decisions – and not making decisions
for them– Leading through others
• Using data to inform strategy – Test decisions against the
core values • Communication Skills
– Written and Spoken• Performance Manager
– Every Meeting and Interaction counts
• Insight to see how a successful strategy in one context could be applied to a different one
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The Performance Challenges• Challenge 1-Progression
for the most vulnerable children in our schools
• Challenge 2-Making sure that our most able children achieve
• Challenge 3-Ensuring that the culture of Continuous Improvement is true in every school
• Challenge 4-”Growing the Top” whilst we improve standards nationally
• Challenge 5-Recognising that poverty and deprivation is not unique to urban areas
• Challenge 6-Ensuring that there are enough great schools and leaders willing to support schools to become great
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Great Leadership will help us meet the challenge NOW
• Being Effective Now– Learn to be a great coach– Learn from a great coach– Practice your teaching– If vulnerable students do not perform well in
your part of the region make sure you are part of the solution!
– Do not avoid the difficult conversations– Look beyond your context
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Great Leadership will help us meet the challenge in the FUTURE
• Preparing for the Future– Observe leaders around you– Observe leaders in different contexts– Read avidly but critically– Keep a learning journal– Understand Change Management– Understand EY to Post 16 to see the whole
learning journey– Learn to delegate but be brilliant at holding people
to account
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Twitter | @WholeEducation #Seizingtheagenda
Seizing the AgendaExploring the ways forward
Drs. Linda Kaser and Judy HalbertCo-leaders, Network of Inquiry and
Innovation in British Columbia
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Exploring Some Ways Forward
An International PerspectiveJudy Halbert & Linda Kaser
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Perspectives from…
British ColumbiaWhole Education Network
International study on Innovative Learning Environments, OECD
…and three considerations moving forward
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BC Networks of Inquiry and Innovation2000 - 2015
Vision-drivenEvidence-informed Inquiry-oriented
www.noii.caFloating stones
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Clear, compelling, shared goalsInquiry-based Inclusive, not role boundSustained micro credit approachPassion & persistence
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Context matters – learning principles are universalStart with learners and learningA medium and long term viewCollaboration, expertise and and networks
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Innovating for Good – design principlesCourage in facing challenges - as a teamBuilding on ideas across widely different environments
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MOVING FORWARD
Metaphor and imageFrom sorting to learningThink about the Whole
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Twitter | @WholeEducation #Seizingtheagenda
Seizing the AgendaReflections and questions
• What has resonated most from the introductory session?• What they are hoping to explore during the day• What is the key challenge they face and opportunity there is
for those committed to delivering an entitlement to a Whole Education