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Presentation To Bolton Secondary Headteachers
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Bolton Association of Secondary
Head Teachers
Are We Brave Enough?
26th June 2014
How’s Your Reservoir
of Hope & Joy?Photo Credit: Eustaquio Santimano (https://www.flickr.com/photos/25509772@N00/5211134786/) via http://compfight.com
How Will You Refill Your
Reservoir?Photo Credit: incurable_hippie (https://www.flickr.com/photos/49503155381@N01/4914098416/) via http://compfight.com
Cooperation and coordination a plenty
but was there ever any collaboration?
“We want to support school improvement and quality assurance across each other’s schools. We want to develop joint service provision and joint professional development. We are excited by the potential opportunities developing together the next generations of teachers and through research and development sharpen and enrich practice for all. We also want to look after each other!”
http://www.jarche.com/2010/03/pkm-a-node-in-the-learning-network/
What Does the Brave New World
Look Like?
What Would Help You Get
There?
Imagine There’s No Ofsted
It’s Easy If You Try
The Changing Face of Accountability
Accountability•What
•Who
•When
•How
Narrow Accountability
Tail Wagging the Dog“Keep Ofsted Happy”
Rich, Diverse Accountability
• Distinct and discrete personal or
institutional accountability aligned to
vision and values.
• Genuine accountability to students and
their parents.
• Peer accountability between schools
and their leaders within the locality.
Rich, Diverse Accountability
Carpe DiemI believe that up until now we have been dabbling in system leadership. It is now time for the profession to take charge as we move into the next phase … Educational leadership includes but should not be limited by locality or groups of schools. The next phase in system leadership is leadership of the education system itself.
Imagine All the Leaders,
Living Life in Peace
The Brave New World
How Will You Support Each Other?
Competition Drivers
Collaborations Drivers
Noise or Necessity• What is noise what is
necessary?
• What noise could you
ignore?
• What would is your
overriding priority for the
next twelve months?
Imagine All the Children,
Challenged & Fulfilled
Accountability Measures
Restrict or Define You?
General Pathway
Specialised Pathway
Vocational Option x 2
GCSE Choice
Impact on Progress 8
Year 8 Into 9 “Options”
30% of Curriculum Time
Year 9 also have 13.3% English, 13.3% Maths 13.3% Science, 10% MFL, 10% RE (& PSHE/PE)
Imagine All the Teachers,
Working Successfully
What Can You Do More Powerfully Together?
Building Professional Capital
From On Distributed Communications by Paul Baran, 1964
The Changing Face of Professional DevelopmentFrom Known Nodes to Wild Networks
Moving to Disciplined Innovation
• Create Opportunities for People to Grow
• Give Time, Allow Time
• Enhance Teachers’ Research Skills
• Increase “Stickability” in Knowledge Transfer
• Evaluate, Evaluate, Evaluate
Create Opportunities for People to Grow
• Go outside of the school’s structure– Build a little Babylon
• Innovation Fellows
• System Redesign TLRs (use TLR 3)
• R&D Communities
• Voluntary INSET #OutstandingIn10Plus10
• Leadership Development Programme– Getting Better Project
Give Time
• Innovation Fellows
– One day per week/fortnight additional non-contact time for two years
• R&D Community Leaders
– One period per fortnight additional non-contact time
– Cover Vouchers for staff in the community
• All staff
– Two hours weekly CPD/Meeting time
Allow Time
• Most innovations are abandoned before they ever reach maturity
• Too many innovations/changes at the same time lead to a lack of improvement
• People get on board at different stages
– Our nature, our interest?
Enhance Teachers’ Research Skills
• Soft skills needed for Hard Edged Outcomes
• Currently the Most Skilled Researchers aren’t in the class room
• Give Structure to the Process
• Connect with Universities
– Role of Teaching Schools
Evaluate, Evaluate, Evaluate
• The profession’s Achilles Heel
• To often “Good” or “Best” Practice is because I say it is
• Evaluation may take different forms
– Different types of evaluation: quantitative & qualitative are valuable and valid
– No evaluation is not a valid form of evaluation!
• Lesson Study provides as excellent model
Increase “Stickability” in Knowledge Transfer
• Knowledge Transfer Involves a “sender” and a “receiver”– No shortage of sending!
– Are people increasingly deaf to the node?
– More Babylon is Appearing
• From Sharing Good Practice to Joint Practice Development– NMP Joint Primary/Secondary Mathematics
Project
BEB CMAT• Executive Headteacher
– Chief Builder of Professional Capital
• Assistant Headteacher – Maths & Numeracy
– AHT Literacy & English to Follow
– Professional Development Department
• In-house CPD Programmes
– Leadership Programme
– #OutstandingIn10Plus10
– Maths KS 1-3 Group
Imagine There’s No Chaos,
Coherence is the Key
Clockwork & Ecosystems.
Complicated or Complex?
Is Your School Like This? Should It Be?Photo Credit: Sergei Golyshev (https://www.flickr.com/photos/29225114@N08/2778223048/) via http://compfight.com
Photo Credit: Douglas Brown (https://www.flickr.com/photos/11556508@N00/9465142412/) via http://compfight.com
Is Your School Like This? Should It Be?
Acknowledgement:www.docstoc.com
Acknowledgement: http://mckennasgoogleearthproject.blogspot.co.uk/2014/02/tropical-rainforest-food-web.html