Come to the edge We might fall Come

Come to the edge. We might fall. Come to the edge. It's too high! Come to the edge! And they came, and he pushed, And they flew. Christopher Logue

Stephen Tierney Executive Director – BEBCMAT Chair of Head. Teachers’ Round Table

Acknowledgement: The Key (2016) State of Education Survey Report

Definition Fuster Cluck fʌstə/klʌk noun 1. A group of actions, events or outcomes occurring close together, in time or space, which create an absolute, complete and unholy mess of a situation. Normally left to someone else to sort out. @Leading. Learner

Education’s Fuster Cluck • Incomplete & Confused Autonomy; Political Diktat • Accountability Gone Mad – Ofsted, Mocksteds, Limited Metrics – Performance Management & Performance Related Pay – An Option for the Poor Which Lacks Coherence • Pointless Data Collection by Teachers & on Teachers • Demographic Time Bomb – Recruitment, Retention & Admissions • Workload Challenges – Concurrent Curriculum Change @Leading. Learner

High Stakes Accountability Political Diktat & Cliff Edged • Judgements Made with Significant Issues Around Validity • Manipulation of Intakes • Narrowing of the Curriculum • Teaching to the Test with Excessive Coaching • Pupil Stress & Teacher Burnout • Threats to teacher autonomy • Resignations & Failure to Recruit @Leading. Learner

Are the Wrong Levers Being Pulled to Unleash Greatness? Cluster Bombs of Distraction & Irrelevance? @Leading. Learner

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, whose only worldly wealth was one camel, to resolve the issue… …. You are that Wise One. What would you do?

th The 18 Camel Thanks to Bolton Association of Secondary Head Teachers for my 18 th Camel Mug Reframing the Leadership Challenge

Building Bridges Across the Chaos … … Because We Are Standing on the Edge

“Culture Eats Strategy for Breakfast”

Be Humane

Education is an Act of Love. It is a gift; enabling each of us to become fully alive Graphic: Schools for Human Flourishing (2016)

We need to prioritise “how we might imbue a deeper and more powerful sense of purpose, identity, meaning and belonging into the lives” of people. Reference: Chalke, S. (2016). Inspired to take a positive approach against extremism. In: Chambers, P Schools for Human Flourishing. London: SSAT. 44 -48.

Be the self you are called to be. Bring out the same self in others.

“My preferred behaviour system is one which is effective (gets pupils to behave very well), inclusive (doesn’t allow schools to move the most vulnerable and disadvantaged pupils elsewhere) and is designed and implemented “out of love” for what is best, in the short and longer term, for me and others in the community. This provides the essential tension required in the system. ” The Educator of Last Resort (2016) @Leading. Learner

Roots of the English word "education: Educere meaning to lead out Educare meaning to train or to mould Who am I? What is my purpose? “What should I do? ” “Who do I become as I do it? ”

Be Ethical

Reference: FFT Aspire & Education Datalab. (2015). Floors, Tables & Coasters: Shifting the Education Furniture in England's Secondary Schools. Available: http: //www. educationdatalab. org. uk/getattachment/Home/2015 -Educationfurniture-04. pdf. aspx. Last accessed 23 rd May 2016

Lesson Grades … But they Are Nonsense

“It’s not that is doesn’t matter whether children learn the basics, it does, it is about whether we are taking a relatively discrete and limited piece of information and elevate it to a position where it is perceived as all knowing and ultimately all powerful. ” It's the High Stakes Accountability Not the Testing (2016) @Leading. Learner

Be Focused

Noise or Necessity Doing Less Better If it’s Not a 9 or 10/10 it’s a No; Cross it Off the List Acknowledgement: Essentialism: The Disciplined Pursuit of Less by Greg Mc. Keown @Leading. Learner

Teaching, Assessment & Learning

@LCLL_Director (Vivienne Porritt) Posts Move, Goals Don’t Photo Credit: Sammo Have Pupils Made One Year’s Progress for One Year’s Teaching? (Or Hopefully Even More Progress) How Do You Know? @Leading. Learner

@LCLL_Director (Vivienne Porritt) Posts Move, Goals Don’t “Don’t Plan Lessons, Plan Learning” Photo Credit: Sammo @Leading. Learner

Planning Learning vs Planning Lessons

To compose a piece of music with a range of melodies, counter-melodies, accompaniment and stylistic idiomatic features, to create ‘descriptive music’ to a given brief. To create a stylistic and idiomatic ‘background’ for the melodic content already composed. This should include a range of instruments suitable to the musical setting of the brief, and use tempo, texture, dynamics, pitch, rhythm and timbre creatively to not overpower the melodies. To write effective countermelodies to form background music against the main themes in a piece. These countermelodies will not detract from the main melody, but will provide contrast using differences in pitch, rhythm, dynamics, appropriate instrumentation and timbre. To write effective melodies to suit the main characters in a story using appropriate instruments, tempo, pitch, rhythm, dynamics, timbre and key to accurately represent that character.

