David MansfieldExecutive Headmaster,

YKPao School, Shanghai Former Headmaster Dulwich College Beijing

Former Syndic Cambridge Assessment

LeadershipandManagementforExaminationSuccess

Introduction

Thissessionlooksatpracticalwaysinwhichyoucan• enhancethestructures,systemandprocessesthatyouuseinschooltoimproveresultsinyourCambridgeexaminations• workwithmiddleleaderstodevelop• effectivetrackingsystems,• developinterventionsthatwork• supportimprovementsinthekindofteachingandlearning• thelearningenvironmentthatmakeadifference.

WaveofChange

Wave1Effectiveness

Standardisation

Wave2Quality

Marketisation

Wave3Relevance

Globalisation

Developing• Knowledge• Skills• Attitudes

Developing• Accountability• StakeholderSatisfaction• Attitudes

Developing• TheFuture• CMIs(TESPCL)• UnlimitedLearning

Introductions– inpairs

Pleaseshare

• Whoareyou?

• OneConcerninschool

• OneFocusfortheyear

Which one thing are we going to do brilliantly in my

school/department?‘LessisMore’

RobertBrowning

Top tips for improvement(Robert Coe, Durham University 2013)

• All think hard about learning• Evaluate teaching quality formatively• Invest in good CPD• Evaluate impact of changes

It’sallaboutyourmiddleleaders

Question1?

Doyouhaveany?

Administrator• Providecontextfordelivery

Manager• Organiseprocessofdelivery

Leader• Ensurequalityanddirectionofdelivery

Managing:DoingThingsRight

CreatingFirmGround

Leading:DoingtheRightThingsNavigatingtheSwamp

FOCUS

What?

MOTIVATE

Why?

DRIVE

How?

Good LeadershipDon’t micro-manage – set goals

& boundaries & unleash staff with accountability

Seek respect not popularity

Be involved – participate, observe, guide, mentor, feedback

Get your own coach & mentor

RadicalCando(u)r– KimScott

MiddleLeadershipAction RealTimespent IdealTime allocation

Diagnosis 2% 20%

Planning 10% 20%

Implementation 80% 40%

Control/Monitoring 6% 10%

Review/Evaluation/Learning/Reflecting 2% 10%

ie 30%oftimeshouldbeinevaluationofissues&reviewofimpact–andbestdonetogetherasateam

IoE(2009)

Importance of a good teacherSource: Sanders & Rivers ‘Cumulative and Residual Effects on Future Student Academic Achievement’, McKinsey

Research in Tennessee (2007)

Main classroom problems

Problem

• Poor routines & procedures• Little affirmation of the ‘good’• Little challenge & momentum• Unaware of classroom • Poor use of voice• Lacks pace• Unclear objectives• Little AfL• Students not thinking had enough• Too much dependent work

Action• Establish routines• Narrate the positive• Challenge and set hurdles• Scan, circulate, instruct, redirect• Authoritative use of voice• Create pace – choral responses• Get objectives right• Check understanding• Ask questions, set stretching activities• Effective independent practice

Teacher Line-Management Support

Teacher is very self-aware – sees issue with very little prompting

Leader scaffolds questions to get teacher to issue

Leader uses data to trigger teacher awareness

Leader states issues & required actionAmount of

Leader involvement

BostonMatrix– knowyourteam

P

O

T

E

N

T

I

A

L

QUALITYOFDELIVERY

LevelsofDelegation

Workingwithcolleagues

STYLE:• Directing

• Guiding

• Supporting

• Delegating

TEMPTATION:• Dictating

• Smothering

• Rescuing

• Abdicating

CharacteristicsofHighPerformanceTeam

COMMON PURPOSE

CRYSTAL CLEAR ROLES

ACCEPTEDLEADERSHIP

EFFECTIVEPROCESSES

SOLID RELATIONSHIPS

EXCELLENT COMMUNICATIONS

PatMacMillan,ThePerformanceFactor

(2001))

Improvingteachingpractice(DavidHargreaves)

SHARINGGOODPRACTICEHaphazardscatteringofpre-definedandwell-honedpracticetopossibleadopters

versus

JOINTPRACTICEDEVELOPMENTTeachersworkingcloselytogethertoimprovetheirpracticebeyondpresentquality,allwithinafarbetterdistributionsystem• WhatcanIoffertosomeoneelse?• WhatdoIwanttolearnfromsomeoneelse?• Whatcanourschooloffertoapartnerschool?• WhatdoIwanttolearnfromapartnerschool?• Buildonreciprocity,notdeficit

