challenges of leadership : learning, cpd, accountability
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@ ProfCoe. www.twitter.com/ProfCoe. Challenges of leadership : Learning, CPD, accountability. Robert Coe Durham Leadership Conference, 26 June 2014. Challenge 1 Keep the focus on learning. True or false?. Reducing class size is one of the most effective ways to increase learning [evidence] - PowerPoint PPT PresentationTRANSCRIPT
Challenges of leadership:Learning, CPD, accountability
Robert Coe
Durham Leadership Conference, 26 June 2014
@ProfCoewww.twitter.com/ProfCoe
Challenge 1Keep the focus on learning
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True or false?1. Reducing class size is one of the most
effective ways to increase learning [evidence]
2. Differentiation and ‘personalised learning’ resources maximise learning [evidence]
3. Praise encourages learners and helps them persist with hard tasks [evidence]
4. Technology supports learning by engaging and motivating learners [evidence]
5. The best way to raise attainment is to enhance motivation and interest [evidence]
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Poor Proxies for Learning Students are busy: lots of work is done
(especially written work) Students are engaged, interested, motivated Students are getting attention: feedback,
explanations Classroom is ordered, calm, under control Curriculum has been ‘covered’ (ie presented to
students in some form) (At least some) students have supplied correct
answers (whether or not they really understood them or could reproduce them independently)
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Lesson Observation
1. Two teachers observe the same lesson, one rates it ‘Inadequate’. What is the probability the other will agree?
a) 10% b) 40% c) 60% d) 80%
2. An observer judges a lesson ‘Outstanding’. What is the probability that pupils are really making sustained, outstanding progress?
a) 5% b) 30% c) 50% d) 70%
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Evidence based adviceJudgements from lesson observation may be used for low-stakes interpretations (eg to advise on areas for improvement) if at least two observers independently observe a total of at least six lessons, provided those observers have been trained and quality assured by a rigorous process (2-3 days training & exam).
High-stakes inference (eg Ofsted grading, competence) should not be based on lesson observation alone, no matter how it is done.
Challenge 2Professional development
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Improving Teaching
Teacher quality is what matters We need to focus on teacher learning Teachers learn just like other people
–Be clear what you want them to learn–Get good information about where
they are at–Give good feedback
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Intense: at least 30 contact hours, preferably 50+ Sustained: over at least two terms Content focused: on teachers’ knowledge of
subject content & how students learn it Active: opportunities to try it out & discuss Supported: external feedback and networks to
improve and sustain Evidence based: promotes strategies supported
by robust evaluation evidence
What CPD helps students?
Do you do
this?
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RISE: Research-leads Improving Students’ Education
With Alex Quigley, John Tomsett, Stuart Kime Based around York RCT: 20 school leaders trained in research, 20 controls Contact: [email protected]
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Challenge 3Accountability
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Accountability cultures
Trust
Autonomous
Confidence
Challenge
Supportive
Improvement-focus
Problem-solving
Long-term
Genuine quality
Evaluation
Distrust
Controlled
Fear
Threat
Competitive
Target-focus
Image presentation
Quick fix
Tick-list quality
Sanctions
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Accountability and improvement
Official Accountability Systems Professional Monitoring Systems
If you find a problem with your performance, what do you do?
Cover it up Expose it to view.
(Tymms, 1999)
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Hard questions
1. Imagine there was no accountability. What would you do differently?
2. Would students be better off as a result?a) No – I wouldn’t do anything at all differently
b) Not significantly – minor presentational changes only
c) Yes – students would be better off without accountability
3. What actually stops you doing this?
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Summary …
1. It’s about learning: keep the main thing the main thing
2. CPD: teachers learn just like other people
3. Accountability: don’t let the tail wag the dog
www.cem.org
@ProfCoe