school-to-school collaboration for transformation david triggs … · leadership, management and...
TRANSCRIPT
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School-to-School Collaboration for Transformation
What can Federations learn from current and recent policy and practice?
Monday 1st December 2003British Academy, 10 Carlton House Terrace, London SW1
David TriggsGreensward College
Greensward’s experience
SST – Family of Schools
SCITT
SEEVEAZ
Beacon School
Twinning arrangements
Teacher Training Status
School ImprovementConsultant
Executive Principal
Cisco Regional Academy
Characteristics of an Executive Principal
• Capable of using authority ‘safely’• Capable of ‘building capacity’ of Leadership
Teams• First class mentor, coach, trainer• Clear educational vision and school
improvement model• High level consultancy skills• Extensive ‘networker’• Level 5 Leader• Impact
Greig City Academy
Greig Exclusions
02468
1012141618
Jan
Feb
March Ap
rilMa
yJu
ne July
Augu
st
Septe
mber
Octob
er
Nove
mber
Greig City Academy
Attendance Figures
0.80.820.840.860.880.9
0.920.94
Jun-03
Jul-03
Aug-03
Sep-03
Oct-03
Nov-03
KS3
Ks4
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Greig City Academy
% of staff remaining in post
0
20
40
60
80
100
2002/ 03 2003/ 04 2004/ 05
Target
Act ual
Conditions for success
• Schools/LEAs must commit to engaging an Executive Principal and a Principal
• Training of Executive Principals• Training of potential Principals• Engagement of the Community Action
Network• Funding for each projects
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Trevor BaileyWorle School
‘Every Child MattersA School and Federation Perspective’
Weston Education Partnership
•Members: 4 Comprehensive schools, 2 special schools, 1 SLD one MLD, and a PRU.
•All 4 comprehensives will have had new Headteachers in the last 26 months – two appointments pending yet to be made and an acting head in post.
•Working collaboratively since Sept 2002.
•All 4 schools more than adequately populated – not an issue.
•Governors supportive of collaboration.
•Holiday seaside town with vastly reduced visitor numbers.
•Recent industry closures has resulted in reduced employment opportunities.
•Most current employment opportunities are low level service sector.
•A couple of areas of high deprivation with associated social problems
•Poorly served by services from youth clubs to cinemas to police presence. (proximity to Bristol) Commuter belt for Bristol
•Huge housing development planned – private and HousingAssociation
•Excellent road, rail, air links to national infrastructure.
•Some small areas of SRB funding
•Culture of low aspiration and poor progression to higher level courses
Weston: In need of regeneration
•Learning in Weston not the first choice for a significant minority at 11+ and 16+•Underachievement – the need to raise standards•Lack of understanding of and aspiration to HE•Disjointed provision and unclear progression•Budget issues•Loss of employment and lack of inward investment•Local council’s “New Vision” for Weston•Interconnectedness between prosperity and high quality learning•Rapidly growing town with pockets of severe deprivation•Need for improving skills base•Some links with teacher training institutions and BristolUniversity.
•Three of the schools are specialist and between them cover virtually all curriculum areas. Other school is applying to be specialist
Weston: The Educational Challenge
Weston-super-Mare Town Perspective
The Headteachers’ “Burning platform”
There is a lack of aspiration in the town.
Low self esteem, a low regard for the worth of lifelong learning / education results in poverty of ambition.
The schools see regeneration as having to happen from within thecommunity.
We believe the schools can lead this by addressing post 16 provision, lifelong learning provision and leading the town in gaining a sense of dynamism.
Achievements to Date
• Close partnership, openness and trust.• Joint governors’ group• Strong LEA support• Partnership with Weston College• 163 students on link courses, including students from special
schools• Strategic group and subgroups in place• Inter-school review of teaching and learning pilot• Sharing staff specialisms between institutions• Students and staff from Special Schools and PRUs accessing
facilities and staff in the 11-16 schools• Joint and specialist INSET
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Collaboration and Networking will not provide the necessary “Hard Edged” Leadership, Management and Governance structures that will enable schools to become agents of systemic change.
