The role of teaching schools and the Teaching Schools Council in a selfimproving,

Transcription

1 The role of teaching schools and the Teaching Schools Council in a selfimproving, school-led system Dr Gary Holden Chair of the Teaching Schools Council and Executive Principal Sir Joseph Williamson s Mathematical School Carolyn Robson CBE Vice Chair of the Teaching Schools Council and Executive Principal Rushey Mead Academy

2 What are teaching schools? What do they do? How well do they do it? Case studies of national and regional work

3 The Importance of Teaching 2010

4 The History of Teaching Schools The primary responsibility for improvement rests with schools, and the wider system should be designed so that our best schools and leaders can take on greater responsibility, leading improvement work across the system The Importance of Education, DfE, 2010

5 Educational Excellence Everywhere 2016

6 Educational Excellence Everywhere Schools are accountable for their own improvement Government supports the growth of a selfsustaining, self-improving, school-led system Collaboration between schools is the most effective way to bring this about Teaching school alliances and multi academy Trusts are the preferred vehicles for collaboration

7 The government s education strategy 1. We must raise standards to match the rest of the world Schools are responsible for the quality of teaching and learning The market (choice and diversity) help drive improvement System leadership + school-to-school support & will help make improvement selfsustaining 4.

8 A More Focused Role for Teaching Schools? Co-ordinate and deliver school-based teacher training Provide and/ or broker school-to-school support Provide professional development for teachers and leaders Based on Education Excellence Everywhere, DfE, 2016

9 TSC CURRENT NATIONAL PICTURE Teaching Schools The Current Picture 742 Teaching Schools across 578 alliances 9 regions, increasingly made up of a number of sub-regional groups leading on: ITT; CPD; S2SS Diverse and representative membership: nursery; primary; secondary; special; academies; independent; sixth form colleges 6,800 Specialist Leaders of Education 1,150 National Leaders of Education 500 National Leaders of Governance

10 The Teaching Schools Council: Values Every child attends a great school Every school and every teacher receive the support they need to make this happen Every school works in partnership as part of a mature, school-led system

11 The Role of the Teaching Schools Council Represent the voice of Teaching Schools Facilitate regional partnerships Broker school to school support Engage with DfE in the development and implementation of policy

12 No School an Island Support existing teaching schools to work in regional partnerships Build the capacity of aspiring teaching schools (succession planning); Ensure more new teaching schools are in our most disadvantaged areas; Develop regional action plans to address shared priorities

13 Why work in partnership? Learning from each other Shared staffing, systems and processes Aligning priorities Making best use of scarce resources Professional development opportunities for staff Strengthening community No school unsupported 13

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15 Half way there? There is compelling evidence of the strides that teaching schools and their alliances have made in developing the necessary relationships, social and intellectual capital and collaborative activities to improve the professional practice of teachers and schools leaders within and beyond TSA partnerships. As yet, the quantitative evidence of the success of TSAs in driving improvement in terms of raising pupils academic outcomes in individual schools across the alliance partnership is limited. University of Nottingham, 2016

16 Children grow to fill the space we create for them, and if it s big, they grow tall. The best present we can give our children is the chance to do something great. It s a gift that will last a lifetime and transform their lives. Jonathan Sacks, 2008

17 Two Case Studies

18 1. East Midlands as a Regional School Led System

19 The Impossible Dream, LCFC and Second Division? LCFC For the first time in a 132-year history, Leicester City Football Club are the champions of England after securing the 2015/16 Barclays Premier League title. Fantastic Foxes! World pays tribute to Leicester City's fairytale finish The message to supporters at Ranieri s unveiling, delivered by the LCFC chief executive Susan Whelan, was Trust in us yet not even the most optimistic Leicester follower could have envisaged how the season would pan out. HOW? Having an unlikely and ambitious vision Holding nerve Teamwork and leadership

20 What's our 'Dilly Ding, Dilly Dong' for Education? Leading the Challenge 'Dilly Ding, Dilly #SchoolLed

21 Together we make a positive difference

22 The East Midlands: Leading a New Way sub-regional groups of teaching schools and other system leaders, chaired by peer elected Headteachers, with an organisational infrastructure underpinning them to enable clear communication of strategic intent and operational capacity to get things done.

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24 EMTSA rep East Midlands Teaching School Alliances (EMTSA) Network All 54 designated Teaching Schools East Midlands Teaching Schools Strategic Group (EMTSSG) Representatives x 2 Derby City Representatives x 2 Derbyshire Representatives x 2 Leicester City Representatives x 2 Leicestershire Representatives x 2 Lincolnshire Local Infrastructure Local Infrastructure Local Infrastructure Local Infrastructure Local Infrastructure Representatives x 2 Northamptonshire Local Infrastructure Regional Summit Representatives x 2 Nottingham City Representatives x 2 Nottinghamshire Local Infrastructure Local Infrastructure Teaching School Council Representatives x 2 Rutland TSC rep Local Infrastructure

25 EMTSSG Priorities Every learner has access to a school that is at least good and is supported to reach their maximum potential. Priority 1 Developing Sustainable Capacity Priority 2 Supporting Vulnerable schools Priority 3 - Supporting Vulnerable Learners