Corporate competencies for examination success

Fundamental Understanding of

teaching, learning & differentiation

Ability to recruit, train, support and build teams

and individuals who problem-solve effectively

Using Performance Data as a means of improvement

formative assessment – not just summative

Respecting, supporting and valuing every Student,

Parent and Member of Staff

Agreedvision,expectationsandrequiredcorecompetencies

TheWisdomofSteveJobs

Realartistssimplify.

Goodartistscopy,greatartistssteal.

Beayardstickofquality.Somepeoplearen'tusedtoanenvironmentwhereexcellenceisexpected.

Decidingwhatnottodoisasimportantaswhatto

do.

Iwouldtradeallmytechnologyforanafternoonwith

Socrates

Stayhungry.Stayfoolish.

AssessmentModel

EndofUnit(includessomeoldermaterialforrecap)formativetest–

whatneedstoberetaught?

SteppedProgression- CurriculuminclearUnits– probablyane-textbook*withonline&physicaladditions

*Eg Kognity

Eachlessonquickformativetestforrecap&recall&HigherLevelQ&Atocheckunderstanding

SummativeendofSemesterstandardised Testtodistinguishbetweenstudentsandgrade

againstbenchmarking

CognitiveTesttogetinternationalbenchmarkedassessmentofabilityand

stretchtargets

M+A*7

MA6

M- B5

D+C4

DD3

B+E2

BF1

XXX

Ideallyschoolcandevelopabankofformativetestsorquizzestouse– multiple-choicemeanstheycanbecomputer-assessed,andevenadaptive.

SummativetestscanuseDifficulty&Qualitymodeltoproduceresults.Difficult– progressivelydifficultquestions,perhapsadaptiveifonline,M-CQuality– morecomparisonassessmenttogetarankorderwithexamplars tobenchmark,avoidingdifficultrubricinterpretation

Tracking&DataCollection• Don’tcollectformativedata,butuseitinclasstoshapere-teaching&personalizeddifferentiation.

• Collectstandardizedsummativedatathatactuallyindicateslevelastudentisworkingat– allshort-termtestareformativeandshld behigherscores– eachsemester(twiceayear– leaveenoughtimeforrealprogress)

• Collect‘Expectedstandard(+/0/-)’,‘Effort&Engagement’&attitudinaldataatothertimes• FourreportstoParents• Onlinedataofallformativerawdata(formativetests,homeworkexercisesetc)

Aug Sept Oct Nov Dec Jan Feb Mar Apr May June

CognitiveAssessment

Effort&Application

Grade

RelativeAttainment

+/0/-

Progress &Target

SettingTrios

AttitudinalSurvey

Effort&Application

Grade

Sem1ExamGrade&

Report

Effort&Application

Grade

RelativeAttainment

+/0/-

SubjectParentsEvening/Morning

Progress&

ReviewTrios

Sem2&YearExamGrade

Report

Attainment

• Raw performance – actual grades

• Key UK measure – % in an exam or grades • eg % of cohort gaining 5 A*-C (EM)

• Dependent upon ability • Selective schools will always do better than non-selective

Achievement

• Measure of Progress - improvement from an agreed benchmark

• So high attainment, low achievement = very possible

• Best measure of School Effectiveness – Achievement defined by Value Added

Target Grades –what should each child be achieving

Three methods of setting targets• Based on Prior Attainment • 3 or 4 levels on from previous key stage• Macro-analysis of a whole national cohort

• Based on contextualised Cognitive General Ability tests • CEM, GL, College Board: CAT, Midyis, Yellis, Alis

• Moderated benchmarking • Internal tests used regularly to get pattern of attainment

A*

Value AddedMeasure of current or final attainment compared to a prediction of what school feels student SHOULD get (Target Grade)

KS2 IGCSE TG IGCSE actual Residual/VALevel 5 B (L8) C (L7) -1Level 4 C (L7) A (L9) +2Level 6 A (L7) A (L7) 0

