AHDS Annual Conference 2014 - Graham Donaldson
- 1. Keynote 1 Graham Donaldson
- 2. SHAPING THE FUTURE Graham Donaldson AHDS November 2014
- 3. Factors Promoting Change Information on school quality, including international comparisons Te chnologica l de ve lopme nts, comme rcia l Increased autonomy at local and school levels Increased Demands to use public resources efficiently inte re sts & me dia Rising importance of education accountability in public sector and demands for evidence-based policy making •Knowledge and the economy •International competition •Growing expectations
- 4. Some Implications 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
- 5. 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
- 6. Storming the classroom citadel Package and push? Direct and demand? Manage and measure? Promise and punish? Hearts and heads? Network and nourish? Pervasive tension between immediate iimmppaacctt aanndd lloonngg--tteerrmm,, ssuussttaaiinnaabbllee ggrroowwtthh
- 7. Impact of Reform “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
- 8. 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
- 9. Teachers and change Cuban and Tyack in Hattie ‘Visible Learning ’ 2009
- 10. What might work? PISA 2012 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. OECD PISA Results in Focus 2014
- 11. Economic and Social Research Council Education in a Devolved Scotland 2013 Reading score of 15 year olds PISA, 2009 BUT ALSO PISA Reading 2009 Between Schools Within School England 29% 71% Wales 17% 83% NI 51% 49% Scotland 18% 82%
- 12. 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
- 13. 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
- 14. 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
- 15. High performing education systems combine quality with equity 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 significantly different from the OECD average Strength of the relationship between performance and socio-economic status is below the OECD average Slovak Republic Hungary Bulgaria Chile Peru Shanghai-China Chinese Taipei Slovenia Czech Republic Belgium Poland Germany Singapore Austria Switzerland Viet Nam Hong Kong-China Japan Netherlands Finland Estonia Australia Canada United Kingdom Denmark Ireland Latvia Russian Federation PortugalLuxembourg France Uruguay New Zealand Romania Spain Israel Costa Rica Lithuania United States Croatia Turkey Malaysia Serbia Montenegro Tunisia Greece Argentina Brazil Sweden Iceland Thailand Norway Jordan Colombia Indonesia Macao-China United Arab Emirates Kazakhstan Qatar Mexico Liechtenstein Korea Italy Mean mathematics score 650 600 550 500 450 400 350 300 OECD average 30 25 20 15 10 5 0 Percentage of variation in performance explained by the PISA index of economic, social and cultural status OECD average Above-average mathematics performance Below-average equity in education outcomes Above-average mathematics performance Above-average equity in education outcomes Below-average mathematics performance Below-average equity in education outcomes Below-average mathematics performance Above-average equity in education outcomes Greater equity
- 16. Performance of Swedish students on PISA
- 17. 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!!!
- 18. 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???
- 19. NATIONAL CONTEXT
- 20. 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 curriculum Engaging, imaginative and purposeful pedagogy Assess what we profess – wider achievement AND A new paradigm of governance and change A revitalised and better connected teaching profession Distributive leadership Constructive accountability GIRFEC One aligned agenda
- 21. 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)
- 22. From In-Service Training to Career- Long Learning “She’s been on a course” Cascade – spray and pray “They should try teaching here” “When were they last in a classroom”
- 23. 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
- 24. What Works Best? 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
- 25. Key Elements Professional culture – collegiate, reinforcing and exploring Professional commitment Supporting structures and partnerships GTCS Standards PRD Focus on impact on learning
- 26. What about you? Do not feel imprisoned by the past or the context Active member of extended professional community Professional inquiry and exploration Engage with complexity Masters level thinking GTCS Standards and PRD Leadership is not about length of service Aspiration, reflection and optimism A revitalised teaching community Better experiences and outcomes for our young people
- 27. 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
- 31. Keynote 2 Gillian Hamilton
- 32. Gillian Hamilton AHDS Keynote – November 2014 Follow SCEL on Twitter @TeamSCEL, @CEOSCEL
- 33. Recommendation 50: A virtual college of school leadership should be developed to improve leadership capacity at all levels within Scottish education. Follow SCEL on Twitter @TeamSCEL
- 34. 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. Follow SCEL on Twitter @TeamSCEL
- 35. 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 Follow SCEL on Twitter @TeamSCEL
- 36. 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. Follow SCEL on Twitter @TeamSCEL
- 37. 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
- 38. Follow SCEL on Twitter @teamScel
- 39. Follow SCEL on Twitter @teamScel
- 40. 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). Follow SCEL on Twitter @teamScel
- 41. Follow SCEL on Twitter @teamScel
- 42. Follow SCEL on Twitter @teamScel
- 43. 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 Follow SCEL on Twitter @teamScel
- 44. 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. Follow SCEL on Twitter @TeamSCEL
- 45. Follow SCEL on Twitter @teamScel
- 46. Regional networks Team 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 Follow SCEL on Twitter @teamScel
- 47. Follow SCEL on Twitter @TeamSCEL
- 48. 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 Follow SCEL on Twitter @teamScel
Editor's Notes
- #16: The average performance is around the OECD average, and student performance is also related to their socio-economic background around average, meaning that personal or social circumstances are obstacles to achieving full educational potential.
- #17: The average performance is around the OECD average, and student performance is also related to their socio-economic background around average, meaning that personal or social circumstances are obstacles to achieving full educational potential.