AHDS Annual Conference 2014 - Graham Donaldson

Keynote 1Graham Donaldson

SHAPING THE FUTURE

Graham Donaldson AHDS November 2014

Factors Promoting Change

Increased autonomy at local and school levels

Increased accountability in public sector and demands for evidence-based policy making

Information on school quality, including international comparisons

Rising importance of education•Knowledge and the economy•International competition•Growing expectations

Demands to use public resources efficiently

Technological developments, commercial interests &

media

New and growing expectations?

Instrumental pressure? Education is for work?

Education for democratic participation / citizenship?

Uncertainty and lifelong learning?

New conceptions of knowledge?

Creativity, teamworking, problem-solving?

Deprivation and educational achievement?

Better learning or different learning?

Anywhere, anytime learning? Hand-held connectivity?

Social networking

Some Implications

Some Interesting Challenges

Defeating destiny – deprivation/expectation/aspiration

Raising standards – particularly in maths, science, computing and

basic literacy and numeracy skills

Establishing a broader, more secure and enduring base of

education before qualifications

Creating space for engaging teaching and learning

Sustaining high quality and relevant education

Building the capacity of the teaching profession

Package and push?

Direct and demand?

Manage and measure?

Promise and punish?

Hearts and heads?

Network and nourish?

Pervasive tension between immediate impact and Pervasive tension between immediate impact and long-term, sustainable growthlong-term, sustainable growth

Storming the classroom citadel

“The basic lesson of nearly fifty years of policymaking in education at both the federal and state levels is that there is not necessarily a relationship between what policymakers say will happen and what actually does happen as a consequence of policy.”

“...institutional change – including changes in the rhetoric of policy and in the accompanying regulatory superstructure – do not necessarily result in educational improvement.”

“Educational reform can become a kind of conspiracy of ignorance”

Elmore, School Reform from the Inside Out 2007

Impact of Reform

Impact of Reform

“We have in education a long history of innovation but it rarely touches but a chosen few.”

Hattie, Visible Learning (2009) p254

Cuban and Tyack in Hattie ‘Visible Learning ’ 2009

Teachers and change

Schools with more autonomy over curricula and assessments tend to perform better than schools with less autonomy when they are part of school systems with more accountability arrangements and/or greater teacher-principal collaboration in school management.

Stratification in school systems, which is the result of policies like grade repetition and selecting students at a young age for different “tracks” or types of schools, is negatively related to equity; and students in highly stratified systems tend to be less motivated than those in less-stratified systems.

Beyond a certain level of expenditure per student, excellence in education requires more than money: how resources are allocated is just as important as the amount of resources available.

Across OECD countries, students who reported that they had attended pre-primary school for more than one year score 53 points higher in mathematics – the equivalent of more than one year of schooling – than students who had not attended pre-primary education.

What might work? PISA 2012

OECD PISA Results in Focus 2014

Economic and Social Research CouncilEducation in a Devolved Scotland 2013

Reading score of 15 year olds PISA, 2009

BUT ALSO

PISA Reading 2009

Between Schools

WithinSchool

England 29% 71%

Wales 17% 83%

NI 51% 49%

Scotland 18% 82%

Lessons from abroad

• No universal template – insights not models but increasing evidence of policy travel accentuated by PISA and other international surveys.

• Trend towards seeing the curriculum as more than access to specified range of subjects or courses - moves from ‘learning about” to “learning to”

• Growing skills focus in curriculum specifications

More messages

• Tendency towards breadth with a core

• Literacy and numeracy essential foundations with a

growing emphasis on digital literacy although

• Emphasis on application and development of higher order

skills, creativity, (entrepreneurship)

• Mixed-mode assessment

• ‘Judicious’ (???) use of testing

• Clarity about purposes and uses of assessment –

increasing focus on aid to learning

A few more

• Subsidiarity principle common but not universal – statutory curriculum still quite common but moves towards specification of goals and to encouraging greater local decision making including school ownership/teacher agency

• Agility and review demand less cumbersome mechanisms

• System alignment – bringing improved synergies amongst curriculum, assessment and accountability arrangements

