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developing people, improving young lives NOT PROTECTIVELY MARKED
Big Conversation 2011
Howard Kennedy
Director of Delivery
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BIG CONVERSATION
30 MEETINGS COVERING NATIONWIDE LOCALITIES
ITT PROVIDERS/EBITTS/SCITTS
LOCAL AUTHORITIES
TRAINING SCHOOLS
800+
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BIG CONVERSATION
WHITE PAPER------IMPLICATIONS FOR NEXT 3-5 YEARS?
IDENTIFY GAPS, CHALLENGES, OPPORTUNITIES
WHAT IS THE PRESENT WORLD OCCURRING FOR INDIVIDUAL GROUPS?
ENGAGING IN CO-OPERATION. HOW CAN WE WORK TOGETHER TO SUPPORT EACH OTHER?
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Policy Frames
Teacher training Funding National Curriculum Assessments Accountability School improvement
Cease funding ITT candidates with below 2:2 degrees.Incentivise outstanding graduates.
Introduce a pupil premium
Tighter more rigorous model of knowledge for core subjects
At age 6 Reform performance tables and increase the level of information available about performance.
Schools have responsibility for improvement. SIPs and centralised targets to end.
Teach First expanded Abolish FMSiS.Transparent and fair funding formula
Promotion of synthetic phonics
At age 11 Institute new measures of how well deprived children do
Use teaching schools to improve CPD
Reduce the bureaucratic burden on schools so schools are free to concentrate on doing what is right for children and young people in their care.
Equalise school and college funding
Introduction of English baccalaureate
At age 16 Introduce new floor standards for primary and secondary with a escalating minimum standard
Increase schools access to best practice, improvement services and high quality materials.
Boost career changers through Teach Next
Increase transparency so what is received and what is spent is clear
Reform vocational education
Independent review of KS2 assessment.
Reform of OFSTED inspection criteria and more time spent in classroom assessment
Free local authorities to provide improvement services as necessary to schools
More classroom focused training
Review capital spending Increase age of compulsory attendance in school
Exam standards to match highest overseas standards.
Schools can request an OFSTED inspection
Increase the authority of teachers and schools to discipline pupils
Develop a national network of teaching schools capable of developing and supporting excellence.
Expand free schools and academies
Reduce prescription and let schools decide how to teach.
Increase the level of information available on school performance.
More focus during OFSTED inspection on behaviour and safety.
Troops to teachers Place information on expenditure online.
End CVA. Support new types of schools.
Double the number of National and Local Leaders in Education
Schools to save £1 billion in procurement and back office spend.
Raise the school leaving age.
Allow schools to adopt new models of governance.
Increase support and reach of chains and clusters.
Testing the implications: identifying challenges
De-centralised Transparent Accountability Efficiency Effectiveness Competitive and choice driven
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Introduction of English baccalaureate
Cease funding ITT candidates with below 2:2 degrees.Incentivise outstanding graduates.
Use teaching schools to improve CPD
How can we share information about developing and supporting excellence locally?
How do we make this work equitably in our local area?
How do we improve our language results locally?
How can we measure impact and outcomes locally?
How do we improve our results locally through this new network?
How can we improve level of entry qualifications locally?
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Solutions? What I can do?
What we can do together?
ExternalSupport
Next steps
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Teacher training Funding National Curriculum Assessments Accountability School improvement
Cease funding ITT candidates with below 2:2 degrees.Incentivise outstanding graduates.
Introduce a pupil premium
Tighter more rigorous model of knowledge for core subjects
At age 6 Reform performance tables and increase the level of information available about performance.
Schools have responsibility for improvement. SIPs and centralised targets to end.
Teach First expanded Abolish FMSiS.Transparent and fair funding formula
Promotion of synthetic phonics
At age 11 Institute new measures of how well deprived children do
Use teaching schools to improve CPD
Reduce the bureaucratic burden on schools so schools are free to concentrate on doing what is right for children and young people in their care.
Equalise school and college funding
Introduction of English baccalaureate
At age 16 Introduce new floor standards for primary and secondary with a escalating minimum standard
Increase schools access to best practice, improvement services and high quality materials.
Boost career changers through Teach Next
Increase transparency so what is received and what is spent is clear
Reform vocational education
Independent review of KS2 assessment.
Reform of OFSTED inspection criteria and more time spent in classroom assessment
Free local authorities to provide improvement services as necessary to schools
More classroom focused training
Review capital spending Increase age of compulsory attendance in school
Exam standards to match highest overseas standards.
Schools can request an OFSTED inspection
Increase the authority of teachers and schools to discipline pupils
Develop a national network of teaching schools capable of developing and supporting excellence.