Other Character Development/Learning Disposition measures

• Effort/Resilience - Grit• Verbal Contribution - talking• Participation/Engagement – attention; enthusiasm• Creativity/imagination – ideas generation• Collaboration – supporting skills; listening• Courage – challenging; standing up for a value

Using Data wisely

• Accurate Assessment• Appropriate testing/assignments + accurate marking/grading• Training - school priority in PL• Teams – collaborative: building assessments/markschemes

• Analysis • Identify who (individuals, groups etc) is struggling & why?• Every 6-8 weeks to check progress and evaluate

• Action• Introduce extra support and new teaching plans to respond• Mentoring - staff, peer, student• Ensure data is used consistently for improvement

Pedagogy– threephaselearning

Grammar:FundamentalsTeacher-ledFlippedOnline

Logic:

Analysis&Dialogue

Questioning&Connecting

Rhetoric:SynthesisCreativeExpression

Student-CentredResponse

Classrooms,LectureTheatres&BlendedOnlineKnowledgeableteachersKNOWLEDGE

Classrooms,BreakoutSpace,SeminarRooms,CoffeeareasActivatingteachers– challengingUNDERSTANDING

BreakoutSpace,LearningStudyZone,Studios&LibrariesTechnicalsupport,Coaching&MentoringSKILLS

Spaces&Staffing

Facts&BasicKnowledge ConceptualFramework Application&Connection

Lee’sLinkingofSurface&DeepLearning

Cambridge Learners –how do we get them?

ConfidentResponsibleReflectiveInnovativeEngaged

TheScienceofLearning

• WorkofUS‘DeansForImpact’(2015)- withDanWillinghamwww.deansforimpact.org

• Fourprinciples1. Data-informedimprovements2. Commonoutcomemeasures3. Empiricalvalidationofeffectiveness4. Transparencyandaccountabilityforresults

Keepthelocaldialoguegoing

AgreedMethod

West

East

Classical

Shift in teaching in last 30 years

• Teaching to Learning• Teacher-led to Student-led • Attainment to Achievement • Content to Understanding

Student talk

“The child begins to perceive the world not only through his [or her] eyes but also through his [or her] speech” (1978, p.32). Vygotsky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard

Process of Teaching for Learning

Modeling FeedbackPeer

Collaboration

Independent Practice

Personal Application

Teaching others

GRADUALRELEASEOFRESPONSIBILITY (Fisher&Frey,2009)

‘Effectiveinstructionoftenfollowsaprogressioninwhichteachersgraduallydolessofthework,andstudentsgraduallyassumemoreandmoreresponsibilityfortheirlearning.’

Graves&Fitzgerald(2003)

Blended Learning arrangements

Individual Learning – in-class tasks

Face-to-Face Direct Instruction

Peer Tutoring

One-to-One Coaching

Individual Learning – Pre-lesson reading/viewing/thinking/vocabulary

Monitoring & Evaluating teaching

• Learning Walks• Results analysis• Student Achievement

• Value-Added analysis• Questionnaires/surveys

• Satisfaction rates• 360° Appraisal• Focus groups• Work scrutiny• Student Attainment

• Observation information

Formative Observation & Coaching

• Rise of Teaching Mentors• British Columbia – Coordinators of Inquiry• Singapore – Staff Developers• Hong Kong – Curriculum Leaders• Some International Schools – Academic Director• Principals – Charter Schools, USA

• Weekly observation & feedback

Feedback on Observation

• Precise Praise – Genuine, Specific, Linked to objectives

• Probing questions• Problem identified and Action agreed• Practise – role play how it could be done• Plan – lesson plan changes• Perform – set date for next observation/feedback

to check progress

Exceptional schools(CUREE 2013)

• Invest in mentoring & coaching• Clear focus on pedagogy • Facilitate collaboration & group learning • Focus on contextualized subject knowledge• Teachers ‘own’ their own PL• Learning modeled explicitly• Strategies in place to deal with barriers• Systematic Leadership development

Transformative Professional Learning

• Time – two terms - regular rhythm (30-50 hrs)• Focus on student outcomes in relevant context• Believe in system change – theory & practice• Experiment, collect evidence & reflect• External input helps• Collaboration & peer learning with an agreed sense

of purpose

ImprovingSchools

• Importanceoftheindividualclassroom– Teaching&Learningiscentral• Importanceofgoodpedagogical&languageacademicfluencyunderpinning• Structuralororganizationalchangehaslessimpactonclassroom

