Copyright © David Triggs 2003 All rights reserved. The information in this document may not be used without the prior written consent of David Triggs,

Copyright © David Triggs 2003 All rights reserved. The information in this document may not be

used without the prior written consent of David Triggs, for any purpose other than evaluation

NMS Forum

What are school leaders going to look like in 5 years time?

David Triggs

Principal & CEOGreensward College



Greensward College

The first and largest Cisco Academy in the UK and Europe (47 schools)Twinning projects James Hornsby High School, Basildon and Halyard High, Luton (Special Measures), Greig City AcademySister school to Adelaide High & Clifton High New York, Hong KongNational Basketball ChampionsOrchestra tour of Washington & New YorkCricket tour of Australia/Singapore 4 international exchanges each year, students and staff



Greensward College

• State School, 1600 students ages 11 - 19• GCSE - 84% achieving 5 or more A* -C grades• GCSE - 99% achieving 5 or more A* - G grades• 99% pass rate at ‘A’ Level• Recognised as “Outstanding” by OFSTED• Beacon School • Leading Edge• Teacher Training Centre Status• Investor In People School (3rd accreditation )• Charter Mark School (2nd accreditation)• Recognition of Quality Award for Careers (now on

2nd accreditation)• Sports mark, Arts mark



Greig City Academy – Thamesbridge College



Greig City Academy – Thamesbridge CollegeSchool Facing Seriously Challenging Circumstancespoor Leadership - lack of vision or understanding of the roleno clear SLT structuredemoralised staffdisengaged, disaffected, disappeared pupilspoor middle-management, no pastoral system1/3 poor teacherslack of systems e.g.

pupil trackingmentoringuse of CATs scoresproceduresPerformance Management

Thamesbridge College



Greig City Academy – Thamesbridge College

Unruly students - foul language etc.poor Curriculum Model with lack of relevanceno reason for parents to support the schoollow Student Expectationspoor Student Welfarelow standards of disciplineno common approach by knowledge managerslack of staff empowerment - top down structurelack of quality Continuous Professional Developmentlack of opportunities for knowledge managersno Unique Selling Pointno knowledge of stake-holders’ viewsAcademy ‘isolated’ from all communities

Thamesbridge College



Vision

To help students achieve world class learning outcomes by developing

world class Learning Facilitators in a world class community

Core Purpose

One fundamental drive

Making a difference to young

people by making a difference to the community they live in

‘Every Child Matters’



Basic Belief

Moral, social & cultural purposes of education?



Mission Statements

Greensward’s mission statement‘Make our Best Better’

Fuji Films mission statement‘Kill Kodak’



Headteacher Standards

Shaping the FutureLeading Learning and TeachingDeveloping Self and Working with OthersManaging the OrganisationSecuring AccountabilityStrengthening Community

www.teachernet.gov.uk



Where are we now?

(a) Traditional Phases

Education Training Work Retirement

(b) Lifelong LearningEducation

Training

Work

Retirement



“Old organizations plan for the future. The new organizations recognize the future is shifting and uncertain, and so has to be shaped and strategies have to be hedged with flexibility.”

(Charles Leadbeater, ‘Living on thin air)

Challenges



“insanity is doing the same thing in the same way and expecting different results.”

LaoTzu

Challenges



Challenges

“You can’t use the same thinking that got you into the problem to get out of the problem”.

Einstein



Challenges

“In the future learning will not be limited by the walls of the

classroom, the hours of the day or the confines of the students home

… it will happen Anytime Anywhere”

Bill Gates - Microsoft



“When faced with the steam-roller of technology you either become part of the technology or part of the road”

Challenges



Challenges – learning facilitators

WorkforceReforms

Lack of Connectivity

Lack ofICT CPD

PoorWorking

Environment

Lack of Community Partnership

Lack ofProfessionalDevelopment

Lack ofLearning

Technologies

TeacherRecruitment& Retention

Lack ofWork-lifeBalance

Poor Holiday Pattern

HomeSchooling

Excessive Workload



Challenges – Students

PoorLearning

Environment

PersonalisedLearning

Shortageof LM’s

Lack ofConnectivity

at home

OutdatedCurriculum

PersonalisedLearning

Outdated Assessment

GlobalEmployment

On-lineLearning

Dated College

Day

3 D’s

Lack ofLearning

Technologies



Challenges Are our Learning Facilitators going into every lesson asking how can I improve this lesson?