Provide the highest possible quality of Education in all partner schools.
However, Federation will give schools and teachers the capacity to:
Be responsive to the needs of individual learners and offer wider choice.
Act as agents for regeneration and renewal in their communities.
Raise the collective game, be research driven and operate at the cutting edge of practice.
Why Federation?•A hard-edged commitment between schools to work together in partnership to achieve the agreed strategic goals.
•A core curriculum development programme managed on a Federation-wide basis to progressively enhance and extend the range and accessibility of curriculum available to students and staff.
•An enhanced 14-19 curriculum, embracing both A level and vocational studies to provide increased flexibility of provision to students at a critical stage of their education and transition to the world of work and higher education.
•A Federated approach to some of the key leadership, management and staff development initiatives, envisioned under LIG and excellence cluster, but made even more powerful through the process of joint and integrated action
Teaching Learning
Choice and Opportunity
Raising Aspirations
Putting the Learner First
A Collegiate Academy, open to all, with teaching and learning at its heart and a focus on improving the achievement, attainment and progression of young people.
The Weston Federation: An empowered Learning CommunityPROJECT STREAMS FOR FEDERATION IMPLEMENTATION
Leading learning
Initial Teacher Training
ICT infrastructure
Learner Support
Virtual Learning Environment
Transition Management and Organisational Change
Learning Organisation
Learning partnerships
Stakeholder Engagement & Communications
Continuing Professional DevelopmentVision
“Towards 2008”
Governance and Funding strategy
At the heart of the Weston Federation is the intention to create a unified
and integrated approach to Learning and Teaching. By working together
in Federation, the schools believe that they can improve standards
substantively over the levels possible with their standalone resources,
even after taking into account the incremental resources of LIG and
excellence cluster grants.
•Every individual understands and appreciates the meaning and power of learning for themselves, their future and their relationships with others.
•Every individual has an appreciation of how to develop and utilise their learning to enable them to achieve fulfilling personal goals.
•Every individual is equipped to play a full and active role in society.
Federation Culture and Ethos
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•Federation philosophy, identity and practices are known, understood and respected by the members of its community.
•Leadership and Management are recognised in taking a leading role in promoting and fostering progress in a manner consistent with the agreed values.
•A willingness to seek out and work in new ways to ensure that all individuals are helped in their continuing professional development and to develop a work-life balance for all its members.
•A first choice of learning for the local community.
Federation Strategy Every Child Matters:Green Paper Proposals
• Supporting parents and carers
• Early intervention
• Accountability and integration
• Workforce reform
Too Many Visions, Plans, Strategies, Fiefdoms and Cooks?
Scho
ol
LEA: StandardsEWS SEN
CAMH
S
GP services and Primary Care Trust
School Health Service
Social Services
PoliceChildProtection
Acute Hospital
Trust
Connexions
Yout
h Se
rvice
Volun
tary A
gencie
s
Parents &Carers
The Solution
Full Service Extended Schools
in
Full Service Federations
Joining Up The Thinking
Federation Vision
Goals
Aims
Obj
ectiv
es
Targets
FederationSMB
FedTeam
CAMHS
Parents & Carers
Health Services
Social Services, Housing
YOT & Police
Voluntary Sector
Connexions andYouth Service
LEADfES
Federation Team
Advantages
• Creation of multi-disciplinary teams• Sharp end staff from different disciplines talk to each other
and work together as a team• Break through bureaucratic barriers• Quick, immediate responses to need• Common vision, goals and targets• Clarity• Accessibility of support mechanisms• Expertise on site• Children’s needs before system needs
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David Hargreaves‘Innovation for Transformation’
We are at our best when we are at our
boldest …and we have not been bold enough.
Tony Blair, Conference 2003
I know the old top-down approach won’t work any more.
