Dr  P  K  Hazlewood  

Headteacher,  St  John’s  Marlborough  Visi=ng  Fellow  University  of  Bristol  

DfE’s  new  idea........the  English  Baccalaureate!    “Our  future  is  on  the  line.    The  na=onal  that  out-­‐educates  us  today  is  going  to  out-­‐compete  us  tomorrow”  (Obama  2010)  

 “We  can’t  go  on  like  this..........nothing  else  will  do:  we  need  big  change  in  the  way  we  do  educa=on  in  our  country”  (Cameron  2010)  

....  is  this  the  last  human  century?                                                                    (Rees,  Astronomer  Royal)  

 or    is  it  on  the  brink  of  the  next  evolu=onary  step?    or      are  we  on  the  =pping  point  of  ecosystem  disaster?    death  of  civilisa=on__________  techno-­‐humanity  

Is  to  prepare  people  for  the  future  –  but  what  future?    

“All...........should  become  successful  learners,  confident  and  crea=ve  individuals,  and  ac=ve,  well  informed  ci=zens”  

 

-­‐  successful  learners  -­‐  develop  their  capacity  to  learn  -­‐  are  crea=ve,  innova=on  and  resourceful....enterprising  and  use  their  ini=a=ve  

-­‐  are  able  to  plan  ac=vi=es  independently,  collaborate  and  work  in  teams  

-­‐  develop  personal  values  and  a]ributes  such  as  resilience  and  empathy                    (Australian  Na=onal  Curriculum)  

“The  largest  effect  sizes  on  student  achievement  occur  when  teachers  become  learners  about  their  own  teaching,  and  when  students  become  their  own  teachers”    (Ha`e)  

         NB:    Building  Agency  in  the  Face  of  Uncertainty  –  Keri  Facer  (2011)  

Challenge  1  genera9ons  and  lifecourse        Understanding  trends  in  demographics,  family        structure,  intergenera=onal  rela=onships  and  ageing.  

 Challenge  2  iden99es,  ci9zenship,  communi9es        Understanding  the  development  of  cultural  iden=ty,  

   ci=zenship  and  community  in  the  context  of          globalising/localising  forces.  

 Challenge  3  knowledge,  crea9vity  and  communica9on        Understanding  trends  in  the  crea=on,  circula=on  and  

   communica=on  of  knowledge.        

Challenge  4  work  and  employment        Understanding  trends  in  work  and  employment.  

 Challenge  5  state/market/third  sector        Understanding  trends  in  rela=onships  between  state,  

   private  and  third  sector  provision  of  public  services.        (Futurelab  2008)  

       

 

Crea=ng  highly  confident,  capable,  independent  learners  

   q Managing  (Complex)  Informa=on  q Managing  (Difficult)  Situa=ons  q  Rela=ng  (Extremely  Well)  to  People  q  Learning  how  to  learn  (for  life)  q Global  par=cipa=on  (making  a  difference)  

¥  Change  lessons  every  hour  25  =mes  a  week    ¥  See  12+  teachers    ¥  Lack  of  con=nuity    ¥  Lack  of  coherence    ¥  The  disintegrated,  disengaging  curriculum  

¥  Developing  the  joy  of  learning  for  its  own  sake  where  learning  has  a  value  in  its  own  right  

¥  Empowering  students  to  explore  and  develop  a  range  of  learning  skills  which  best  suit  them  

¥  Engaging  them  fully  in  their  own  educa=onal  experience  ¥  How  to  work  effec=vely  in  a  variety  of  unfamiliar  

situa=ons  and  environments  ¥  To  think  purposefully,  demanding  more  of  themselves  

and  others  in  pursuit    of  their  challenges    

¥ Frequent,  con=nuous,  precise  talk  about  teaching  prac=ce  

¥ Frequent  observa=on  of  classroom  prac=ce  ¥ Planning,  designing,  evalua=ng  together  ¥ Teaching  each  other  the  prac=ce  of  teaching  

 New  Triplisa,on  Paradigm  Individualised  Student  and  Learning    ¥  student    is  centre  of  educa=on  ¥  individualised  programmes  ¥  self-­‐learning  with  guidance  ¥  self-­‐actualising  process  ¥  focus  on  how  to  learn  ¥  self-­‐rewarding  and  enjoyable  