• Recognition of capacity implications– starting point as well as aspiration

High performing education systems combine quality with equity

Peru

Chile

Bulgaria

Hungary

Slovak RepublicPortugalLuxembourg

France

Uruguay

New Zealand

Chinese Taipei

Belgium

Costa Rica

RomaniaIsrael

Germany

IndonesiaColombia

Tunisia

ArgentinaBrazil

MalaysiaTurkey

Greece

Lithuania

Latvia Russian FederationSpain

United Kingdom

Czech Republic

Denmark

Slovenia

Ireland

Austria

Viet Nam

Switzerland

Singapore

Shanghai-China

Poland

United States Croatia

Netherlands

Montenegro

Serbia

Hong Kong-China

EstoniaFinland

Thailand

Japan

Sweden

Australia Canada

Jordan

Macao-China

United Arab EmiratesKazakhstan

Iceland

Qatar

Norway

Mexico

Liechtenstein

Korea

Italy

300

350

400

450

500

550

600

650

051015202530

Mean mathematics score

Percentage of variation in performance explained by the PISA index of economic, social

and cultural status

Strength of the relationship between performance and socio-economic status is above the OECD average

Strength of the relationship between performance and socio-economic status is not statistically significantlydifferent from the OECD averageStrength of the relationship between performance and socio-economic status is below the OECD average

OE

CD

av

era

ge

OECD average

Above-average mathematics performanceBelow-average equity in education outcomes

Above-average mathematics performanceAbove-average equity in education outcomes

Below-average mathematics performanceBelow-average equity in education outcomes

Below-average mathematics performanceAbove-average equity in education outcomes

Greater equity

Performance of Swedish students on PISA

Case Study : Sweden

• Decentralised system from 1990s – • National steering but local delivery – Local decisions about resources and

approaches• Voucher system• Free schools funded by state

• Declining PISA and other international performance over successive surveys• 2011 Goal-focused National Curriculum enshrined in law

•Values, goals, syllabuses•A – F Grading system based on criteria at 3 Points (A,C,E) / National tests

• Reform of teacher education•Standards set by National Agency for Education but …•28 universities•Individualistic culture

• Compliance-based inspection•5 year cycle•Published report•Non-compliance highlighted but not strengths•Follow up

• Low standards, indiscipline, low morale, confusion, variability• Why? Alignment!!!

Case Study Scotland: we have

• Similarly decentralised system but no statutory curriculum, no vouchers or free schools

• Stable PISA performance after initial decline – much better than Sweden

• Curriculum for Excellence – values/capacities/breadth/literacy & numeracy

• Major reforms in teaching profession –

• ‘Teaching Scotland’s Future’

• Clear professional standards and registration – GTCS independent

• ITE in universities

• Developing leadership culture

• Growing peer to peer learning and networking

• Leading country in self evaluation and school improvement/risk-based inspection/strengths highlighted

• Alignment???

NATIONAL CONTEXT

The Reform ‘Programme’

Broad, twenty-first century education for all (four capacities / outcomes- based general education between 3 and 15/Senior Phase)Deep learning and higher standards Literacy and numeracy across the curriculumEngaging, imaginative and purposeful pedagogyAssess what we profess – wider achievement

AND

A new paradigm of governance and changeA revitalised and better connected teaching profession

Distributive leadershipConstructive accountability

GIRFECOne aligned agenda

Scottish Teacher Education Reform

New degrees – practicum reconceptualised

Career-long professional learning – ITE/Induction

New Standards Framework from GTCS

More relevant, collegiate and challenging professional development

Professional review and update

Masters level profession – Scottish Masters Framework

Scottish College of Educational Leadership (SCEL)

Strong partnership approach - University engagement

(Donaldson, Teaching Scotland’s Future 2010)

“She’s been on a course”

Cascade – spray and pray

“They should try teaching here”

“When were they last in a classroom”

From In-Service Training to Career-Long Learning

Individualism and individuality

Balkanisation

Contrived collegiality

Professional learning communities

Clusters, networks and federations

Hargreaves and Fullan, ‘Professional Capital’ 2012

From In-Service Training to Career-Long Learning

Authentic – real issues in context

Extended not one-off

External stimulus and challenge

Engaged in learning

Collegiate – necessary but not sufficient

Supportive leadership

Funding/release time/voluntary or compulsory unrelated to

influence on student outcomes

Timperly et al quoted in Hattie ‘Visible Learning’ 2009

What Works Best?