When will we be able to deliver the curriculum through intensive use of ICT?

How can we ensure that students have the best learning technologies?

How can we achieve connectivity through a Virtual Learning Environment connection in every home?

How can we use Web Based MIS/sync. to ensure that we reduce the administrative burden on knowledge managers?

Business of Learning



Challenges

Do we have a conceptual view of how students learn?

To what extent do our knowledge managers look at and research Web sites to do with brain function and pedagogy?

Are we organising our schools/colleges based on how students learn or are we simply replicating the past?

Are we ensuring that our children have the opportunity to develop their ‘creative’ skills?



Challenges How can we stop knowledge managers leaving the profession and recruit and retain new knowledge managers?

How can we link all our staff through real-time information systems?

How can we change the community’s view of education?

Are we ensuring that students are developing a portfolio of personalised competencies?

Are we offering students the most up to date low risk 365 X 24 learning?

How can we make the best use of the resources we have?

Are we developing our Digital Nervous System?



‘Business at the Speed of Thought’

Do you believe that in the future people at work will use computers every day for most of their jobs?

Do you believe that today’s paper work will be replaced by more efficient digital administrative processes?

Do you believe that one day most households will have computers?

Do you believe that one day computers will be as common in homes as telephones or TVs?





Do you believe that one day most businesses and most households will have high speed connections to the World Wide Web?

Do you believe that e-mail will become as common a method of communication among people in business and homes as the telephone or paper mail today?

Do you believe that consumer bills will arrive electronically?





Do you think you’ll be booking travel your travel arrangements over the Internet?

Do you think digital appliances will become common place?

Do you believe that digital devices for photography, video, TV, phones will become ubiquitous?

Do you expect that other digital devices will proliferate around the home and be connected to the web?




Where do we want all colleges to be?

Schools/Colleges where students are using a range of applications and curriculum materials, on-line information and knowledge as a routine component of the education processSchools/Colleges that demonstrate the use of leading edge models showing leadership and innovation in the area of technologySchools/Colleges that are dynamic learning communities, where students are stimulated and knowledge managers are facilitators of learning and knowledge management



Where do we want all schools be? • All classrooms have a digital projector

• All Colleges have a Wireless Network• All knowledge managers have a laptop computer• All knowledge managers and students to have email accounts• All knowledge managers have access to on-line student tracking and

advocacy systems (MLE)• All knowledge managers have access to on-line learning materials • All students have access to on-line diagnostic and learning materials• All knowledge managers have access to ‘digital shared documents’

and digital staff handbook• All students and parents to have access to on-line assessment &

reporting systems• All staff to have access to on-line ‘standard letters’ etc.• All staff to have access to an on-line staff handbook• Full systems integration across the whole education process



Where do we want all ‘Learning Facilitators’ to be?

Capable of employing a wide and innovative range of knowledge management strategies, creating learning environments which address the needs and aspirations of all students

Using innovative practice to deliver curriculum and assisting students to seek knowledge

Readily able to monitor and plan the learning process of individual students




Having access to an extensive collection of learning support materials and a world wide network of professional colleagues and mentors via the internetWorking with colleagues in other locations around the world, sharing professional and curriculum development activities and expertiseTaking on new professional roles as mentors, facilitators, project co-ordinators and curriculum developers made possible through the internetUsing technologies to streamline administrative duties



Sharedlesson

resources

MotivatedPupils &Students

ReducedRemoved

BureaucracyICT Skills

On-lineresources

100%Connectivity

Professional/Career

Development

We want to create theLearning Facilitator Motivation

&Rewards

Classroomof thefuture

LaptopComputer

Focus onLearning

knowledge Managers as

Learners



Where do we want all learners to be?

Engaged in the learning process and participating in a more varied range of learning activities matched to their individual needs, interests and capabilitiesLearning in an international environment characterised by collaborative work, problem solving and effectively communicating ideasTaking greater responsibility for their own learning and assuming new roles in supporting and mentoring peers and assisting knowledge managers



Where do we want all learners to be?