Tony Blair, Conference 2004
THE NATURE OF INNOVATION
Radical innovation
Far from existing practice
Incremental innovation
Near to existingpractice
Major change
Minor change
A typology ofTYPES OF INNOVATION IN PUBLIC SERVICE
ORGANISATIONS
Transpositional
Organisational
Methodological
Scientific
Technological
Radical Incremental
Distributed innovation
• the go-it alone approach• the modular approach
segmentedsequential
• Independent innovation means individuals seek to invent the wheel for themselves – and duplicate
• Modularity means the participants collaborate to create an Apollo
What are ‘good practice’ and ‘best practice’?
Innovation is best achieved through collaborative networks
The same networks are the most effective way of transferring the emergent good practices
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INNOVATIONVALUE
RISKSSURMOUNTED
NUMBER OF SPINOFFS
HIGH
HIGHLOW
LOW
What will you do with your new knowledge?
• Keep it – Steal it• Sell it – Buy it• Share it – Share it• Give it away – Trust
An open source network of schools andTeachers would produce a peer-to-peer
systemof knowledge management that is…
• decentralised• distributed• disciplined
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EDUNOVA
The Levers of Transformation
IPPR Seminar “Collaboration for Transformation”1 December 2003
Graham Walker
The Levers of Transformation
• In summary• Gap analysis• In detail• Actionable first steps
© Edunova Ltd
The UK education system is ready for transformational change
The good news is:• Many know that transformational
change is needed and that this need will increase over time, rather than level out
• Many excellent improvement initiatives over the last 10-15 years have prepared an enormous number of practitioners for transformational change, provided it is led sensitively in the best interests of the learner
• A major capital commitment has already been made for the very necessary renewal of the buildings and ICT infrastructure of UK education system
The challenge remains:• There is little shared understanding of
the comprehensive nature of the transformational changes that are needed and of the guiding principles that should define them
• There is little understanding as to what it will take to make transformational change happen successfully
© Edunova Ltd
The experience of many major programmes suggests the following levers of transformation for benchmarking the effectiveness of government reform policies
• A recognised imperative for change• An inspiring and unassailable vision• Sufficient resources of effective leadership• A culture of continuous learning and renewal• A balanced portfolio of transitional investments• A system-wide transition strategy• A sustainable steady-state economic model• Responsive support structures, processes and measures• Actionable first steps
© Edunova Ltd
There is some way to go before we can say that we have an effective strategy for transforming our UK education system
Actionable first steps
Responsive structures, systems and measures
Sustainable steady-state economics
System-wide transition strategy
Balanced transitional investments
Culture of learning and renewal
Sufficient effective leadership resources
Inspiring/ unassailable vision
Imperative for change
Ease of completionPresent positionLever of Transformation
© Edunova Ltd
Inspiring / Unassailable vision
Inspiring/ unassailable vision
Ease of completionPresent positionLever of Transformation
Inspirational Purpose
Methods & Tools
Structures & Goals
An inspirational and unassailable vision will enable all stakeholders to unite with a strength of purpose that will motivate and energise all the activities that have to happen.
By focusing single-mindedly on the purpose, we can help individuals work together to overcome the barriers that inevitably loom large in our day to day activities.
That clarity of purpose is currently not present in the system. The good news is that it is relatively easy to develop and agree.
© Edunova Ltd
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Sufficient resources of effective leadership
Sufficient effective leadership resources
Ease of completionPresent positionLever of Transformation
Illustration of the challenge at secondary level
•Circa 4000 secondary schools in England and Wales
•Circa 2.5-10% of head-teachers are truly outstanding school principals (and the equivalent percentage of similarly qualified senior managers)
•Need a major step change in the aspirations and performance of our core education system
•Need to catch up with and then keep up with fastest changes in human history
•How to leverage the leadership skills of the few for the benefit of the many?
