State of the n ation. West Sussex Deputies Network. 1 March 2013 Sue Williamson Chief Executive. English Education System. Structural changes Academisation Development of chains/federations/teaching school alliances Free Schools UTCs Studio Schools
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1 March 2013
Do you agree with the proposals for the headline accountability measures?
Is there any further information we should provide about the performance of disadvantaged pupils?
Should we look to use a relative measure as the floor standard in the first year of the new exams?
Are there any other measures we should consider publishing?
Do you think we should collect and publish test data from internal assessments through the Data Warehouse?
What other data could be published to create the right incentives for schools, including special schools, to ensure the best progress and attainment for all of their pupils?
Do you agree that the Department should stop the collection of Key Stage 3 teacher assessment results?
How should we ensure that achievement beyond formal qualifications is recognised?
How can national sample tests best be introduced?
“……most people have entered the teaching profession because it promises a high degree of order, security, and stability.”
……..most educators are risk averse.
“………education has also been a “craftsman’s” trade….attracting people who enjoy working alone and take great pride in developing a degree of expertise and in perfecting “handcrafted products.”
“Educators are, first, isolated from the fast-changing world of globalisation and business innovation. Most do not understand the fundamental changes that have taken place in the world of work….changes that require that, to be successful students will have to have very different skills from those needed a quarter century ago. Lacking daily exposure in their own workplace to these fundamental economic changes, most educators do not understand the urgency of many business and political leaders.”
Educators – who spend most of their workday with children – are also largely isolated from contact with other adults. The ‘egg crate’ organisation of work in most schools reinforces autonomy rather than collaboration. With few opportunities to work with other adults during their workday, many educators have not developed the skills of teamwork.
2009 Edge Foundation
“It’s becoming obvious that no one knows what the world is going to be like when the time comes for the younger to live in it, so perhaps the kindest thing we can do is to try not to burden them with the quaint details of today’s beliefs and customs, but just attempt to get across a few principles of how things interact, what is basic in human life, and to acquaint them with as thorough a cross-section as possible of persons, places, and things as they now stand. After this we can only give them a pat on the shoulder and wish them well.”
Clark Gesner, 1968
“The best way to predict the future is to invent it”.
Alan Kay, 1968
The “Net” Generation are your students – do you understand what motivates them? Do you take this into account when planning your teaching?
Assessment for Learning
Learning to learn
Learning to Learn
Assessment for Learning
Mentoring and Coaching
Advice and guidance
Design and organisation
How do we prepare our students for a world we can’t begin to imagine? “love the ones you have.”
Is education just the transmittal of information?
..apply your knowledge into a new situation = real learning. Assessment is the silent killer of innovation.
Redesigning Schooling campaign launched
Schools are the foundation for a lifetime of learning
There are a set of wider life and learning skills which need to be deliberately cultivated in the context of the curriculum and beyond
What learners believe about themselves matters and a ‘growth mindset’ is both a powerful motivator and a predictor of success
Parents and the wider community have a significant role to play in pupil’s learning at school
5. When teachers actively continue their own learning and model this in their classrooms learners achieve more
6. Learning works well when it builds on pupils’ prior experiences, is authentic, has clear and stretching goals and is undertaken in an environment full of formative feedback with many opportunities for reflection
7. Learning requires opportunities to develop emotionally, socially and practically as well as intellectually, individually and with appropriate theoretical grounding and understanding
8. Learning is learnable and improves when learners have a set of metacognitive strategies which they are able to use confidently in a range of contexts.
Professors Guy Claxton & Bill Lucas