Summer School

Graham Thomson

Website and course information at:

www.scssa.ed.ac.uk

Centre for Educational Leadership

Improvement… is change with direction, sustained over time, that moves entire systems, raising the average level of quality and performance while at the same time decreasing the variation among units, and engaging people in analysis and understanding of why some actions seem to work and others don’t. Elmore

• effective Learning and Teaching for ‘every student’ in ‘every school’ across the whole system …

• a systemic approach that integrates the classroom, school and system

levels in the pursuit of enhancing student achievement

• redesign the landscape of schooling with independence and innovation,

and networking and lateral responsibility its central characteristics.

• in order to change the larger system you have to engage with it in a

meaningful way

• develop their schools as personal and professional learning communities.

Hopkins

CPDProbably nothing within a school has more impacton students in terms of • skills’ development, • self confidence • or classroom behaviour than…… ..the personal and professional development of their teachers

Roland Barthe

Finish off the sentence below

Leadership Dimensions Linking Leadership with Student Outcomes

The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types by Robinson, Lloyd and Rowe 2008 meta analysis of 27 studies

ComplicatedComplicated CompleComplexx

SimplSimplee

Source: Brenda Zimmerman, PhD

•Formulae have only a limited application

•Raising one child gives no assurance of success with the next

•Expertise can help but is not sufficient

•Every child is unique

•Uncertainty of outcome remains

Raising a ChildRecipe is essential Recipes are tested

to assure replicability of later efforts

No particular expertise; knowing how to cook increases success

Recipes produce standard products

Certainty of same results every time

Following a Recipe A Moon RocketFormulae are critical

and necessarySending one rocket

increases assurance that next will be ok

High level of expertise in many specialized fields & coordination

Rockets similar in critical ways

High degree of certainty of outcome

From - Plsek, P. “Complexity, culture and large systems change” presentation

What do pupils need toknow, and be able to do?

What do teachersneed to know andbe able to do?

content

teacher pupil

Capacity

How engaged arepupils in their ownlearning?How will they learn?

parents

What parents need toknow and be able to doto support their child’slearning

4 ways to change pupil performance

Knowledge of

Discipline

teacher Effective subjectteaching

Generalised Pedagogical knowledge

What do teachers need to know and be able to

do?

Pedagogical Content

Knowledge

Bloom’s Taxonomy

Evaluation: appraise, defend, predict

Synthesis: compose, design, develop

Analysis: compare, contrast, categorise

Application: demonstrate, illustrate, solve

Comprehension: describe, explain

Knowledge: memorise, name,recognise, recall

CREATIVITYTY

1. Current Action 2. Intended Reality if we are to deliver our

vision

3. Reality

What is actually happening?

4. Next Steps

What are the interventions you and your colleagues need to make?

All staff have been on what you think is great AifL training in:

• question and answer

• higher and lower order questions

• teacher-pupil interaction.

Lots of higher order and lower order questions on a rough balance of 50:50

Teachers frame-working questions from lower order to higher order

Pupils asking questions

Pupils being intellectually challenged by questions- all pupils dealing with higher order questions.

In the majority of classes you and other colleagues visit the questioning used was:

･ lower order･ teacher initiated･ and with few pupil initiated questions.

Immediate focused training on higher

order and lower order questioning

Revise school lesson

observation

Develop a new programme for all teachers on how children

learn

Create support

materials and training

Train and develop all senior and

middle leaders

Showcase best

practice

stimulus fund

Explore all existing CPD approaches

Develop a common

strategy across primary and secondary

school policy

Develop trio observation

Set up a working

party

Wildcard 2

Wildcard 1

HORSE STORY

Common advice from horse trainers includes the adage,

“ If the horse you’re riding dies, get off ”

This seems simple advice. Instead, we often choose from an array of other alternatives which include:

1. Buying a stronger whip

2. Switching riders

3. Moving the horse to a new location

4. Riding the horse to a new location

5. Saying things like, “This is the way we’ve always ridden this horse”

7. Appointing a committee to study the horse

8. Arrange to visit other sites where they ride dead horses more efficiently

9. Increasing the standard for riding dead horses

10. Creating a test for measuring our riding ability

11. Comparing how we’re riding now with how we did ten or twenty years ago

9. Complaining about the state of horses these days

14. Coming up with new styles of riding

15. Blaming the horse’s parents. The problem is often in the breeding