 Tradi,onal  Site-­‐Bound  Paradigm  Reproduced  Students  and  Learning    ¥  student  is  follower  of  teacher  ¥  standard  programmes  ¥  absorbing  knowledge  from  teacher  ¥  receiving  process  ¥  focus  on  how  to  gain  ¥  externalised  rewards  

 New  Paradigm  Individual  Teacher  and  Teaching    ¥  teacher  is  the  facilitator  to  support  

students’  learning  ¥  mul=ple  intelligence  teacher  ¥  individualised  teaching  style  ¥  teaching  is  to  arouse  curiosity  ¥  teaching  is  a  process  to  ini=ate,  

facilitate  and  sustain  students’  self-­‐learning  and  self-­‐actualisa=on  

¥  sharing  joy  with  students  ¥  teaching  is  a  lifelong  learning  process  

 Tradi,onal  Site-­‐Bound  Paradigm  Reproduced  Teacher  and  Teaching    ¥  teacher  is  the  centre  of  educa=on  

alidkskljdf  ¥  par=ally  competent  teacher  ¥  standard  teaching  style  ¥  teaching  is  a  disciplinary,  delivering,  

training  and  socialising  process  akjdkldj    jasdlkasdjklsjklsdjklsd    lkjadklf  

¥  achieving  standards  in  examina=ons  ¥  teaching  is  a  transfer  and  applica=on  

process  

¥  Distributed  leadership  –  High  trust  team  based  structure  ¥  Rich  dialogue  about  learning  –  Shared  meaning  and  vocabulary  ¥  High  expecta=ons  and  aspira=ons  –  Culture  of  success  and  

recogni9on  ¥  Focus  on  rela=onships  and  behaviour  –  Emo9onal  literacy,  

consistent  strategies  ¥  Learning  to  learn  –  Cogni9ve  enrichment  ¥  Rich  pormolio  of  learning  and  teaching  strategies  –  Reconciling  

teacher,  learner  and  topic  ¥  Personalisa=on  of  learning  –  Learning  styles,  personal  learning  

plans  ¥  Assessment  for  learning  -­‐    Forma9ve,  developmental  ¥  Reflec=on,  review,  monitoring  and  evalua=on  

¥  School  leadership  commi]ed  to  individual,  organisa=onal  and  personal  training  

¥  Widely  shared  leadership  based  on  high  trust  ¥  Explicit  leadership  responsibility  for  learning  ¥  Shared  knowledge  crea=on,  learning  focused  research  and  

CPD  ¥  High  quality  personal  rela=onships,  networks  ¥  High  levels  of  student,  family  and  community  involvement  ¥  Leadership  underpinned  by  systema=c  management  ¥  A  culture  of  enthusiasm,  energy  and  joy  in  the  learning  of  

others  

¥  teaching  and  pedagogy  will  need  to  change  ¥  the  majority  of  teachers  are  not  prepared  ¥  the  majority  of  leaders  in  educa=on  are  not  focussed  on  the  ‘big  picture’  

¥ professionalism  is  in  need  of  redefini=on      h]p://www.youtube.com/watch?v=B4g5M06YyVw&NR=1    

 

If  we  want  our  learners  to  be:  ¥  inquirers  ¥ knowledgeable    ¥  thinkers  ¥ communicators  ¥  reflec=ve    

¥ principled  ¥ open-­‐minded  ¥ caring  ¥  risk  takers  

Then  how  do  we  prepare  our  teachers?  

¥ crea=ng  a  system  for  world  class,  globalised  teacher  educa=on  

¥  the  subject  issue  is  irrelevant    ¥ as  with  student  self-­‐learning,  teachers  need  to  be  learning  throughout  their  career.    Inspiring,  challenging  at  the  foremost  of  thinking  

¥  systems  for  teacher  learning  will  be  complex  and  mul=faceted  involving  many  organisa=ons  and  communi=es  

¥ global  networks  for  exchanging  experiences,  ideas  and  accredita=on  

¥ web-­‐based,  interac=ve  environment  as  a  compulsory  forum