Expand free schools and academies
Reduce prescription and let schools decide how to teach.
Increase the level of information available on school performance.
More focus during OFSTED inspection on behaviour and safety.
Troops to teachers Place information on expenditure online.
End CVA. Support new types of schools.
Double the number of National and Local Leaders in Education
Schools to save £1 billion in procurement and back office spend.
Raise the school leaving age.
Allow schools to adopt new models of governance.
Increase support and reach of chains and clusters.
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Results for ITTP’s (17/03/11)
ITT % totals
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White paper theme
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ITT %
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Distribution of ITT Provider votes
Promotion of synthetic phonics, 7.2%
Use teaching schools to improve CPD, 10.2%
Develop a national netw ork of teaching schools capable of developing and supporting excellence, 16.4%
More classroom focused training, 16.5%
Cease funding ITT candidates w ith below 2:2 degrees.
Incentivise outstanding graduates. , 11.1%
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Results for Training Schools (17/03/11)Training school % Totals
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Results for Local Authorities (17/03/11)
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Results for LA’s and TS’s (17/03/11)
Results for Training schools and Local Authorities = % totals
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Results for all partners (17/03/11)
Partner type totals - percentage of votes by partner type
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London results
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East results
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South West Results
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Emerging Themes Overall
DEVELOP NATIONAL NETWORK OF TEACHING SCHOOLS 13.4%
USE TEACHING SCHOOLS TO DEVELOP CPD 10.1%
MORE CLASSROOM FOCUSED TRAINING 9.8%
INTRODUCTION OF ENGLISH BACCALAUREATE 6.3%
INCREASED SUPPORT FOR CHAINS AND CLUSTERS 5.7%
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Emerging Themes for ITT Providers
ESTABLISHMENT OF TEACHING SCHOOLS 16.5%
DEVELOP A NETWORK OF TEACHING SCHOOLS 16.4%
CEASE FUNDING ITT STUDENTS WITH LESS THAN 2:2 DEGREE 11.1%
USE TEACHING SCHOOLS TO IMPROVE CPD 10.2%
PROMOTION OF SYNTHETIC PHONICS 7.2%
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TEACHING SCHOOLS EXCELLENCE/CPD
CRITERIA/CLARITY
GEOGRAPHIC DISTRIBUTION
VfM
ITT/CPD/SCHOOL IMPROVEMENT + BEST PRACTICE /RESEARCH CAPACITY?
IMPACT ON PRESENT TRAINING SCHOOLS /LOSS OF EXPERTISE /CAPACITY
RISK re.TRANSITION and SEPTEMBER DEADLINE
QUALITY ASSURANCE/CONSISTENCY
LOCAL ACCOUNTABILITY as well as NATIONAL
IMPACT on own SCHOOL
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MORE CLASSROOM FOCUSED ITT
QUALITY ASSURANCE
SUPPLY SPECIALIST/SHORTAGE SUBJECTS especially most challenging schools
EFFECTIVE DEMONSTRATION of DELIVERING SUCCESSFUL OUTCOMES LOCALLY
MEETING the NEEDS of FULL RANGE of PARTICIPANTS
PAROCHIALISM / RE-CYCLING LOCAL MEDIOCRITY
VfM TRANSPARENCY
REFLECTIVE PRACTITIONERS read, reflect, pedagogy
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ENGLISH BACCALAUREATE
IMPACT ON VOCATIONAL EDUCATION/NEEDS of all STUDENTS
TEACHER SUPPLY MARKET MANAGEMENT
EVIDENCE BASE as EFFECTIVE MEASURE for STANDARDS of ACHIEVEMENT
ACCOUNTABILITY MEASURE?
UCAS?
ACHIEVEMENT GAP IMPACT?
CURRICULUM MODEL IMPACT on ITT
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BEYOND LOCALITY SUPPORT
NATIONAL STRATEGIC to support/challenge LOCALITY
QUALITY ASSURANCE
NATIONAL STANDARDS
QUALITY FRAMEWORK for MENTORS
NATIONAL becomes RESPONSIVE TO LOCALITY
BROKERING and FACILITATING NEW NETWORKS
INFORMATION FLOW
SUPPLY re. SPECIALIST/SUBJECT SHORTAGE
OfSTED INSPECTION FRAMEWORKS
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Next Steps
• Final meeting on 29 March;
• TDA to analyse outputs and produce reports for dissemination to participants and other key stakeholders – including DfE Ministers and senior officials;
• Intelligence from the series will help to inform development of policy, and identify ways in which stakeholders might seek support from the centre;
• Outputs from the events will feed into consultation process about the remit for the new Executive Agency that succeeds TDA next year.
