Teaching Schools in the current educational landscape John Hardy forming or eroding
S S S S S S A S A A A A A The current education service S A A S S A A A A S S S Lots of options; little coherence
S S S S S S A S A A A A A Integrating the system S A A S S A A A A S S S It’s messy, it’s complicated and it takes time
So what might we expect? • Take the most difficult cases? • Take risks? • Train new staff? • Referrals from others? • Disseminate current ‘best practice’? • Research new practice?
A ‘new’ educational landscape Teaching schools (comparable to teaching hospitals) are being asked to lead the education system in this country by researching and developing a ‘theory of the case’for school improvement and distributing this knowledge throughout the system. (David Hargreaves: Leading a self-improving school system)
TSA SN The school-led system – who else needs to be here? TEACH FIRST AMBITION LEADERSHIP TSA SNE TSA SLEs REGIONAL TSC MATHS HUB S2S SUPPORT MAT TS UNIVERSITY LEP LEADERSHIP LICENSEE PROGRAMMES NPQs RQT R&D RSC MAT SCHOOLS GROUPING Dioceses Ofsted Local Authorities
Who is our client? Our Secretary of State? Our Region? Our institutions? Our workforce?
‘Leading on the edge of chaos’ Michael Fullan, 2001
NETS says . . . “We have come together to work collaboratively to improve educational outcomes for ALL the children of the North East”
Role of Teaching Schools As well as offering training and support for their alliancethemselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to: lead the development of a school-led ITT system, either through School Direct or by securing accreditation as an ITT provider. lead peer-to-peerprofessionaland leadership development identify and developleadership potential provide support for other schools designate and broker Specialist Leaders of Education (SLEs) 6. engage in research and development
A ‘new’ educational landscape Teaching schools (comparable to teaching hospitals) are being asked to lead the education system in this country by researching and developing a ‘theory of the case’ for school improvement and distributing this knowledge throughout the system. (David Hargreaves: Leading a self-improving school system)
Three (given) Priorities Improve entry to the profession Improve the current workforce Improve schools
Should we keep applying those leeches?
What are we doing? - An evidence-based approach - It can get messy. . . very messy
Teacher Apprenticeship (to draw down from levy) • Standards for Teachers Professional Development • Teaching & Leadership Innovation Fund (T-lif) • Strategic School Improvement Fund • Sub-regional Improvement Board (Regional Delivery Team) • Brokerage (Teaching School Council) • Expert Investment Board (National Assessment)
Strategic School Improvement (Fund) TSC EEF RSC LAs
Now is the moment . . . • What excellence can you share? • What are your priorities for improvement? • What capacity do you have/need? • Who are you working with?
Collaboration - working together - ‘several people are involved, the tasks are less clear, goals & agendas can vary, sometimes quite sharply, and most important of all, the partners come from different organisations with distinctive histories and cultures’. Leading a self improving system David Hargreaves
Are we there yet? Is it where we want to be? Where now?