profesionalisme guru- education for all, shared by all

8/14/2019 PROFESIONALISME GURU- EDUCATION FOR ALL, SHARED BY ALL

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Quality Education for All, Shared by AllQuality Education for All, Shared by All

International Seminar in MadridInternational Seminar in Madrid

29 November 1 December 200429 November 1 December 2004

Professor David HopkinsProfessor David Hopkins Chief Advisor on School Standards, DfESChief Advisor on School Standards, DfES


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The Problem:The Problem:

Link between social class and outcomes

Within and between school variation

Too many children insufficiently engaged by learning,leading to

very poor participation rate at 17

The challenge is to put all this right.


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1950 1960

11 plus dominated"Formal"

Professional control

"Informal"

Standards andaccountability

NLNS

1970 1980 1990 2000 2010

2003

Brief history of standards in primaryBrief history of standards in primary

schoolsschools


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Ambitious

Standards

Devolved

responsibility

Good data and

clear targets

Access to best

practice and quality

professional

development

Accountability

Intervention

in inverse

proportion

to success

HighHigh

ChallengeChallenge

HighHigh

SupportSupport

Policies to Drive School ImprovementPolicies to Drive School Improvement


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Five Drivers for ReformFive Drivers for Reform

Personalised learning, enriched curriculum, whole child

System wide focus on workforce reform and teacherprofessional development

Strong institutions committed to excellence and equity

A synchronised system generating its own momentum forreform

The whole enterprise capturing the heads and minds of thenation


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Enhancing Professional DevelopmentEnhancing Professional Development

through Workforce Reformthrough Workforce Reform

Workforce Reform is essentially about creating the conditions to deliverpersonalised learning:

Teachers freed to focus on teaching and learning (released fromtasks that dont require their expertise)

More professional support staff both in and outside the classroom

(HLTAs, pastoral and business managers, cover supervisors) andthe flexibility to deploy them

Teacher promotion based on classroom practice through teachingand learning reviews

Cutting edge ICT to revolutionise curriculum delivery andstreamline back office systems

Getting the culture right, willingness to re-examine existing modelsand working practices


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The School as aThe School as a Professional LearningProfessional Learning

CommunityCommunity

Build in time for collective inquiry

Collective inquiry creates the structural conditions for schoolimprovement

Studying data on classroom practice increases the focus on

student learning

Use the research on teaching and learning to improve schoolimprovement efforts

By working in small groups the whole school staff can become a

nurturing unit Staff Development as inquiry provides synergy and enhanced

student effects


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New Relationship with SchoolsNew Relationship with Schools

David Miliband, Minister for Schools, in his North ofDavid Miliband, Minister for Schools, in his North ofEngland Speech, on 9England Speech, on 9thth January 2004 said:January 2004 said:

If we want to make personalised learning the defining feature ofour education system then we need to develop a new, more

focussed and purposeful relationship between the Department,LEAs and schools.

Strip out clutter and duplication

Align national and local priorities

Release greater local initiative and energy


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The Main ChangesThe Main ChangesSELF-EVALUATION

continuous, searching, objective how students progress and how core systemsare working

INSPECTION short and focussed review of the fundamentals of a schools performance and

systems . every 3 years very short notice

SCHOOL IMPROVEMENT PARTNER credible practitioner in many cases with current or recent secondary headship

experience a critical friend

SINGLE CONVERSATION about schools priorities, targets, support needs. reduce multipleaccountabilities reengineer DfES and LEA programmes

PROFILE reflecting the breadth and depth of what schools do

DATA collected once, used many times

COMMUNICATIONS information that schools need, when they need Amazon-style online ordering


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School

School

Improvem

ent

Improvem

entPersonalisedPersonalised

LearningLearning

System WideSystem Wide

ReformReform

Teachi

ngan

d

Teachi

ngan

d

Learning

Learning


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Networks and InnovationNetworks and Innovation

Networks support educational innovation by:

Providing a focal point for the dissemination of good practiceand the agents of knowledge creation, transfer and utilisation.

Keeping the focus on the core purposes of schooling inparticular creating and sustaining a discourse on teaching andlearning.

Enhancing the skill of teachers.

Building capacity for continuous improvement at the locallevel.

Ensuring that systems of pressure and support are integrated,not segmented.

Acting as a link between the centralised and decentralisedpolicy initiatives.


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Key Principles for ReformKey Principles for Reform

Greater personalisation & choice

Opening up services and new ways of delivery

Freedom & independence

A major commitment to staff development

Partnerships


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The 5 Priorities from the 5 Year StrategyThe 5 Priorities from the 5 Year Strategy

Supporting the education & welfare of the wholechild

Continuing the drive in primary education

Widening choice & increasing achievement insecondary & Further Education

Reducing the historic deficit in adult skills

Sustaining an excellent university sector


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POWERFUL

LEARNING

EXPERIENCES

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