@LCLL_Director (Vivienne Porritt) Posts Move, Goals Don’t “Pre-Plan Assessments to Help Define Curriculum Excellence” Photo Credit: Sammo @Leading. Learner

Pre-Planned Assessments Setting the Standard Adding & Subtracting Fractions: 1/2 -2/8 = 2 a/2 ab – 4/8 b =

@LCLL_Director (Vivienne Porritt) Posts Move, Goals Don’t Life After Levels is Primarily a Curriculum Issue Not a Data One” Photo Credit: Sammo @Leading. Learner

Expansion of Metals Conceptual (Extended Abstract) • A piece of metal with a What will happen to the hole in the middle: size of the hole, in the middle, if the metal sheet is evenly heated? A. B. C. D. Stay the same size Increase in size Decrease in size None of the above

Forces Acting on a Skydiver Conceptual (Extended Abstract) Year 9 Assessment Using a velocity time graph describe and explain the changes in velocity (referring to acceleration, deceleration and terminal velocity) during a skydive. Photo Credit: www. physicsclassrom. com Photo Credit: Heaven`s Gate (John) via Compfight cc

@LCLL_Director (Vivienne Porritt) Posts Move, Goals Don’t “Find Out What Pupils Know & Teach Accordingly” Photo Credit: Sammo @Leading. Learner

Assessment Design Acknowledgement: Visible Learning (2009) by John Hattie. Thanks to @Tim. Leunig

Assessment Opportunities Next Year Ready/Current Grade Photo Credit: Sammo Interim Assessments (Common & Cumulative & Data Meeting) End of Topic/Module Assessments Milestone Assessments In Lesson Assessment

@LCLL_Director (Vivienne Porritt) Posts Move, Goals Don’t “Find Out What Pupils Don’t Know and Teach Them It” Photo Credit: Sammo @Leading. Learner

GCSE English Q by Q Analysis

@LCLL_Director (Vivienne Porritt) Posts Move, Goals Don’t “Use Data to Help Improve Your Teaching” Photo Credit: Sammo @Leading. Learner

Beyond Informed

“What makes great teaching? … We don’t know as much about it as we’d like to. We get glimpses at the moon through a cloudy sky – snippets that give insight. We try and bind them together, but we have a precarious grasp of something that is very complicated … What we really need … is teachers with greater wisdom. Teachers who know the research evidence and debates … and can integrate this into their own experience, skill base and practical repertoire, so their teaching is more creative, more individualised” Coe, R. (2016) SSAT meets Professor Rob Coe: Part 1 – Proper research is what identifies great teaching.

• EEF Toolkit • Improving Education • What Makes Great Teaching • Developing Great Teaching

Being Informed as a Signpost Not a Destination Rese arch Data Feedback Experience @Leading. Learner

From Informed to Wise Lacking Mastery Knowledge & Practical Expertise Research Informed Data & Feedback Informed Impact Blind Experience Informed Lacking Wider Perspective @Leading. Learner

From Informed to Wise Research Informed Data & Feedback Informed Wisdom Focussed Experience Informed @Leading. Learner

A High Quality Teaching Culture 1. What’s going well and what not so? (Data & Feedback) 2. Which of these “not so” areas am I interested in improving? (Teacher Agency) 3. What options should I consider? (Published Research) 4. Which one might be the best bet? (Experience) 5. Let’s see what happens in my class room (Teacher Research) 6. How do I know if it’s improving? (Data & Feedback). Back to No 1 @Leading. Learner

What’s Going Well, What Not So? What is great Learning ? ? Think Hard (that metacognitive stuff) Planning Monitoring Evaluating NB Different from subject to subject but consistent across subject

What Options Should I Consider? because the evidence strongly suggests that it will make the biggest difference to teacher & pupil quality.

Let’s See What Happens in My Class Room Content, then process • Content (what we want to change): – Evidence – Research Ideas (strategies and techniques) Science • Process (how to go about change): – – – Choice Flexibility Small steps Accountability Support Design 57

DAFITAL As A Cyclical CPD Approach • Plan that the DAFITAL Impact Initiative will run for one/two years. • Secure institutional support (subject/school) for: – ½ termly meetings (75– 120 minutes) – Time between meetings (per ½ term) • DAFITAL Meetings Data Analysis Collaborative planning Peer observation 58

Mental Toughness Acknowledgement: AQR MTQ 48

Building Bridges Across the Chaos … … Because We Are Standing on the Edge

A People Place ( William J. Crocker) If this is not a place where tears are understood, Where do I go to cry? If this is not a place where my spirits can take wing, Where do I go to fly? If this is not a place where my questions can be asked, Where do I go to seek? If this is not a place where my feelings can be heard, Where do I go to speak? If this is not a place where you’ll accept me as I am, Where can I go to be? If this is not a place where I can try to learn and grow, Where can I be just me ?