THE POWER OF HUBS Using a hub model to support evidence-based professional development #hubpower #londoned

THE POWER OF HUBSUsing a hub model to support

evidence-based professional development

#hubpower #londoned

THE POWER OF HUBS

CAROLINE BOSWELLHEAD OF EDUCATION AND YOUTH, GLA

THE POWER OF HUBS

PROFESSOR DAVID WOODS CBECHAIR, LONDON LEADERSHIP STRATEGY

HUB (noun)

The centre of activity or a focal point

THE POWER OF HUBS

NLE/NSS

Specialist Leadersof Education

Maintained schools (community, foundation,VC & VA)

Collaboratives, Partnerships & Trusts

Local Leadersof Education

Teaching Schools and Alliances

DesignatedOutstanding Teachers

Future Leaders &Teaching Leaders

School SponsoredAcademies

Chains and Sponsored Academies

Free Schools

Dioceses Headteacher and Governor Associations

CURRENT LANDSCAPE

The Michael Fullan Challenge

“It is one of life's great ironies; schools are in the business of teaching and learning, yet they are terrible at learning from each other. if they ever discover how to do this their future is assured.”

THE POWER OF HUBS

• What are the agreed and shared values and principles?

• What is the overarching purpose?• What is the organisational structure and who leads

on particular activities?• What are the agreed success criteria?• When and how is progress to be reviewed and who

is accountable?• Who is the progress chaser / expediter?

THE POWER OF HUBS



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THE POWER OF HUBS

ANITA KERWIN-NYEMANAGING DIRECTOR

LONDON LEADERSHIP STRATEGY

THE POWER OF HUBS

ANITA KERWIN-NYE•MD, London Leadership Strategy•Director, Whole Education•Owner, NotDeadFish•Consultant•Mum•Advisor, Paul Hamlyn Foundation•Chair, Musical Futures

THE POWER OF HUBS

THE POWER OF HUBS

THE POWER OF HUBS

Election Austerity Marketisation OFSTED

School ledSystem leaders

Soft skills Schools

Self improvingHead

teachersRigour

Narrowing the gap

Teachers CPD Burnout League tables

AccountabilityCollege of Teaching

DfE Children



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PANEL DISCUSSION

•Anita Kerwin-Nye, London Leadership Strategy•Prof. David Woods, London Leadership Strategy

•David Weston, Teacher Development Trust•David Whitfield, Teaching Schools Network

•John Westwell, NCETM•Graeme Smith, Music Mark

•Jacquie Smith, Lampton TSA•Shahneila Saeed, Ukie



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challengepartners.org

WHY WE ARE FOCUSING ON HUB EFFECTIVENESSCharacteristics of developing and sustaining an effective hub

Prof Sir George Berwick CBE

Chief Executive, Challenge Partners

challengepartners.org

What are we trying to achieve?

©George Berwick & Challenge Partners

Ensuring that every pupil experiences the combined wisdom of the education system

The ambition: upwards convergence in all our pupils’ achievements A theory of action

Your hub

Starting point: Identifying the bodies of knowledgeThree elements lead to improvements in pupil outcomes

ResearchEmerging effective

innovation

Best practice

You are here

The Institute of Education

Challenge Partners


The approach: creating a virtuous learning communityBringing together three bodies of knowledge in a structured way


What have we learnt so far?


The Four CapitalsPutting in place the key components of effective knowledge management

Moral capital is the glue that binds us

together.

It has to be constantly

nourished, takes a long time to set and can rapidly become

unstuck.

See pamphlet on the Four Capitals for more


Moral CapitalCreating the moral climate for knowledge sharing between staff and schools


Knowledge CapitalIdentifying those who have the knowledge for effective school practice and capturing it

Leading and managing change

Effective knowledge management

Talent management

Identifying and capturing best

practice

Your programme


Social CapitalIdentifying the social skill set necessary to enable the effective transfer of knowledge and then equipping the staff accordingly

The capacity of the staff in a

school to learn directly impacts on

their pupils’ performance

See pamphlet on the Olevi Collaborative Learning model

for more


The nature of educational knowledgeIdentifying the activity required for learning


Organisational CapitalSetting up the organisational systems for people to share their knowledge with those who need to learn

Teaching Schools need to improve the quality of education of their own pupils, as well as those in

other schools


Catalysts in a networkExamples of hub configurations in Challenge Partners

East Midlands South Hub 17 schools: 2 Teaching

Schools, 3 NLEs, and 5 LLEs

Brighton & Hove Hub 8 schools: 1 Lead School

See handout on catalysts for more

London West Hub 34 schools: 1 Teaching

School, 4 NLEs, and 6 LLEs

23 hubs


Allowing the hub to grow organicallyThe development of a hub

2011-12 2012-13 2013-14 2014-15

East Midlands hub

West Midlands hub

18 schools

West Midlands hub

11 schools

Rushey Mead/George Spencer hub

8 schools

14 schools

East Midlands South hub

19 schools

East Midlands North hub

12 schools

East Midlands South hub

17 schools

East Midlands North hub

West Midlands hub

18 schools

17 schools

TOTAL SCHOOLS

8 524529


5 Key Lessons

• Build moral capital to drive moral purpose• Understand the nature of the knowledge so that it can be

transferred effectively• Build a network around parallel rather than individual catalysts • Allow the hub to grow organically• Ensure that users accept that they have to give more to get

more back

The quality of the people define the effectiveness of the hub

Find out more - 4 March: Introduction to Challenge Partners event - Papers and updates at www.challengepartners.org - Books available at www.georgeberwick.com



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MUNIRA MIRZADeputy Mayor for Education

and Culture of London

THE POWER OF HUBS

PROFESSOR DAVID WOODS CBECHAIR, LONDON LEADERSHIP STRATEGY



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Documents

THE POWER OF HUBS Using a hub model to support evidence-based professional development #hubpower #londoned