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Essex Primary Leadership Conferences
May 2015
Introduction and Welcome
Clare KershawHead of Commissioning for Education and Lifelong Learning
The Journey So far…….
March 2013:
Achieving More together: adding value through partnership.
Robert Hill
May 2014 :
Is Good good enough?
Sue Hackman
May 2015:
Becoming our best, Cluster led improvement
Maggie Farrar
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The Journey So far…Partnerships
• Informal partnerships and networks across the county
• Formation of Basildon Excellence Panel and Harlow Education Partnership.
• Tendring schools beginning to work in accountable clusters• Approval of 17 Teaching School Alliances in Essex
• Strong engagement through the school association networks and Essex School Governor Association
• Launch of a ‘School-led Improvement System’
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The Journey So far…. Getting to Good
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To the future….• 2018 target for every school in Essex to be at least good• High aspirations and expectations for all children in Essex
• New Primary Curriculum• Assessment Without Levels• Secondary Progress 8 measures• Pupils to resit SAT papers in year 7• New Ofsted Framework• Increased powers for the Regional School Commissioners• Schools to self improve through school to school support with
each other and working and with Teaching School Alliances
• How do we both make the improvements both sustainable and drive continuous improvement?
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Agenda 9:15am Introduction and welcome
Clare Kershaw, Head of Commissioning, Education and Lifelong Learning
9:30am Key Note Presentation – Maggie Farrar
Becoming our best – Cluster Led Improvement
10:30am Refreshments and opportunity to visit our Teaching School representatives
11:00am Workshops
1: Maggie Farrar – The power and potential for peer review
2. Marc Rowland, NET - Leadership in a school led system
11:55am Break and return to main room
12:05pm Feedback and next steps
Clare Kershaw, Head of Commissioning, Education and Lifelong Learning
12:30pm Close of Conference
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Key Note Presentation
Maggie Farrar
Essex Primary Headteacher and Chair of Governors Conferences May 2015
Becoming our best
Cluster led improvement
What do we know about effective cluster led school improvement? How do we enable greater shared responsibility for outcomes across a locality? How do we develop both the skills and the culture change required for a sustainable school improvement? What are the risks of moving to a school led system and how do we address them? What does a school led system require of us as leaders and how do we build our collective commitment to better outcomes for children across the County?
Themes for exploration
Its not what we know – its how we are
The power of daily practice
In other words are we / our schools / our system ‘ hard wired’ for:
Connection
Learning
Impact
Connection
Learning
Impact
Relationships matter
‘Any reform initiative that improves relationships has a chance of success. Any that doesn't is doomed to failure’
Michael Fullan
To improve – increase connectivity
‘Isolation is the enemy of improvement’
Michael Fullan
The glue that holds us together :
‘Social capital appears to have a large impact on educational attainment. On the face of it, and from what we know, the impact of social capital dwarfs that of the factors the Governments and education professionals normally argue about such as financial resources, class sizes and teachers salaries’
Halpern: Social Capital ( Cambridge Ed Press )
The basis of social capital - Trust
‘Levels of trust are directly related to an organisations capacity to continue to improve’
Think about:
Participation – who gets involved and who doesn’t
Giving and receiving of feedback as part of our everyday work
Mutual respect, honesty and integrity – are we genuinely interested in others, how much time do we give to the work of others including their challenges, do we keep our word?
Genuine questioning and dialogue
Bryk & Schneider – Trust in Schools
Activity – Trust is the word
I have modelled this when xxxxx
I have experienced this being modelled by someone else when xxxx
The single most important aspect that would make a difference to me and my work now would be xxx
And a protocol …….
For cluster led improvement this means:Clusters that come together voluntarily have more chance of success than those that are imposed
Geography ( proximity) makes a difference
Partnership agreements that make expectations explicit are essential
Trust is built by doing real work together – peer review, giving and receiving feedback, joint practice development
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Connection
Learning
Impact
‘Continuous learning for everyone is central to the notion of intelligent
and improving schools’
McGilchrist, Reed and MyersThe Intelligent School 2004
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You know you are in an effective cluster when..