• Multi-levelapproachtobuildcapacity- interventionsat• College,• School,• Department/YearTeam• Class

• Contextiskey• Multipleoutcomemeasures

ThePastaProblemLessonsfromotherpractitioners– chefs,surgeons,dancers• Theseprofessionalsallimprovebysimilarmethods:

• Watch,assist,getfeedbackfromtheverybest,actasateam,communicate,learnfrommistakes• Gaindeepknowledgeofcoreareaandhowitworks• Havegreatbasicrulesanddisciplines• Learnfromconstantmonitoringofdeliveryprocesswithfeedback• Repeatedpracticetillperfect• Learnasateam,alignthinking,establishacommonpurpose.

TDTDavidWeston(adapted)

ImprovingLearning

• ClearinstructionalFramework• Researchbaseddevelopment• External&Internalimpetusandsupport• ProfessionalLearningfront&centre• ProfessionallearningCommunities- TLC

DevelopingGreatTeachers(2015Durham,IoE,CUREE,TDT)

• Somethingsjustdon’twork– didactic,non-outcomefocused,short• Ittakeslotsofstructuredtime• PLgoalsmustbeexplicitandfocusedonstudentoutcomes• Theorymustbeincorporatedintoone’sownpracticeandmoreimportantlybeliefsystem• Needtoexperimentanduseevidencetoseewhatworks.• Pedagogicalandsubjectknowledgeareequallyimportant• Externalinputcombinedwithinternalspecialistsiswhatworksbest.• Teachersshouldbeempoweredthroughcollaborationandpeerlearning• SchoolleadersmustcreatespaceforCPDLtoworkeffectively

LeadershipforLearning

• DevelopvisionforCPDL– itslinkstoschoolpriorities• Managingandorganizing– place,time,money;sortingclashes;recruitingandmotivating;• LeadingProfessional– makeCPDcorebusinesswithsystemsformeasuringimpactandinformingnextsteps• DevelopingtheLeadershipofothers– notcascading(doesn’twork);providingtherightexperienceforpotentialleaders• Incentivise participationinlongersustainedhighqualityCPD

Schoolleadersmustplan,develop&monitorCDPLeffectivelytocreateaPLenvironment

• PLencouraged,structuredanddisciplinedthroughuseofevidenceandresearch• PerformanceReviewbasedonqualitativeandquantitativeevidenceonimpactofteacherlearningonpupillearning– whatisworking?howcanitbeimproved?• CreatingarhythmforCDPLacrosstheschoolyear• Providetoolsforcollecting,analysing andfeedingbackevidence- structuredpeerobservation,video,collaborativeactionresearch,lessonstudy,dataanalysis• ModelexplicitlyinCPDLsessionsthequalityanddepthofplanningofschemesofworkrequiredtobuildinnewlearning&improveoutcomes• Timemustbeprovidedtoapplylearningcontextually• EstablishspecificPLprotocolssoallknowwhatisexpected– buildingtoroutineactivities• Setupasystemwherebytheexistingstatusquocanbeobjectivelychallengedbycomparisonwithothersetting– usinginternalorexternalchangeagents

MakinganExcellentSchool

KeyStudentOutcomes

EducationalLeadership&Headship

LeadingTeachingandLearning

GreatTeachingand

Learning

CharacteristicsofGreatSchools

SchoolImprovement- ThreePhases

3.Relational

2.Cultural

1.Organisational

• Highlypersonalised• Teamdynamics&Interpersonal relations

• CultureeatsStrategy• ‘Thewaywedoit roundhere’

• Policyenforcement• Systems&Processes

Review

InitialAuditofschoolagainstcriteria(CIS/WASC/BSO/ISIdriven?)• CambridgeOnlinetools• Interviews/focusgroups• Self-EvaluationForm• Observations• DataandDocumenttrawl• Resultinginfullreportandactionplan– dovetailedtoothercriteriaaswellifnecessaryeg supportforCIS,BSOorISIinspections

BuildingSchoolImprovementCapacity

• IneffectiveSchools– Dysfunctionalrelationships• Howtobuildemotionalcapacityofschoolforchange?• Howtocreaterelationalgrowth– wholeschool,departmental,classroomlevel?

• Organic– GeneralStrategieswithlocalimplementation• Mechanistic– Specificprojects