Current initiatives, whilst well intended and based on the right principles, are delivering patchy and relatively incremental changes, with no clear definition of end goals and timescales. No coherent way has been found yet for rapidly transferring innovative know-how in the normal course of school business
Hard-edged collaboratives have the potential to:
•Leverage scarce leadership, management and other intellectual resources across the system
•Ensure that the process of change is directed and led by practitioners, with the focus on the learner
•Research, develop and disseminate new solutions as part of the normal course of school business
© Edunova Ltd
A culture of continuous learning and renewal
Culture of learning and renewal
Ease of completionPresent positionLever of Transformation
Currently although there is a spirited debate and experimentation amongst practitioners regarding the nature and benefits of “learning organisations” , this is not yet backed up by relevant policy priorities and national investment programmes
Surely our schools should be supported in their efforts to become learning organisations?It would be relatively easy to launch a national programme to foster a process of discovery and understanding, as so much has been written and understood about this subject over the last few decades
RESULTS
Inspirational Purpose
Methods & Tools
Structures & goals
Skills and capabilities
Attitudes and beliefs
Awareness and sensitivities
Source: The Fifth Discipline Fieldbook(PeterSenge)
DOMAIN OF ENDURING CHANGE
DOMAIN OF ACTION
© Edunova Ltd
A balanced portfolio of transitional investments
Balanced transitional investments
Ease of completionPresent positionLever of Transformation
Currently, unprecedented levels of investment are being committed in the areas of new buildings and technology. Similar commitments have yet to be made to the new learning frameworks, leadership and staffing arrangements that will be critical to realising the best value from these investments.
Pathfinding collaboratives can be used as development agents to envision, develop and test the learning frameworks, leadership and staff development arrangements that will best serve the learner in the schools of the future. These can form the blueprints and working exemplars for those that follow.
Individual transitions
EndingExp
loring
Begi
nnin
g
Designi
ng
Lead
ing
Realising
CurrentState
FutureState
Organisational transitions
Organisational readiness and business case
Vision for change
Culture & Change
Organisational Development
Communication Strategy
Leadership & stakeholders
Individual & Team Capacity
…..There is no simple solution to this transformational challenge
© Edunova Ltd
A system-wide transition strategy
System-wide transition strategy
Ease of completionPresent positionLever of Transformation
Currently, there appears to be no explicit national strategy for moving safely and securely from the traditional classroom-based learning model to one that is focused more on the needs of the individual learner.
A nationally facilitated and nurtured path-finding strategy is needed, using “hard edged” collaborative partnerships to develop, test and demonstrate the required new solutions, and then help the early and later followers to catch up. The path-finding strategy needs to be organised to motivate bold but safe transitions, and to reward success with greater freedoms and powers.
100% New Learning Paradigm
100% Traditional Learning Paradigm
0% New Learning Paradigm
0% Traditional Learning Paradigm
Time
© Edunova Ltd
Sustainable steady-state economics
Sustainable steady-state economics
Ease of completionPresent positionLever of Transformation
Outcomes: A transformed education system will deliver educational outcomes for young people and those in their communities far in excess of today’s
Running costs: These will be greater than that of today’s because of the need for:• a more flexible and learner focused curriculum• a more adaptable and learner focused staff, with pay and conditions better aligned with private sector• the regular renewal of the ICT infrastructure and ICT-based learning applications
Transition costs: These will include:• New buildings and ICT• New curricula and support tools• Staff development and change support• Reform and realignment of other support organisations
This economic case for Transformation can be made (Perhaps it has been made?). Currently, however, it has not been communicated. Its continuing absence leaves
stakeholders sceptical about both the resolve and the execution of the plans.
© Edunova Ltd
Responsive structures, systems and measures
Responsive structures, systems and measures
Ease of completionPresent positionLever of Transformation
Structures, systems and measuresinclude:
•DfES
•National Curriculum
•National standards agenda
•Ofsted/HMI
•TTA/HE/NCSL
•QCA
•LEAs/LSC
•Examination boards
•and many others
All have to be re-designed to respond to the needs of the transformed schools of the future
Currently, little has been done structurally to enable all of the functions listed to respond to the emerging new order. The scope, criticality and labour-intensity of the required changes cannot be overemphasised. To some degree, some of the funding needed at practitioner level within schools will have to be met by the dividends from the reshaping of the support sector
© Edunova Ltd
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Actionable next stepsAn agenda for the next political cycle ?