26 ocal Diocese Teaching School NCTL Regional Schools uthorities (DBEs) Alliances (TLAs) Commissioner upply of school places Promote RE and ackle underperformance church values upport vulnerable Promote church hildren schools Plus some LA and Diocese also offer additional (sometimes traded) school improvement and other services SCHOOL TO SCHOOL SUPPORT Plus ITT, CPD, SLEs, LEADERSHIP, R&D To lead on School-led ITT, CPD, Supporting other schools, R&D, Leadership Development, SLEs To manage ITT, award QTS Develop network of TSAs To help NLEs and NLGs lead school-to-school support Teaching School Alliances EMTSA Strategy Group & Support Network Monitor academies and act Decide on new academies Find sponsors for underperforming LA schools Free school applications Encouraging sponsors MULTI ACADEMY TRUSTS MAT SCHOOL IMPROVEMENT TRATEGIES AND PARTNERSHIPS THAT TACKLE EDUCATIONAL NEEDS WITHIN GEOGRAPHICALLY-BASED AREAS (e.g. Leicester LESP, Derby PSG, Leicestershire LEEP, Lincolnshire Partnership) LOCALITY-BASED OR PHASE SPECIFIC CLUSTERS OF SCHOOLS (either constituted or informal) selecting to work together to provide mutual support, e.g. Locality or diocesan clusters, MAT headteacher groups AINTAINED SCHOOLS ALL SCHOOLS AND ACADEMIES ACADEMIES Schools that are members of Teaching School Alliances

27 Summary Across the region: TSAs are working collaboratively, often with LAs There is an increasing use of MOUs to enable joint funding and provide clarity of purpose and increased strategic working School direct networks Leadership capacity is building This leads to benefits for children and young people! Over the next 12 months: The infrastructure is in place for us to make a really big difference and to achieve our Premier League reality

28 2. National Work

29 Curriculum and the MFL Review The Teaching Schools Council believes in a self-improving, schoolled system where every child, regardless of their background, receives an education that opens doors to their future. We are committed to improving the quality of teaching through research and innovation. The government has recently introduced reforms to increase the number of students studying languages at Key Stages 3 and 4. A key part of successfully meeting the increased demand for improved pupil outcomes in languages is understanding how they can be taught most effectively. To this end we want to review the available evidence for effective foreign language pedagogy in secondary schools with a view to providing schools across the country with thought provoking, practical advice to improve their own teaching.

30 We are working over the spring and summer with Ian Bauckham, Executive Headteacher of the Bennett Memorial Diocesan School and past president of ASCL, to identify what works - drawing on primary research, written evidence, expert opinion and visits to schools across the country. Our ambition is to publish findings in the autumn.

31 Additional Curriculum work College of Teaching Expert Subject Advisory Groups CSFA Maths Hubs National STEM Centre

32 Some wider reflections and thinking about the system

33 Why schools haven t always developed effective networks and partnerships? Old world of competition and isolation Concentration on in-school students without distraction Initiative overload Competing agendas Closed mind sets Fear of judgement Cost! Because it s challenging

34 How can we connect with purpose? Partnership is connecting peers with purpose: show me a cohesive, creative organisation, and I ll show you peer interaction all the way down. Michael Fullan: The Six Secrets of Change

35 Sir David Carter s mind-set that underpins future leadership thinking Scanning the Horizon and looking ahead. Preparing and Anticipating change Collaborate with people who are different to you Too many collaborations reinforce similarities not the differences Be bold enough to abandon the past Dare to be different and stand out from the crowd

36 Partnership and Productivity Avoid Groupthink: Working in groups, in and of itself, is not the answer because of the possible closed-mindedness of groupthink,a term coined by Irving Janis (1982) which is a mode of thinking that people engage in when they are deeply involved in a cohesive in-group, when the members striving fro unanimity overrides their motivation to realistically appraise alternate courses of action [ quoted in Wilson, 2007, p202]. The Six Secrets of Change : Michael Fullan

37 Partnership and Productivity and Poultry Experiment in poultry production by scientist named William Muire Aim to increase egg production through selective breeding of hens Cited in Evolution for Everyone by D S Wilson and then quoted in The Six Secrets of Change by Michael Fullan

38 Partnership and Productivity and Poultry Method 1: Most productive hen from a number of cages put together in one cage.

39 Partnership and Productivity and Poultry Method 2 : Selected all the hens from the most productive cages and kept them together even though not all were as productive as the hens in the first method

40 Partnership and Productivity and Poultry Method 1: After cycle of 6 generations selected by first method. Of 9 hens in a cage only 3 left Other 6 were killed 3 survivors had plucked each other during incessant attacks The most productive hens achieved their success by suppressing productivity of their cage mates.

41 Partnership and Productivity and Poultry Method 2: After cycle of 6 generations selected by second method. Cage had nine plump and fully feathered hens Egg production had increased dramatically By selecting whole groups Muir had selected against aggressive traits and for co-operation traits that enabled them to live harmoniously and be productive.

42 The We-We Solution [adapted from Fullan] In the We-We Solution: Stakeholders are rallying around a higher purpose that has meaning for individuals as well as for the collective. Knowledge flows as people pursue and continuously learn what works best. Identifying with an entity larger than oneself expands the self with powerful consequences e.g. when school leaders work in a partnership of schools they become almost as concerned about the success of the other schools in the network as they do about their own.