Broadening their horizons and becoming global citizens, accessing resources and working with peers and mentors across the world via the internet

Acquiring knowledge, skills and attitudes which will be essential for a successful and fulfilling life in this millennium

Be regular, competent and discriminating users of technology in their daily activity of learning and managing knowledge



We want to create aConnected Society

Libraries Electronic learning

AAL

University Distance Learning PCT

ICT Trainingcentres

FE Colleges Industry standards e.g.

Cisco, Aries, Oracle, AATP Skills shortage

Home Schooling

SocialServicesPolice

Extended Schools

Doctor’s Surgery



What needs to be transformed in your

school?



Creating a Networked Virtual Learning Community

Networking for Transformation



WorldClass Learning

Outcomes

Teaching

Learning

StudentDevelopment

Parent/ CommunityPartnerships

Curriculum

StudentWelfare

Leadership

Finance

PremisesGovernors

ICT

Citizenship

AE Qualifications

Oracle, Unix, Java

National Curriculum

Media Technician

CCNA

MOUS

IP Telephony Professional

Sponsored Curriculum

Key Skills

Basic Skills

International Baccalaureate

A Levels

AS Levels

Vocational GCSE’s

AVCEMicrosoft MERC Academy

Community

Trainingcentre

Box Mind

Educura

HP

LEA Intranet

DFES

Teacher Training Agency

Further Education

Higher Education

Social Services

VPN

Health Authority VPN

Connexions/ CareersEssex

CCM

XSIQ

Ezeschool

CAN

Sam Learning

ServiceIntegratio

n

Student MonitoringSystems

Web ApplicationBase Systems

ContentRepository

Wireless Network

E-Management Information

System

HardwareInfrastructure

Broadband Web Casting

On-lineCPD Multi-

Casting

On-Line Curriculum

/VLE

DNS

elearning

Security

AVVID

IP Telephony

VPN

egovern

Net

wor

ked

Virt

ual L

earn

ing

Com

mun

ity

Magellan Programme



Workforce Optimisation

Currently back office salary costs are £890,000 or 17% of total expenditureBack office costs are 27% of salary billResources used by back office in the region of £85,000Total back office costs almost £1 millionWe need to reduce those costs by a minimum of 15%



Creating a Networked Virtual Learning Organisation

“We can not afford poverty of vision, let alone poverty of aspiration. There are always risks in changing, but the risk of failing to change is much greater.”Martin CrossChief Exec. RSA



World Class Learning Outcomes

Outstanding results at all stages and agesAll students are skilled as Life-long Learners, understanding their Learning Style and trained in thinking skillsAll students develop entrepreneurial skillsAll students skilled as ‘knowledge managers’ No student under-achieving against their CATs scoresNo student will have a reading age or numeracy level more than two years below their chronological ageNo students leaving education without 5 A-G passesVocational Students gaining Industry standard qualifications. e.g. Cisco – CCNA, IT Essentials etc.Students who have a positive ‘Attitude to Learning’Students who can access and assess their own learning Students who understand their own ‘learning style’Students who take responsibility for their own Individual Learning PlanStudents who welcome ‘Performance Based Assessment’Students who are engaged in ‘Building Learning Power’Students who have high self-esteemStudents who respect and care for each other and themselves



World Class Community Outcomes Baseline Measures The Baseline Measure scheme will cover the following areas and aim

to provide a snapshot of the community at the start of the pathfinder period.genderageethnicityemployment / unemploymenteconomic statushealthhousingdegree of self-efficacyaccessing trainingaccessing learningcrime and disorderwelfare and benefit assessmentscorporate community celebrations (festivals etc.)The NVLC will aim to track four principal areas of community benefit and these will be central to the evaluation of the pathfinder model as a whole. They are community learning, health, employment, enterprise and crime.