Teachers TALK about teaching
Teachers OBSERVE each other teach
Teachers plan, organise and evaluate TOGETHER
Teachers teach EACH OTHER
Tim Brighouse and David Woods, The A – Z of school improvement
‘People are motivated by good ideas tied to action; they are energized even more by pursuing action with others; they are spurred on still further by learning from their mistakes; and they are ultimately propelled by actions that make a demonstrable impact—what we call ‘moral imperative realized’. (p.7)
Professional CapitalHargreaves and Fullan 2012
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We can make a difference but not everything we do has the same impact
Establishing goals and expectationsResourcing strategically Ensuring an orderly and safe environment Leading teacher learning and development Ensuring quality teaching
Which would you prioritise ?
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0.31
0.42
0.42
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0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Ensuring an orderly andsafe environment
Resourcing strategically
Ensuring quality teaching
Establishing goals andexpectations
Leading teacher learningand development
Effect Size
Student-centred leadership, Viviane Robinson, 2011
“The most powerful way that school leaders can make a difference to the learning of their students is by promoting and participating in the professional learning and development of their teachers”
Professor Viviane Robinson, Student-centred leadership, 2011
Stages of learning
Dependent- what others tell meShallowIndependent – what I learn for myselfDeepInterdependent – what I learn with and on behalf of othersProfoundThe case for Professional Learning Communities
David Hargreaves
Learning centered clusters
What works for children ….
1.Metacognition
2.Feedback
3.Peer to peer support•( John Hattie Visible Learning )
….. also works ( even better ?) for adults ……
Practice giving and receiving feedback
- What do you see me doing when I am at my best?- What do you see me doing when I am limiting myself
or others?- What else would be useful for me
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For cluster led improvement this means:
The opportunity to work alongside outstanding teachers and leaders within own school and in other schools
Building a co coaching culture within and between schools
Agreeing an annual professional learning focus for the cluster
Progressive ‘staff meetings’ in each others schools over the course of the year
Knowing where your best bits ‘ best bits’ are and maximising their influence within and between schools
Forward planning to allow for peer review / joint action research / joint professional learning
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Connection
Learning
Impact
From effective to ambitious collaboration
Ambitious collaboration
=
High ambition + deep partnership
High
Low
AMBITION
Shallow DeepPARTNERSHIP
What does it take ?High ambition / deep partnership
Vision
How will we be ? VALUES / BEHAVIOURS PROCESSESWhat we will do ? PROGRAMMES / PRIORITIES
A ruthless commitment to priorities What will we not do ?What will we not tolerate ?
An articulated belief, promise and commitment – simple compelling and ambitious
A commitment to mutual accountability
Sure glad the hole isn’t at our
end
• Agreed performance metrics which all schools report to each other
• Shared review framework with peer scrutiny; reported
• Agreed triggers for schools being required to accept support
• Mechanisms for learning together – joint practice development; and assessing impact
• Evaluation of partnership/ cluster impact
Mutual accountability – it makes a differenceWhat could it look like ?
FROM ROBERT HILL
Accountability: multi-faceted
Personal accountability: To self
Moral accountability: To students/parents/the community
Professional accountability: To colleagues
Contractual accountability: To employer/government
System accountability; To the wider system
And …….
Seek hard messages – the more informed you are the more likely you are to achieve your goal
Do some ‘deep dive’ reviews – train all members of the school community ( including students) as priority reporting team
Welcome scrutiny – peer review ( focus of follow on workshop today )
Connection
Learning
Impact
Leadership
Building a community of leaders – a leadership charter
• Don’t look for glory as you share – be open to each others ideas – just share
• Go back to square 1 – be flexible – relearn • Be open minded – let kids be leaders and teachers be
learners• Understand that learning is life long – stretch yourself and
others• Be willing to try and then share what you learned • Don’t push for closure – stay open to learning • Leaders depend on expertise and experience not position• Everyone contributes and everyone gets a turn• Learning and leading are equal in value Jackson Keller School : San Antonio
It starts now, with us ……
Start close in, don't take the second stepor the third, start with the firstthingclose in,the stepyou don't want to take.
Start withthe groundyou know,the pale groundbeneath your feet,your ownway of startingthe conversation.
Excerpt from: David Whyte
Start right nowtake a small stepyou can call your ownstart close in,don't mistakeanother’s actions for your own.
