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We found love................. ......................................... .in a hopeless place
We found love.................
..........................................in a hopeless place
Being right and being successful
Creative and compliant???????
A hopeless place?Michael Gove morphs into Dr Emmet “Doc” Brown - we are all going Back to the Future
A culture of exposure and threat based on Orwellian double speak
Where challenge is equated with extraneous difficulty rather than raising standards
and................
An obsession with governance
A compulsive relationship with knowledge
Assessment for categorisation and qualification
An assault on intermediate agencies
Centralisation masquerading as empowerment
Genuinely aiming to increase social mobility while failing to understand the complexity of modern poverty
Meet Jamie
Mental Health
Family Life
Peer Pressure
Drug Exposure
Behavioural Issues
Legal Problems
The Present
Getting it Right for Every Child
What makes a differenceThere are at least four important ingredients for
improving education. The first is the teacher’s professional skills.
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 teaching skills of staff came top.
The most important of these was effective classroom management
The other factors• Third, teachers’ morale and attitude to their craft.
It is hard to improve what you do through clenched teeth.
• The second vital ingredient is the raising of aspirations and expectations.
• 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
Effective QualitiesSharing the management of learning with pupils
Promoting the belief that attainment can improve
Using a wide range of sources of information
Identifying a range of needs
Responding to needs
Giving and receiving feedback
Using a range of sources of support
The 4 big questionsWhat are you going to do to improve your practice?
What help or support will you need to ake that improvement?
What outcomes will you expect your young people to achive as a result of the improvement?
What evidence will you look at to determine if the improvement has been made?
Professionalism
Reflection
Ambition
Courage
Tenacity
Idealism
Care
Energy
we have children who do not have a future, they have a destiny and that destiny is a bleak one. Our task, if we are educators, in whatever sense, or if we are simply committed citizens, is to rewrite the narrative of such lives. Ideally, it is to enable those who face a destiny to create a future.
Changes and Challenges
• Globalisation changes everything for us – we need to be competitive
• The massive challenges that we face require innovative responses
• Unpredictability demands creativity• Clear links between creativity and well-being
• We need to do better
What do employers want?
More workers with more education
Skills that allow movement between jobs
Broader competencies – numerical skills, problem-solving, communication skills, team working
Facility with ICT
Ability to learn
The potential to add to the business, not just fulfill a role
Eric Hoffer
In times of change, the learners shall inherit the earth while the learned will remain beautifully equipped for a world that no longer exists
David Cameron
And the learners who can manage complexity, innovate and create will shape that inheritance and define the future
our ambition must not simply be to enable our learners to adapt to the circumstances that they find themselves in, it must be to enable them to change and improve those circumstances.
So, what do learners need?
Basic skills – literacy, numeracy
The specific skills required by disciplines 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
What sort of learning?
It has to be active
It has to involve the quest for meaning
It has to be varied
It needs motivation
It should respect disciplines but not be dominated by them
It must be assessed in terms of breadth, depth and application
What does this mean for planning?
Clarity of purposes
Common recognition of the elements – skills, concepts, knowledge, activities
Analysis of what we offer now
Identifying the gaps/shortcomings
Thinking about what we do and how we do it?
Discussing and agreeing standards
What are the learning pathways?
Knowledge and informationInvolves 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.
UnderstandingUnderstanding goes well beyond recall. It involves absorbing ideas and information in a way that makes them meaningful, memorable and usable.
ApplicationIn many ways this is an extension of understanding where learners put what they understand into practice
AnalysisAnalysis builds on understanding. Sound procedures are used to examine knowledge critically. The outcome is new ideas
SynthesisThe ability to put information and ideas together and reconcile contradictions
EvaluationEvaluation goes beyond analysis by subjecting whole processes and systems to objective examination. This often entails applying values and belief as well as cognitive skills.
Systems thinkingBreadth 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.
CreationCreation is the stage beyond evaluation. The outcomes of evaluation are used to create new processes and systems.
Therefore..........
Be informed by the big pictureKeep the breadth
Understand the importance of what you do
Set the right standards and make sure that they are focussed on outcomes
Ask the important questions........
What does this mean for learning and young people’s lives
and............
What have you done today to make you feel proud?
And some questions for Mr Gove
What you need to think about
How do we best serve learners?
How do we build links and establish progression
Setting the bar for consistency in quality and then achieving it
Setting ambitions as well as providing care
Your choice of outcomes
Your processes
Your successes
Your plans for improvement
Your best advocates
Being assertive/controlling the agenda
Some thoughts“Smart kids pass tests”
It’s the last question that holds the key to high achievement
It is not our job to enable young people to fail, it is our task to give them the tools to succeed
Aspirations are the options young people can consider with some confidence
The LacunaTheir white dresses swirled like froth, with skirts so wide they could take the hems in their fingertips and raise them up to make sudden wings, like butterflies, fluttering as they turned…..
“Indian girls,” she spat……”A corn eater will never be more than she is”
The dancers were butterflies. From a hundred paces Salome could see the dirt under their fingernails, but not their wings
How do you want to be remembered?
She had a great inspection report
She gave something back
She was a brilliant teacher
She changed children’s lives
She was a key part of all that we achieved