World Class Community OutcomesCommunity Learning

The primary concern of the NVLC will be to improve the standard of education provided to the students attending the schools and a requisite improvement in learning outcomes. However, a vital aspect to the NVLC outputs will be across a range of measures, which can be summarised as ‘community learning outcomes’. The synergy between the schools and their wider partners will be expected to lead to a wide range of learning opportunities being accessed across the local communities.

number of local residents accessing learning activities number of local disaffected young people accessing learningrange and number of local voluntary sector organisations using school facilitiescreation and take-up of family learning opportunitiesnumber of nationally-recognised qualification being gained by local peoplelevel of access to higher level courses (FE or HE)improvement in adult literacy and numeracygreater access to ICT across the community



World Class Community OutcomesHealth

The NVLC concept is based on a model, which stresses that education is integrally connected with a range of other facets of life. Not least among these is health. There is wide recognition that learning is vital in enabling the accurate and effective transmission of health messages. But it is increasingly recognised that healthy living is a prerequisite for effective learning. The provision of a significant health element into each Partnership College is vital; not only as a vehicle for higher quality healthcare, but also as a means of integrating College premises with the community. The following measures will be used to track changes:take-up of community exercise programmeslevel of engagement with health promotion schemesimmunisation levelslevel of non-drug prescribinglevels of teenage pregnancytake-up of cervical screeningrange of illness indicators:coronary heart diseasehypertensiondiabetesdepressionasthmaobesitydrug abuse



World Class Community OutcomesEmployment

The NVLC will measure a range of training and vocational outputs within the educational assessments of the Colleges and also via the Community Learning criteria. For many students and members of the community the success will be marked against further progression into employment and/or further training opportunities. Number of students moving into long-term employmentNumber of students moving into short-term employmentLevel of unemployment in the community as a wholeLevel of migration away from the local community for those entering work



World Class Community OutcomesEnterprise

NVLC will itself be a social enterprise and will explore options to use its purchasing power to promote the growth of relevant social enterprises via its supply chain, and through joint ventures. In addition NVLC Colleges will be expected to play a role in creating an enterprise culture within the Colleges and there would be an expectation that a concentration on entrepreneurship would lead to a number of new businesses being established. Number of new businesses established by students and others in the community who are accessing facilitiesNumber of social enterprises established by the Partnership College and its partnersNumber of new jobs created by the Partnership College and its partners



World Class Community OutcomesCrime

One of the main drivers to the NVLC concept is the belief that a more relevant learning environment will be able to have a serious impact on crime and disorder; particularly as it is perpetrated by young people against society and the extent to which young people themselves are the victims of crime. It is recognised that serious and long-lasting reductions in crime levels require a significant amount of time, though even small percentage changes can impact enormously on perceptions of crime and hence fear of crime. Partnership Colleges will work on building up communities and counteracting exclusion by making learning and a range of other activities accessible. Central will be nurturing a sense of ownership and for some an experience (if not a recognition) of the notion of civic pride.level of crime against the personlevel of crime against propertylevel of violence in the homelevel of hate-motivated crimelevel of drug-related crimelevel of crime on the school siterate of third party reportingmeasurable perception of crime in the communitymeasurable perception of the police by the community



Teaching–World Class knowledge managers

“World Class knowledge managers have a deep professional commitment to ensuring that the learning outcomes of students are commensurate with or above their potential.Such knowledge managers provide dynamic, challenging learning environments, continually updating their own knowledge and skills and has an intelligent appreciation of how students learnThe world class teacher continually evaluate his/her own performance, actively seeking feedback for improvement and uses a variety of strategies, including leading-edge technology, to facilitate learning and provide a stimulating environment for students”

M.Haeusler, Director, SEEVEAZ




Eight skills of the ‘Learning Facilitator’

Subject contentLiteracy and numeracy coachCustomer Relations ManagerCoach and mentorCareer guidance mentorEnterprise Emotional literacy Learning styles and skills



World Class knowledge managers:

Engage all students in regular and on-going dialogue about assessment, placing assessment at the top of their agendaDevelop the use of assessment as a valued and effective strategy to inform teaching in the classroomEnsure that assessment for learning and curriculum planning



World Class knowledge managers

Use high quality data to support formative assessment procedures both in subject areas and across the whole schoolEnsure high quality access to data by staff, pupils and parentsFurther the target setting culture that focuses on raising pupil/student achievement



Gives confidence and leads tomuch direct teaching.