Start close in,don't takethe second stepor the third,start with the firstthingclose in,the stepyou don’t want to take
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Refreshments and Opportunity to visit our
Teaching School Representatives
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Workshop 1Marc Rowland
ASCL - Leading the Way: Blueprint for a Self-Improving System
• Element 1 Teacher Professionalism• Element 2 Curriculum, assessment and
qualifications• Element 3 Funding and Governance• Element 4 Accountability• Element 5 Scrutiny, intervention and support• Element 6 Strategic Planning
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•
For Self Review Analyse the expenditure and impact of your current pupil premium funding, including how higher attainers eligible for the pupil premium achieve. Have progress and attainment data for pupil premium and others in each year group (including any data showing ‘gaps within gaps’). Analyse the amount of funding being spend in each year group. Analyse the major barriers to learning disadvantaged learners at the school. An analysis of the attendance of disadvantaged learners. If you are ability grouping, analyse the sets in which disadvantaged pupils are represented. Write a strong, confident Pupil Premium Statement – look at Stocksbridge Junior School in Sheffield as an example. Regularly update a short Self Evaluation of strengths and weaknesses… An analysis of whether marking is suitably tailored to their needs and barriers. What is the impact of marking, how are we ensuring it is high quality.
An analysis of whether disadvantaged pupils are taking part in wider school life
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And some other questions to take back to school for general reflection…
What is the school’s vision for disadvantaged learners?
How do teachers support improved outcomes for disadvantaged learners?
What might help disadvantaged learners do even better?
How does your role improve outcomes for disadvantaged learners?
What doesn’t work so well? What have you changed?
How do you support disadvantaged learners that are high attainers?
How the quality of pupil premium is funded activity monitored?
Is this a great school to go to if you come from a disadvantaged background?
Does the schools use of the pupil premium help ensure children receive consistently high quality teaching?
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•
Further Reading
Leading the Way: Blueprint for a Self Improving System – ASCL, 2015
National Standards of Excellence for Headteachers (Element 5 – Leading a Group of Schools) – Roy Blatchford
The Road to Federation – National Governors Association
Making the Best of Teaching Assistants – Education Endowment Foundation
Schools are not Islands (Taking forward the Primary Curriculum – Tim Coulson / Roy Blatchford
Leadership of more than one School (2011) – Ofsted
The Impact of federations on Student Outcomes – National College
M: A Teenager’s Guide to Autism – Limpsfield Grange School, Surrey
Beyond Show and Tell (National Education Trust) – Professor Derek Bell
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Workshop 2Maggie Farrar
The power and potential of peer review
Workshop
Essex Primary Headteacher and Chair of Governors Conferences May 2015
Why a focus on peer review ?
1. Professional development – technical aspects of school improvement
2. Organisational development - culture change
3. Mutual accountability – the tough stuff but essential
‘ The best form of support we can give to each other is challenge, the best we can do as leaders is to create an
environment in which everyone can learn and improve their practice ’
David Woods
London Challenge lead adviser
A peer review cycle
1. Review meeting –agreeing the focus
2. The review – 1 / 2 days; 2 / 4 people ; range of evidence ( data, observation, discussion )
3. Agreement on profile – verbal update
4. Interactive workshop and agreement on actions & support
5. Report on impact of school support within 6 months
Getting to the heart of the issues A quick taster & a tool
The interactive workshop & radiant thinking
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Question?
Question ?
Response
Response
Peer review – experience to date?
Don’t underestimate the shift required – transparency, honesty and openness
Partnership agreement is essential
Levels of maturity of schools within and between clusters
Difficulty we have in giving feedback to each other – it takes practice
Ability of schools to invest ££ and time
The reality of moving to a school led system and the risks for schools and LAs
The relationship with OFSTED
Peer review & OFSTED Evidence to date
Builds confidence – how well do we know our school ?
Demonstrates a commitment to a culture of continuous improvement
Demonstrates a commitment to helping other schools improve
Evidence and profile aligned with OFSTED inspection outcomes
Peer review & OFSTED The future ?
‘A 10-year future for inspections could see Ofsted’s role being to moderate judgments and assess the robustness of peer-review arrangements – making sure they weren’t just cosy fireside chats between colleagues’Sean Harford: Director for Schools OFSTED
‘Let nobody tell you this is a soft touch. Let nobody tell you this is threat to standards. Rather this is the embodiment of trust, collaboration and a 21st-century approach to rigour and underperformance.”Tristram Hunt ; Shadow Education Secretary
Ready to seize the opportunity ?
Discussion
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Feedback and
Next Steps
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