Transcript
So What Are The Challenges
….
…. Our Education System is Good but
Stuck ….
…. Whilst the System is Good Overall it is
Too Variable
Is Your School Like This? Should It Be?Photo Credit: Sergei Golyshev (https://www.flickr.com/photos/29225114@N08/2778223048/) via http://compfight.com
Photo Credit: Douglas Brown (https://www.flickr.com/photos/11556508@N00/9465142412/) via http://compfight.com
Is Your School Like This? Should It Be?
The 17 Camel Conundrum
A Father left his seventeen camels to his children. The Will gave half to the eldest, a third to another & one ninth to the youngest.
After many years of squabbling & fighting they went to see a Wise One to resolve the issue…
…. You are that Wise One. What would you do?
The 18th Camel
Reframing the Leadership Challenge
Thanks to Bolton Association of Secondary Head Teachers for my 18th Camel Mug
What Do We Think?
• Aping Ofsted• Schools’ Predicted Grades• Students’ Projected Grades• Lesson Grading• Performance Related Pay for
Teachers
Embedded System Wide Change
• Peer Led Support & Accountability• Greater Pedagogical Autonomy• Rotates educators throughout the system in
order to spread learning• Sponsors and identifies examples of innovative
practice within schools• Develops mechanisms to share these across
schools
McKinsey Report (2010) How the World’s Most Improved School Systems Kept Getting Better
Year 8 Into 9 “Options”30% of Curriculum Time
Year 9 also have 13.3% English, 13.3% Maths 13.3% Science, 10% MFL, 10% RE (& PSHE/PE)
In the UK we have been prone to labelling … with implicit ideas of fixed ability or differential rates of progress. When we ask ‘why hasn’t this pupil grasped X yet?’, we should not answer ‘because they are level 3A’ but instead ‘because I haven’t presented it to her/him in the right way yet’.
“Using International Comparisons to Refine the National Curriculum”, A speech by Tim Oates, Group Director of Assessment Research and Development, Cambridge Assessment, to the Mayor’s Education Conference, November 2013
Imagine All the Teachers,Working Successfully
What Can You Do More Powerfully Together?Building Professional Capital
Create Opportunities for People to Grow
• Go outside of the school’s structure– Build a little Babylon (Wild Places)
• Innovation Fellows• System Redesign TLRs (use TLR 3)• R&D Communities• Voluntary INSET #OutstandingIn10Plus10• Leadership Development Programme– Getting Better Project
From On Distributed Communications by Paul Baran, 1964
The Changing Face of Professional DevelopmentFrom Known Nodes to Wild Networks
Complexity TheoryQuantum theory and complexity science remind us that our world is unified. Many problems with school reform stem from continuing to use mechanistic views to examine parts of problems rather than the whole and the context. The concept of self-organization gives us a new perspective. Self-organization refers to how an organization looks within itself to find self-supporting dynamics.
Bower, D. (2006) Sustaining School Improvement. Ohio University (USA)
Complex Change is Holistic Not Linear
• Complicated systems may be understood by examining their parts. They are “predictable sums” of those parts.
• Complex systems, however, may not be understood by examining parts; they exceed their parts and may only be understood in relation to the parts.
• Complex systems are “self-organizing, self-maintaining, dynamic, and adaptive”
Bower, D. (2006) Sustaining School Improvement. Ohio University (USA)
Beyond Powerful Reform with Shallow Roots
The core of the organization, characterized by principles, philosophy, and values, influences processes like feedback, communication, dialogue, sense making and relationships. These processes in turn support what emerges from the organization - ownership, renewal, creativity, a safe and trusting environment, engagement and self-organization.
Bower, D. (2006) Sustaining School Improvement. Ohio University (USA)
Beyond Powerful Reform with Shallow Roots
Wheatley (1992) explains that freedom and order, while seeming to be a paradox, actually are partners. Allowing autonomy at the local level creates freedom that finds a natural order through self-organization. The result is more coherence and continuity.
Bower, D. (2006) Sustaining School Improvement. Ohio University (USA)
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