Able to be a role model of a subject expert.

Able to explain difficult concepts effectively and quickly.

Able to question and challenge pupils, extending and enhancing their understanding.

Knows the subject well:Knows the subject well:



Challenging questions asked andthoughtful responses given.

Work always completed on time and well presented.

Emphasis placed on accuracy and high quality presentation.

Pupils expected to take responsibility for their own work.

Has high expectations:Has high expectations:



Makes sure pupils understandpoint A before moving on to point B.

Questions focused directly on the learning points.

Quick to note poor understanding and change strategy.

Checks pupils’ understanding:Checks pupils’ understanding:



Gives clear introductions, settingthe lesson in context.

Lessons are frequently refocused to keep pupils on the point.

Lessons are closed with clear fixing points which relate to learning objectives.

Recaps. and reinforcesRecaps. and reinforces::



Low level responses and mediocrework is too readily accepted.

Pupils process worksheets or complete tasks rather than engage with learning.

knowledge managers working outside their subject expertise without the additional training they need.

knowledge managers allowing the pupils to set a slow pace.

Pupils unclear about the levels at which they are working.

Blockages to learning:Blockages to learning:



Student Development

Student VoiceNational Curriculum tests in placeTarget setting cultureAssessment policy and proceduresEffective student monitoring programmeAssessment for Learning in place and understoodStandards are highStudents support, mentoring & advocacySEN policies in place and effective



Leadership



Parent/ Community Partnerships

Wired up CommunitiesCommunity Action NetworkStart HereCisco Training AcademyWired up CommunitiesLearning HubsExtended Schools



Learning – World Class Learners

“The world class learner is one whose potential is recognised by the teacher and whose programme of learning is suitability challenging and fulfilling.He/she is one who actively participates in his/her own engagement with knowledge and information and uses a range of thinking and problem solving skills to make sense of information and transfer that knowledge to new situations.The world class learner will share responsibility for his/her own learning and an ownership of progress.”

Merril Haeusler, Director, SEVEAZ



How students perceive learning?

When I’m taught people tell me the things I am learning, but when I am learning I do it myself. (Girl, Year 7.)

knowledge managers shout at you. I don’t shout at myself. (Boy, Year 7.)

They talk, we listen. (Boy, Year 9.)

When I want to learn I push harder for information. When I have to I just take the information in. I learn things through different note styles, such as spider diagrams, bullet points and using a dictaphone. (Girl, Year 12.)

Learning is something you do for yourself. Being taught is something the teacher does to you. (Girl, Year 9.)



Learning

Attitude to learning (Attitude = Altitude)

Assessment for learning

Data for Learning

eLearning – Digitalbrain, SamLearning

Personalised Learning

Learning Styles

Lesson planning for the three period day

Performance Based Assessment

Building Learning Power



Five Tests of Personalised Learning

Assessment for Learning that feeds into lesson planning and teaching strategies, sets clear targets, and clearly identifies what pupils need to do to get there;a wide range of teaching techniques to promote a broad range of learning strategies, facilitated by high quality ICT that promotes individual and group learning as well as teaching;



Five Tests of Personalised Learning

curriculum choice, particularly from the age of 14, and the development of subject specialism;the organisation of the school, including the structure of the day and of lessons, using workforce reform to enhance teaching and learning and to ensure consistency;and links to services beyond the classroom, involving the wider community and families, parents providing strong support; and the engagement of LEAs in the agenda set out in the Every Child Matters Green Paper.’



Personalised Learning…

same age, same group – different timetables



Steps of learning

English, Maths, Science and one other modern languageOwn pace and extent, independent of gradeWhat step the student begins at and the pace is decided after evaluation of the student’s needs, qualifications, ambitions and goals.

The student, his/her parents and the Learning Mentor can follow the student’s progress in the log-book and on our web-based learning portal.