• Recognise the need for an organising framework for system-wide transformation• Develop that framework, the key elements of the transformation strategy, and the
outline economic case for system wide transformation• Mobilise a critical mass of path-finding “hard-edged” collaboratives (say 40-50
secondary collaboratives of 10-15 schools; and 80-90 primary collaboratives of 20-30 schools) to research, explore and deliver transformational solutions that point the way for others to follow. Ensure that they are adequately funded and supported to move as quickly and expeditiously as possible.
• Monitor progress at 18 month intervals. Stabilise or reduce funding for low achievers or those falling far short of committed targets. Enhance funding and support for those succeeding.
• Nurture and support these programme through a strategic collaborative unit reporting directly to the Secretary of State.
• Launch other selected national programmes to help pave the way for the following implementation cycles (eg a national “learning organisation” discovery programme)
• Refine the economic case in the light of path-finding experience• Plan the next two 5-year cycles of the transformation process
© Edunova Ltd
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Jenny MossThe views of Westhaven Special School, a member of the
Weston Education Partnership, on the role of a special school in a developing Federation.
Weston Education Partnership - WEP
A Federation of four secondary and two special schools.
Westhaven School
• A 75 place special school for pupils aged 7-16 years, with a wide variety of barriers to learning.
• School Achievement Award 2003• Investors in People 2003
Ofsted Report - June 2003:
‘Westhaven is a good and improving School’…• The quality of the teaching is good overall and very good in
three lessons in ten.• Very good relationships between pupils and staff.• Overall the range of learning experiences is good.• Very good links with parents and carers who are able to
contribute well to pupils’ learning.• Excellent leadership and management.
Pupil Outcomes at KS4
GCSE 2002 &200390% of Year 11 pupils gained at least one GCSE A* - G (3 times
the national average for similar schools)25% of Year 11 pupils gained 5+ GCSEs A* - G(40 times the national average for similar schools)
Value Added Tables 2002KS3 – 4 102.7 – the highest score of any maintained secondary
school in the LEA
Weston Education Achievement ZoneWEAZ
Weston Family of Schools + Excellence Cluster
DfES Conference – Innovations Unit
Essential requirements for a successful Federation:
1. Aspirational Vision2. Wholehearted commitment of all schools and
Governing Bodies3. Support and encouragement of LEA4. Support and ‘start up’ funding from DfES5. External consultants to provide capacity, drive and
‘know how’ - Edunova.
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WEP Benefits to Special Schools:
• Equal Opportunities for all• Inclusion in all appropriate activities• Acceptance of special schools• Common timetabling and INSET days• CPD opportunities for staff• ICT developments• Access to specialist schools staffing e.g.Drama GCSE at Worle• Equal representation on Strategic Management Board• Economies of Scale in Purchasing/Sharing Staff/Minority Courses• WEP to be based in Westhaven.
WEP Benefits from including Special Schools:
• CPD Opportunities: such as Behaviour Management, Differentiation, Working with parents/carers, Planning and delivery of individual learning programmes.
• ITT Development of new strand to include special school experience, plus CAMHS and Social Service dimensions.
• Multi-professional and Inter-agency working: Integration of service providers such as Social Services, Health - therapists, CAMHS, Connexions etc.
• Flexible Placements e.g. NVQ1 Catering
Additional Advantages for WEP Members:
• Strategic planning at a local level• Wide variety of expertise available to all schools• Common timetabling and INSET days• Multi agency working - extended schools• Access to new technologies - development of a 21st
Century curriculum• Economy of scale in awarding contracts: Catering,
Grounds etc• Attraction of further initiatives
Barriers to participation by Special Schools:
National• Lack of recognition of all
levels of achievement in value added and league tables
• Initiatives which exclude special schools
• Perceived values of status of special schools
School Specific• The ‘Day Job’ - essential
involvement of external consultants
• Capacity of schools to release staff
• Territorial views of some governors - Loss of identity or Dilution of expertise.