Professional culture – collegiate, reinforcing and exploring

Professional commitment

Supporting structures and partnerships

GTCS Standards

PRD

Focus on impact on learning

Key Elements

Do not feel imprisoned by the past or the contextActive member of extended professional community

Professional inquiry and explorationEngage with complexityMasters level thinking

GTCS Standards and PRDLeadership is not about length of service

Aspiration, reflection and optimism

A revitalised teaching community

Better experiences and outcomes for our young people

What about you?

KEY MESSAGES

• The world is changing fast

• Schools are inherently sceptical about external solutions

• The answer lies in the school/between schools/beyond schools

• Build the capacity of teachers

• Nobody can give you that answer but outside support and challenge

matters

• Be clear and honest about your challenges – no conspiracies of

ignorance

• The way forward is more about exploration than implementation

• Draw strength from colleagues – isolation is the enemy of improvement

• Break new ground – real action research

[email protected]

Thank You

Keynote 2Gillian Hamilton

Gillian Hamilton

AHDS Keynote – November 2014

Follow SCEL on Twitter @TeamSCEL, @CEOSCEL

Recommendation 50:

Follow SCEL on Twitter @TeamSCEL

A virtual college of school leadership should be developed to improve leadership capacity at all levels within Scottish education.

From virtual to reality:


Virtual:

Almost or nearly as described, but not completely or according to strict definition.

Not physically existing as such but made by software to appear to do so.

Denoting particles or interactions with extremely short lifetimes and (owing to the uncertainty principle) indefinitely great energies, postulated as intermediates in some processes.

Key messages from scoping

•Independence and autonomy

•Inclusivity and accessibility

•Coherence and coordination

•Quality assurance

•Set the leadership agenda

•Partnership in co-construction and delivery


Vision • Develop, articulate and implement a vision for educational

leadership in Scotland that is learner focused and futures oriented.

• Provide coherence for the range of leadership development opportunities available in Scotland.

• Offer / facilitate innovative and cutting edge leadership development opportunities that are research-led, practice focused and bench marked internationally.

• Embed ‘leadership networks’ across the sectors and systems so that leaders at all levels are connected to and within professional leadership communities.


Developing SCEL – Progress to date


• Governance • Staffing – recruitment of CEO and Chair

• Board appointment process complete • Location and premises

• Initial meetings of Partners’ Forum and Stakeholders’ Forum

• Pilot Fellowship Programme

• National Consultation on Leadership Pathways and National Headship Programme

Follow SCEL on Twitter @teamScel


Framework for Educational Leadership All teachers are expected to be leaders in a number of important ways.

They are expected to lead learning for, and with, all learners, with a clear focus on improving outcomes for everyone (pedagogical leadership).

All teachers are expected to develop their capacity to lead colleagues and other partners to achieve change, for example through specific projects or development work (middle leadership).

Teachers in, or aspiring to, leadership roles within education are expected to lead teams, initiate and manage change effectively and develop leadership capacity in others (school leadership).

All leaders have a responsibility for encouraging collaborative partnerships to ensure positive outcomes for all children and young people (system leadership).


Programme Development Phased programme of growth and development

•Teacher leadership / Middle leadership

•Headship programmes

•Headstart programme for new heads

•Serving heads / Fellowship Programme

•Regional Network Leaders

•Register of experts / specialists

SCEL Fellowship Programme


• Designed to provide advanced development opportunities for headteachers in schools and heads of establishments in early years centres.

• Design principles underpinned by the model of professional learning that integrates reflection on practice, cognitive development, experiential learning and collaborative learning.

• Participants will extend their professional learning and widen their leadership experience while taking forward an aspect of policy development that enables them to engage with policy formation and implementation at local, national and international levels.

• New Fellows will become champions and ambassadors for the College as well as contributing as system leaders in Scotland.


Regional networksTeam of Regional Network Leaders

Work for the College for an agreed number of days per year

Local partners – LA link officers, learning reps, ES area officers

Defined role

Contact us at: Scottish College for Educational Leadership

The Centrum Building

Unit 2E - 38 Queen Street

Glasgow

G1 3DX

0141 548 8005

www.scelscotland.org.uk


http://www.scelscotland.org.uk/

AHDS Annual Conference 2014 - Graham Donaldson

Education

Transcript of AHDS Annual Conference 2014 - Graham Donaldson