Corner Stones of Learning



Coaching V Teaching

Teachers as Education coaches

Coaches, presenters and mentors

Partners in developing education concepts

Continuous skill development

Support of Professional Associations

Personalised Learning



The IT Platform required

IT-based learning Possibility to work from home High user availability 3 workstations per 5 students





Purpose of Assessment

‘Overall the purpose of assessment is toimprove standards, not merely to measurethem. Although the quality of formativeassessment has improved perceptibly, itcontinues to be a weakness in many

schools’

(Review of Secondary Education in England,1993-1997. Ofsted: 1998)



Assessment Raises Standards

‘knowledge managers are realising and recognising the gains of formative assessment, in other words, informed feedback to pupils about their work’

(Tom Shaw, Chief Inspector for NorthernIreland: 1998)



OFSTED Findings

The use of assessment to help pupils learn is found to be one of the weakest aspects of practice in the classroom.The 2000 report goes on to state that ‘… worryingly, assessment remains the weakest aspect of teaching in most subjects, especially at Key Stage 3.’



Why Are There Problems?

It is not usual for students to be encouraged to understand assessment objectives.Assessment and marking are typically processes that are done for, and to pupils.Self- assessment is often used as a device to save the teacher’s time than a way of engaging students in their learning.



Assessment for

Learning*

Data Analysis

Target Setting

Student Mentoring

Teaching and

Learning

‘Assessment for Learning’

(*’Assessment for Learning – Beyond the Black Box’

Assessment Reform Group: 1999)



A.R.R. Policy

An effective A.R.R. policy needs to emphasise: Formative assessment strategies. Ease of access to information and

data. The critical part that assessment

plays within the teaching and learning process.

Engaging students in the process. Sharing objectives with students. Engaging students in assessment

dialogues.



A HIERARCHY OF SOURCES OF SCHOOL PERFORMANCE/DATA INFORMATION:

THE AUTUMN PACKAG

E:Detailed raw and V/A information setting school performance into a variety of contexts.Sent to Heads on an annual basis by QCADraws upon DfEE/QCA nat. curr. assessment reports

PANDA:Looks in more depth at a school’s specific strengths and weaknesses. Intended as a tool for school self-evaluationProvides national and benchmark contexts for detailed performance information and previous inspection judgements

PICSI:Supplied to a school and inspectors prior to an inspectionCurrently contains the same information as PANDA, with occasional differences in format

PICSIANNEX:

Contains a wide variety of detailed national benchmark comparative information. Intended as a tool for school self evaluationIncludes national and benchmark contexts for other school indicators such as attendance, unit costs, school size and pupil backgrounds

PANDAANNEX:

Provides essentially the same information as the PICSI annex

SCHOOL-BASED

ANALYSESMany schools now utilise a variety of internal monitoring systems for monitoring pupil progress - either using T/A or non-NC information such as CAT, ALIS, Reading Ages.However, school interpretation of this data needs to be checked carefully and judgements placed in an appropriate context

Source:www.standards.dfee.gov.uk/library/publications/autpack

LEA Statistical Profiles:

Provides national + statistical neighbour contexts for an LEAs performance + inspection information

Other:More detailed DfEE and QCA subject reports. Examination board subject reports and LEA analyses of raw and V/A data



Very basic rule of thumb

Level 4: recalllevel 5: recall and describelevel 6: recall and analyselevel 7 recall and evaluate



Further Considerations

It is important to remember that children do not grow taller just by being measured.Testing is only useful if it is used to monitor and improve the quality of teaching and learning.There is increasing awareness of what results may be telling schools about patterns of individual or group achievements.



It is important to recognise that the analysis of data provides few, if any answers…………

What it usually provides are useful questions to ask.

Further Considerations



Marking and Presentation

The use of a common Marking Presentation policy aims to:

Provide regular feedback to students on the standard and presentation of work produced.provide formative information to students for the next stage of their learning.Provide diagnostic information regarding the strengths and weaknesses of individuals and groups.




Check the accuracy of the students’ notes and exercises.Check and improve spelling,punctuation and grammar.Share assessment objectives with students to support self-assessment strategies.Provide exemplar work for students to view.




The policy is monitored through:

Director of Faculty/Head of Department sampling.Internal lesson observationsWeekly book checks by the Senior Leadership Team



Assessment strategies should be

underpinned by the confidence that all students can

improve/achieve.

Documents

Copyright © David Triggs 2003 All rights reserved. The information in this document may not be used without the prior written consent of David Triggs,