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  • 1. Dr P K Hazlewood Headteacher, St Johns Marlborough Visi=ng Fellow University of Bristol
  • 2. DfEs 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 cant go on like this..........nothing else will do: we need big change in the way we do educa=on in our country (Cameron 2010)
  • 3. .... 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
  • 4. Is to prepare people for the future but what future? All...........should become successful learners, condent 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)
  • 5. The largest eect 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)
  • 6. 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.
  • 7. 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)
  • 8. Crea=ng highly condent, capable, independent learners q Managing (Complex) Informa=on q Managing (Dicult) Situa=ons q Rela=ng (Extremely Well) to People q Learning how to learn (for life) q Global par=cipa=on (making a dierence)
  • 9. Change lessons every hour 25 =mes a week See 12+ teachers Lack of con=nuity Lack of coherence The disintegrated, disengaging curriculum
  • 10. 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 eec=vely in a variety of unfamiliar situa=ons and environments To think purposefully, demanding more of themselves and others in pursuit of their challenges
  • 11. 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
  • 12. New Triplisa,on Paradigm Tradi,onal Site-Bound Paradigm Individualised Student and Learning Reproduced Students and Learning student is centre of educa=on student is follower of teacher individualised programmes standard programmes self-learning with guidance absorbing knowledge from teacher self-actualising process receiving process focus on how to learn focus on how to gain self-rewarding and enjoyable externalised rewards
  • 13. New Paradigm Tradi,onal Site-Bound Paradigm Individual Teacher and Teaching Reproduced Teacher and Teaching teacher is the facilitator to support teacher is the centre of educa=on students learning alidkskljdf mul=ple intelligence teacher par=ally competent teacher individualised teaching style standard teaching style teaching is to arouse curiosity teaching is a disciplinary, delivering, teaching is a process to ini=ate, training and socialising process facilitate and sustain students self- akjdkldj jasdlkasdjklsjklsdjklsd learning and self-actualisa=on lkjadklf sharing joy with students achieving standards in examina=ons teaching is a lifelong learning process teaching is a transfer and applica=on process
  • 14. 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 Reec=on, review, monitoring and evalua=on
  • 15. 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
  • 16. 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 redeni=on h]p://
  • 17. If we want our learners to be: inquirers principled knowledgeable open-minded thinkers caring communicators risk takers reec=ve Then how do we prepare our teachers?
  • 18. 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
  • 19. 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