WEP The Future 2008(Crystal ball gazing!)
• WEP NVQ provider• All federation targets met (and exceeded)• Management of all SEN• ‘Out of the box’ thinking and innovation• Blurring of barriers between schools - joint placements
commonplace• Diverse individualised curricula developed• Closer business links to align WRL with NVQs
The Weston Education Partnership will transform secondary education by
collaboration, to ensure equal opportunities, inclusion and access for all students in
Weston-super-Mare.
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Sally PowerInstitute of Education
‘Lessons from the EAZ initiative’
The research• 42 month study funded by the Economic and Social
Research Council• Survey and case study data, largely from the early
zones• Also informed by SEED-funded 3 year evaluation of
Scottish New Community Schools
• Key issues• Within zone collaboration• Collaboration beyond the zone
Within zone collaboration
• Staff generally very positive:‘…It’s been quite useful to think in terms of being
part of something bigger than just one school. It’s been good knowing that there is a network of people working on the same sort of thing, and to have contact with them, and to find out what’s going on in other schools. ... You can feel quite isolated here.’
Main EAZ benefits: Greenbrook
8%0%EAZ team support
10%4%Professional development
8%11%Experimentation
47%44%Collaboration
34%56%Resources
20022000
Issues: Time
• Time spent in meetings‘… to be quite honest, the school is better with her in the
school … the roles need to be considered quite carefully … if she can demonstrate that they EAZ has done lots of wonderful things and she wants to share that then that's great, as long as that doesn't actually interfere with the daily running of the school.’
‘…. it [the cluster meeting] hasn’t been particularly successfulbecause it’s – ‘oh, it’s an EAZ meeting. It’s like - oh, I’ve got to turn up’. But I’m just paying it lip service. And there is that feeling within the staff.’
Issues: Social or substantive?
‘…We have meetings between schools .. where we get to have a good gossip and see what’s going on elsewhere … I mean, it’s not been overwhelmingly useful, but it’s been pleasant.’
‘… I’ve made really good friends in other schools because of it.’
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Issues: Peripheral or permeating
• Network ‘insiders’ and ‘outsiders’‘…I’m aware that some people have been more
involved in what is going on in the zone than others, and I suspect that some people have even got time off within the school to follow EAZ initiatives, but quite how that relates to anything that goes on in my classroom, I’d have to say I am pretty vague about.’
Collaboration with non-Zone schools• Generally problematic
–The arbitrariness of whose ‘inside’ and ‘outside’
–Differential resource levels–The effects of inter-school competition
On sharing good practice…
‘...It's like being a prophet without honour in your own country …You can’t go to other [non-zone] schools and say ‘Oh, we’ve got lots of money, and we do wonderful things [with it].’ We get a better response on the other side of the country than the other side of town.’
Factors that appear to hinder collaboration• Different governing arrangements, in particular
for voluntary schools• ‘Arbitrary’ inclusion• High staff turn-over of key personnel• Heavy time commitment• Competition between schools
Factors that appear to foster collaboration• Having designated ‘collaborators’• A relatively small number of schools• Clarity over resources and mutuality of
benefits• Clear focus about the purpose:
Collaboration for what end?
