Partnerships, relationships and
affairs…………
How will it be for you………….???
There is a difference
• In evaluation
Partnership
• A long term relationship to which both parties
are fully committed. Where evaluation is
modified to protect the ongoing relationship
and there is an element of complacency.
Where mutual dependency can cloud
objectivity
Relationship
• A situation which has more flexibility, where truths
can be exchanged and where there is an element of
mutual respect but a very clear understanding of
where both parties stand, where there is scope for
change and development in the way that the parties
relate to each other.
Affair
• Where two parties come together occasionally
for an intense experience that can be elating,
bruising or rewarding. There can be an
element of learning from each other, but the
relationship is not part of the reality of your
everyday life
• ……. And in the case of Ofsted, these are
always “kiss and tell”!!!
So whose judgement counts?
 Change will only be driven by self-evaluation,
provided that self-evaluation is realistic and
takes account of economic and social changes
 If all learners were experiencing the best
practice in our schools, we would not be
talking about system change
 We need to build on strengths in care,
commitment and practice
In innovation and improvement……
• There is a difference too…….
Partnership
• A long term relationship in which all parties
are united around vision and purpose and are
prepared to work towards solutions
Relationship
• A commitment with flexibility, where there is
mutual respect but no binding commitment to
mutual benefit.
Affair
• Where two parties talk about a joint future
but never really commit to it, where trust
can’t be taken for granted………
• ………. And if it goes wrong you are on your
own
The Need for Partnership
• At a time when there is increasing emphasis on
devolving decision-making and responsibility to
local level, it is important to stress the continuing
role of collective leadership. Education is a public
service and all learners are entitled to provision
that will enable them to achieve, or exceed their
potential. This equivalence of opportunity cannot
be achieved through individual schools or
agencies working in isolation. Nor can it be
achieved through market forces. There is a
collective responsibility, therefore, to ensure a
consistently high quality of education in all
communities
…..and
• Complexity defeats individualism
• Multiple intelligences solve problems
• New challenges and new situations require
new solutions
• Limited resources, be that finance, talent,
imagination, experience, knowledge or
whatever, need to be shared resources
• In a complex and changing world the answers
will come from the choir, not the soloists
Meet
Jamie
Drug Exposure
Mental Health
Family Life
Behavioural
Issues
Peer Pressure
Legal Problems
The Present
Young people’s risk behaviour
OECD Nations
Poland
Spain
Czech Republic
Austria
Hungary
Greece
France
Switzerland
Netherlands
Italy
Canada
Belgium
Portugal
Germany
Finland
Sweden
United Kingdom
Non-OECD Nations
Croatia
Estonia
Latvia
Lithuania
Israel
Slovenia
Russian Federation
0
5
10
Date: 2001/02
unicef – Child Poverty in Perspective
15
20
25
30
35
40
Improvement will not be
enough
Effective
Ineffective
Traditional
Forward Looking
The Basics
•
•
•
•
Increasing spans of control
Flattening structures
Managing diversity
Delivering multiple priorities
What makes learning successful?
• ''My father would cry reading Dickens to us as
kids. These are the passages I remember.'’
Malcolm Gladwell
• ''One looks back with appreciation to the brilliant
teachers - but with gratitude to those who
touched our human feelings. The curriculum is so
much necessary raw material - but warmth is the
vital element for the growing plant and for the
soul of the child.'’ Carl Jung
The Passionate Teacher
‘Of some of our teachers, we remember their
foibles and mannerisms, of others, their kindness
and encouragement, or their fierce devotion to
standards of work that we probably did not share
at the time. And of those who inspired us most,
we remember what they cared about, and that
they cared about us, and the person we might
become. It is the quality of caring about ideas
and values, this fascination with the potential for
growth within people, this depth and fervour
about doing things well and striving for
excellence, that comes closest to what I mean in
describing a ‘passionate teacher’.
Robert Fried
Why books and teachers matter
“I was supposed to be a welfare statistic……. It is
because of a teacher that I sit at this table. I
remember her telling us one cold, miserable
day that she could not make our clothing
better; she could not provide us with food; she
could not change the terrible segregated
conditions under which we lived. She could
introduce us to the world of reading, the world
of books and that is what she did.
What a world! I visited Asia and Africa. I saw
magnificent sunsets; I tasted exotic foods; I
fell in love and danced in wonderful halls. I
ran away with escaped slaves and stood
beside a teenage martyr. I visited lakes and
streams and composed lines of verse. I knew
then that I wanted to help children do the
same things, I wanted to weave magic.”
