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¢re• 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