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Kathryn RileyInstitute of Education
‘A bottom up approach to change’
Context
• 1998 > Plethora of initiatives
• EAZs – raise standards of achievement in areas of deprivation
• Expected, at one and same time, to be ‘creative, flexible, innovative & safe’ (Riley & Watling, 1999)
• Some smaller initiatives (mini-EAZs) operated between the cracks
• WRaPP: Woolwich Reach & Plumstead Pathfinder EIC Action Zones (18 schools)
• Two evaluations: 2002/3
• Staffing context: • High turnover, agency,
overseas, inexperienced middle management
• Community context: Deprivation, refugees, families experiencing multiple difficulties
WRaPPWRaPPWRaPPWRaPP 20022002
• Schools responded positively to WRaPP’sbottom-up approach
• (Balance between schools’ identified needs: new horizons e.g. Accelerated Learning)
Targeted funding
Development strategyfor teachers
Change strategy for school leaders
•Approach
Questions for 2003Questions for 2003
Impact on learningoutcomes?
Spread of good practice amongst
schools?
impact of WRaPPprojects?
Impact on pupils& parents?
Success of training& development
activities?
Impact on teachers’ views & practices?
Questions
• Great enthusiasm: particularly professional opportunities
• Project leadership: highly supportive
• Senior staff : practical support for pupils with emotional & learning difficulties, additional resources for attendance etc
• Primary: WRaPP major tool for school improvement
• For secondary: network & source of professional learning
• WRaPP approach helps reduce confrontation.
• It creates opportunity for dialogue & enables people to talk about feelings & say to pupils, ‘teachers get upset when you…’.
• We are all enthralled by WRaPP.
What did teachers say?hat did teachers say?
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Accelerated LearningAccelerated Learning
• Embraced with considerable enthusiasm across schools
• Appears to have rejuvenated staff & motivated pupils
• Accelerated Learning has helped create a climate of respectful learners. …..Teachers learn to identify what is getting in the way of learning.
• … I feel liberated by AL. I used to think that listening to the teacher meant that children should sit with their arms folded. Now I recognize this isn’t the case
What did we see? PrimaryWhat did we see? Primary
• I observed a Year 6 literacy lesson. Her classroom was magnificent - colourful, creative, imaginative, exciting, loads to look at and read.
• Key pointers and signs around - an Aladdin's cave! Such a stimulating environment.
• She used accelerated learning warm up/energising techniques at the beginning; all children involved & using whiteboards to make notes & try out ideas.
• They were addressing the argument 'is homework necessary?‘
• I came out feeling very energised!
What did we see? SecondaryWhat did we see? Secondary
• I observed a lesson given by an English teacher who had attended the ‘Art of Learning Training’ – on techniques for note-taking through work on Macbeth.
• The lesson was energetic & vibrant & focused on the left & right sides of the brain.
• The students were engaged & interested.
• One boy said, 'My ideas are running around my head and I'm trying to catch one'.
Evidence of Impact:Evidence of Impact:SuccessSuccess IndicatorsIndicators
• Changes in:Perceptions: attitudes of teachers most closely
involvedBehaviour : classroom practices & learning environment of their pupils
Improvements in:Attendance: Absences in WRaPP primaries reduced.
Greatest strides - schools with high levels of involvement Performance : Wide variation between schools, but those most closely involved, on faster upwards trajectory
What are the implications for change &
improvement?
Change process
• DirectorJill Jordan
• There is a feeling that teachers are being acknowledged & recognised as people & have learnt skills that they will use in all aspects of their life
• Professional Development is valued & linked to further study & research based on classroom practice (e.g. MTeach)
• Teachers receive support with research, individual mentoring & an opportunity to be part of a live, experiential learning community (GTF)
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• Development opportunities & networks
• Change Leaders…. There’s never been anything here before about my development.
• It was unlike anything I’ve ever been on. It provided me with the skills for listening & communicating, putting things into context. ..… I can now identify stages where people are at in the change process….I recognize the patterns in myself. …. It helps me understand why some people struggle to change.
What inspires teachers? Change modelChange model
– Research on effective reform & change - development dependent on number of factors:
Climate of trust Activities focused at changing teachers’ ideas & practicesOpportunities & time for collaboration & networkingFeedback & evaluation
– All these characteristics present in WRaPP
Experience
Reflect
Personal capacitybuilding
Experiment & change
Facilitated time toreflect
Support to conceptualise
Make sense
Change