Leading major system change in education SVA Education Dialogue

Leading major system change in educationSVA Education Dialogue

• 1998 – 2003 - Senior County Education Officer – Introduction of school management information systems to support local management of schools

• 2003 - 2011 - Head teacher– Head Teacher Ravens Wood School - 5 Consecutive ‘Outstanding’ from OFSTED

• 2003 - 2008 - Strategic Director, London Leadership Strategy, part of London Challenge

• 2005 – 2013 – Executive Head Teacher – Succession of 7 failing schools

• 2007 - < CEO then Chairman Olevi International• 2008 - 2011 CEO Teaching Schools, National College of School

Leadership • 2011 - < CEO Challenge Partners – • 2011 - < Visiting Professor IOE/UCL

George BerwickCEO of Challenge Partners

3

• The success of London schools has continued since the Challenge finished in 2011 - London schools continue to outperform schools in other regions of England – especially in reducing the gap between advantaged and disadvantaged students

• School to school work is the main source of school improvement in England• 600 plus Teaching Schools in England – similar programmes starting in Quebec

and Australia• 1000 plus National Leaders in Education and National Support Schools• Olevi’s Teaching and Learning Syllabus is used in over 4,000 schools world wide

– Canada, England, India, Northern Ireland, UEA, Uganda, and Wales• Challenge Partners national network of 343 schools – Peer review, Challenge

the Gap, National brokerage of support – over 200,000 students

Impact of our work

1. Leading innovation

2. Building alliances between schools and other establishments

3. Creating a Theory of Action

4. Linking the process with the outcomes

5. Building Moral Capital to drive Moral Purpose

Key areas of learning

5

• Deciding where to lead from – No 10 and start of London Challenge

• Back filling roles and scaling up – 1-3-9-27

• Being first through the door – Steve Jobs and Pearson

1. Leading innovation

6

• Relationships – preventing becoming a club, regulated through performance and behaviours – failure by association

• Organic growth of collaborative – joint issues to resolve, incubation – CP Midlands hubs

• The key role of catalysts – IOE research - Accessing the different layers – Designing Challenge the Gap

2. Building alliances between schools and other establishments

7

• Supporting your actions through an evidence audit trail – London Challenge remembering the story and retelling it

• Using this trail to gain alignment between policy makers, researchers and practitioners – Teaching schools / NLEs surviving changes in administrations -

• Helping them to determine their role for you – allowing time for incubation – birth of CP

3.Creating a theory of action

8

• What causes school improvement – Own research – web of related variables with varying impact

• The McEntee case study• Current issues – Ofsted and marking

4.Linking the process with the outcomes

9

Moral capital is the glue that binds us together. It is hard earned and quickly lost. Without it our moral purpose, of providing an education for our pupils that encapsulates the wisdom of our profession, is unattainable.

5.Building Moral Capital to drive Moral Purpose

Thank you

CONTACT US

15th Floor, Tower Building,

11 York Road

London SE1 7NX

E info@challengepartners.org

W challengepartners.org

@ChallengePartnr