Certe, toto, sentio nos in kansate non iam adesse

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Certe, toto, sentio nos in kansate non iam adesse
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How good is our school? A journey to excellence
How good can we be?
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How good is our institution/service?
Overarching Framework
How good can we be?
How do we get there?
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JTE Parts 1 and 2
Curriculum for Excellence
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MAKING USE OF JTE

• Using the movie clips in talks and making
  suggestions for adding to them
• When discussing improvement planning
• In professional engagement and dialogue,
  discussing learning for pupils and CPD for staff
• During feedback to staff building on strengths,
  suggesting action points
• Suggesting sources of best practice places,
  people, published research
• Using learning trails and developing your own
• REQUIRES YOU TO BE FAMILIAR WITH THE RESOURCE,
  THE CONTENTS AND THE STRUCTURE

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Success
What do you think are the two or three key
success factors for any organisation?
Core business
People
Leadership
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For institutions of learning
for
Learning
Relationships
Leadership
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What is learning?
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Learning! The core business
What do you think learning is?
led by?
Brain changes
A process
Teaching
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Change!
Transformational?
What do you think change is?
geared to
Learning
New things
New behaviours
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Change!
Transformational?
geared to
Learning
New things
New behaviours
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Learning!
learning is not a product created by educators
and delivered to learnersIt is the learners who
create the learning, in their heads or in their
hands, and it is the job of the educator to
facilitate, guide and support the learner to make
this transformation of themselves, their
knowledge, attitudes and abilities. Active
participation by the learner is required if
learning is to take place.
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• playing Mozart in class helps everyone to learn
• you can learn with no effort
• water helps you learn
• you only use 10-25 of your brain
• you right or left brained
• we have fixed periods for learning certain things

Neuro myths!
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Brain the lifelong learning machine

• Motivation is key to how brain works, emotions
  involved.
• UNDERSTANDING is critical - I've got it!!!
• Teenage behaviour reckless, pre-frontal cortex
  not mature
• Cognitive decline but increase in expertise and
  skills
• Learning therapy (eg reading aloud) helps when
  aged
• Pleasure!! Key engine to motivation.
• Body and brain work together
• Phonetics, semantics up to puberty/twenty
• Dyslexia gravity depends on mother tongue
  -phonemic training helps

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BLOOMS REVISED TAXONOMYCreatingGenerating new
ideas, products, or ways of viewing
thingsDesigning, constructing, planning,
producing, inventing. EvaluatingJustifying a
decision or course of actionChecking,
hypothesising, critiquing, experimenting,
judging  AnalysingBreaking information into
parts to explore understandings and
relationshipsComparing, organising,
deconstructing, interrogating, finding ApplyingU
sing information in another familiar
situationImplementing, carrying out, using,
executing UnderstandingExplaining ideas or
conceptsInterpreting, summarising, paraphrasing,
classifying, explaining RememberingRecalling
informationRecognising, listing, describing,
retrieving, naming, finding 
Higher-order thinking
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Raising achievement matters

• For society
• Lower criminal justice costs
• Lower health-care costs
• Increased economic growth

• For individuals
• Increased lifetime salary
• Improved health
• Longer life

two
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Indicators

• Increase the proportion of school leavers in
  positive and sustained destinations (FE, HE,
  employment or training)

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Targets

• To raise the growth rate to the UK level by 2011
  To match the growth rate of small independent EU
  countries by 2017

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Intelligence led
Less prescriptive
Transformational change
Leadership challenges
More joined-up
More interactive
one
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OECD report

• who you are is far more important than what
  school you attend.

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What do you think excellence is?
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Excellence is the result of caring more than
others think is wise risking more than others
think is safe dreaming more than others think
is practical and expecting more than others
think is possible.
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Where is the best place to achieve consistent
quality in a school?
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Its the classroom

• Variability at the classroom level is up to 4
  times that at school level
• Its not class size
• Its not the between-class grouping strategy
• Its not the within-class grouping strategy
• Its the teacher
• Dylan Wiliam

ttv
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The big ten classroom factors?