(From evidence submitted to ‘The National Commission
on Teaching and America’s future’, 1999.)
What makes a difference
There are at least four important ingredients for
improving education. The first are the
professional skills of those who work with
children.
Research has shown that factors like national or
regional policies are less influential on pupils’
achievements than factors within each school
Of the school factors, the skills of staff came top.
The most important of these was effective
classroom management
The other factors
• The second vital ingredient is the raising of aspirations
and expectations.
• Third, staff morale and attitude to their craft. It is hard to
improve what you do through clenched teeth.
• Fourth is the climate within the school..a positive
attitude to improvement in which people look at what is
happening in classrooms, reflect on it and implement
judicious change
What do learners need?
• Basic skills – literacy, numeracy
• The specific skills required by subjects or
vocational choices
• The skills to access knowledge including the
skill of questioning
•
•
•
•
The capacity to think, learn and adapt
The ability to innovate and create
The commitment to sustained enquiry or task
The ability to choose, and use, the tools for
learning, life and work
• Attainment and capacity
What sort of learning?
•
•
•
•
•
•
•
•
Based on the gifts not the deficits
Active
Letting the learner find meaning
Varied
Motivated
Respecting subjects but not dominated by them
Driven by capture
Assessed in terms of breadth, depth and application
• "People learn what they need to learn, not what
someone else thinks they need to learn.” Fullan
(1994)
• "In the end, it is the teacher in his or her
classroom who has to interpret and bring about
improvement.” Fullan and Hargreaves
• "You cannot have students as continuous
learners and effective collaborators, without
teachers having these same characteristics.”
Sarason (1990)
How should we think about
“curriculum”?
• The curriculum is the totality of the
experiences that we offer to our learners
• It is more than content
• More than schemes of work
• More than course descriptors
Whose curriculum is it?
a)
b)
c)
d)
e)
Mr Gove’s?
Sir Michael Wilshaw’s?
Yours?
Your students’
All of the above?
The Core Curriculum?
1 Knowledge and information
Involves recognising or recalling information.
When encountering a new piece of information,
recalling existing knowledge and seeing how they
fit together is often a vital step towards
understanding.
2 Understanding
Understanding goes well beyond recall. It
involves absorbing ideas and information in a way
that makes them meaningful, memorable and
usable.
3 Application
In many ways this is an extension of
understanding where learners put what they
understand into practice
4 Analysis
Analysis builds on understanding. Sound
procedures are used to examine knowledge
critically. The outcome is new ideas
5 Synthesis
The ability to put information and ideas
together and reconcile contradictions
6 Evaluation
Evaluation goes beyond analysis by subjecting
whole processes and systems to objective
examination. This often entails applying
values and beliefs as well as cognitive skills.
7 Systems thinking
Breadth of vision is combined with deep knowledge
and understanding in order to appreciate the workings
of complex real world systems and anticipate the
impact on the whole of alterations in the parts.
8 Creation
Creation is the stage beyond evaluation. The outcomes
of evaluation are used to create new processes and
systems.
 Children whose parents are consistently
involved as parents AND with their schools will
achieve better outcomes.
 Estimated impact – 3 months learning gain
 If we don’t reach all parents, we are widening
the gap
 Schools are a key part of communities and
must respond to these communities
Models of Change
•
•
•
•
•
Directed/Policy driven
Adaptive and anticipatory
Supporting and empowering
Providing a framework, implementing locally
Organic
There needs to be a rationale
• There has to be a “why”
• There needs to be discussion
• There have to be opportunities to shape
change
MANAGING COMPLEX CHANGE
VISION
+
SKILLS
SKILLS
VISION
VISION
VISION
VISION
+
+
+
+
+
+
INCENTIVES
INCENTIVES
INCENTIVES
SKILLS
SKILLS
SKILLS
+
+
+
+
+
+
RESOURCES
RESOURCES
RESOURCES
RESOURCES
INCENTIVES
INCENTIVES
+
+
+
+
+
+
ACTION
= CHANGE
PLAN
ACTION
= CONFUSION
PLAN
ACTION
= ANXIETY
PLAN
ACTION
= RESISTANCE
PLAN
ACTION
= FRUSTRATION
PLAN
RESOURCES
= TREADMILL
Adapted from Knoster, T (1991) Presentation at TASH Conference, Washington DC
(Adapted by Knoster from Enterprise Group Ltd)
21st Century Partnership
•
•
•
•
•
Genuine Partnership
Based on respect for all participants
Balancing autonomy and wider responsibility
Formulation before consultation
No school is an island
The Real David Cameron
• [email protected]
• @realdcameron
• 07825654326