• having a positive attitude
• the development of a pleasant social /
  psychological climate in the classroom
• having high expectations of what pupils can
  achieve
• lesson clarity
• effective time management
• strong lesson structuring
• the use of a variety of teaching methods
• using and incorporating pupils ideas
• using appropriate and varied questioning
  Reynolds

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When will I ever usewhat youre teaching me
today?

• Raising achievement requires improving teacher
  quality
• Improving teacher quality requires teacher
  professional development
• To be effective, teacher professional development
  must address
• What teachers do in the classroom
• How teachers change what they do in the classroom

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Strategies - formative assessment
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Pace of change
SDP
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We are preparing young people for jobs that dont
yet exist
requiring technologies that havent yet
been invented
to solve problems of which we are not yet aware.
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• Innovative and creative
• Able to cross boundaries
• Adaptable and flexible
• Analytical and critical in thinking
• Can problem solve
• Personal development
• Technologically literate

Thinking for Understanding - hard-wired
to multi-task
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A Values-driven public service

• A belief in fairness and equity
• Doing its best for every individual
• Enabling people to make informed choices about
  the service they want
• Engaging people to take personal responsibility
• More control over their institutions to make them
  more distinctive

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Values - wisdom, justice, compassion and
integrity

• Achievement Sincerity Respect
• Perseverance Family Responsibility
• Community Helping society Accountability
• Competition Honesty Serenity
• Cooperation Independence Truth
• Democracy Loyalty Optimism
• Ecological awareness Freedom Discipline
• Ethical Practice Diligence Friendship
• Courtesy Fairness Self-esteem
• Courage Hope Openness
• Empathy Morality Tolerance
• Generosity Equity

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Planning for Excellence
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Agreeing vision and values
Aspirational
Shared ownership
Dynamic
Looking to the future environment
Rooted in what the school knows about itself
Learning and teaching at the heart
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• STARS analysis
• Strengths
• Treats
• Allies
• Radicals
• Successes

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The most effective planning

• is proportionate
• involves the whole school community
• builds on identified strengths
• focuses on action, not bureaucracy
• can be recognised by the extent and quality of
  its outcomes for children.

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Role of EA

• Help to formulate vision
• Judge when to intervene to support
  schools
• Support creativity and innovation
• Make an active contribution at all stages
• Make local and national priorities
  understandable, accessible and practical
• Achieve appropriate balance between
  prescription and providing freedom for
  schools to respond to the needs of their
  own communities

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Excellence in Leadership

• Principles are translated into daily action.
• Staff and pupils feeling able and confident to
  take lead roles within and beyond the classroom.
• Leaders persuade others that core values are
  shown in small-scale daily actions, as well as
  strategic moral vision.

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• Learning leadership from children
• Its more fun to colour outside the lines
• Ask Why? until you understand.
• Make up the rules as you go along.
• It doesnt matter who started it.
• You sometimes have to take tests before you
  finish studying.
• If you want a kitten, start out asking for a
  horse.
• Keep knocking till someone opens the door.
• You cant ask to start over when your losing.

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Vision - compelling need - moral imperative
The great challenge
Professional drive
Focus - constantly considering outcomes
Good
Humility
Energy - capturing the discretionary effort
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The dead pan leader
The thinking leader
Change leadership (winning hearts and minds)
Deficit thinking
Strength-based thinking
Rational thinking
Emotional thinking
Common sense thinking
Insight thinking
Equity thinking
360 thinking
Integrated thinking
Binary thinking
Sticky thinking
After Robin Ryde
Exit thinking
HM Inspectorate of Education
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• Classroom observation
• Headteacher, headlearner, headcoach
• The mini-observation with feedback.
• Perspective Learner or teacher?
• Professional engagement and learning.
• Focus on Impact Outcomes for Children.
• Leaders provide vision and engineer change -
  Leaders get the job done through other people.
• Leaders get paid to talk.
• Leaders do not get paid to do!

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• So why Scotland?

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hmie.gov.uk
ltscotland.org.uk
journeytoexcellence.org.uk