East Midlands, South Yorkshire and Humber Region (EMSYH) - - PowerPoint PPT Presentation

East Midlands, South Yorkshire and Humber Region (EMSYH)

Galvanising the Self-Improving System to Effect Improved Outcomes in Our Schools School Led Conference Workshop 6th February 2018

#measuringimpact

What are we here to do? How are we going to do it? Who’s in the room?

The EMSYH School Led Conference Strategy for 2018

Workshop for Teaching school colleagues Collecting impact case studies Summer conference

Today

Session 1 Considering our context Session 2 ‘How do we tell the story and evidence the difference that teaching schools make on learner outcomes using the big three as a frame? Working discussions to consider how we tell our impact story for ITT/CPLD/S2SS 12:45pm - Lunch and networking Session 3 How can we use peer review to support the collection of evidence of impact on learner outcomes. Session 4 Preparing for the Summer conference 3pm Close TLIF Discussion – Optional

Who is in the room

Teaching schools Research Schools TSC Team

The EMSYH TSC team

Chris Wheatley. Teaching Schools Council representative EMSYH Region Chris Abbott. Teaching Schools Council SYH sub regional lead Kate Mckenna. Regional Strategic Co-ordinator (EMSYH) and East Midlands Lead Pat Dubas. Sub Regional Strategic Co-ordinator (SYH) Ellen Lee and Becky Smith . EMSYH Business Support Partner (SDSA) Jane Lewis. EMSYH Stronger Governance Champion

The shape of our region.

Chris Wheatley. Teaching Schools Council representative EMSYH Region Chris Abbott. Teaching Schools Council SYH sub regional lead

The shape of the Region

EMSYH Local Partnership Meetings/SRIBs

EMSYH (86 TS)

South Yorkshire (24 TS) Barnsley (4) Doncaster (5) Sheffield (9) Rotherham (6) York, North Lincs and Humber (18 TS) East Riding (2) Hull (9) North Lincolnshire (1) North East Lincolnshire (1) York (4) East Midlands North (23 TS) Derby City (6) Derbyshire (6) Nottingham City (4) Nottinghamshire (7) East Midlands South (21) Leicester City (3) Leicestershire (8) Lincolnshire (8) Rutland (2)

Doncaster RS Kyra RS Derby RS Huntington RS

In the EMSYH, every child should attend a great school that is judged by Ofsted to be at least ‘good’.

How are we doing?

50 100 150 200 250 300 350 400 450

EMSYH

• No. of good or better schools

Total no. of schools %

82% (372/451) schools good or better in South Yorkshire:

• 87% (67/77) Barnsley
• 76% (77/101) Doncaster
• 83% (93/112) Rotherham
• 84% (135/161) Sheffield

89% (365/411) schools good or better in York, North Lincs and Humber: 89% (124/139) East Riding. 89% (67/75) Hull 90% (69/77) North Lincolnshire 79% (48/61) North East Lincolnshire 97% (57/59) York 88% (780/885) schools good or better in East Midlands North: 80% (73/91) Derby City 88% (348/395) Derbyshire 86% (74/86) Nottingham City 91% (285/313) Nottinghamshire 90% (656/728) schools good or better in East Midlands South: 88% (87/99) Leicester City 90% (242/268) Leicestershire 91% (311/342) Lincolnshire 84% (16/19) Rutland

Every child should attend a great school that is judged by Ofsted to be at least ‘good’. 88% (2173/2475) in EMSYH

*excludes academies that have not yet been inspected *number of schools not number of children

Delivery priorities

Initial Teacher Training Continuing Professional & Leadership Development School to School Support

Collaboration Evidence based practice What difference are we making and what is the impact on learner outcomes?

Collaborative advantage ………the ability to form effective and rewarding partnerships with other

• rganisations, for

mutual benefit.

The East Midlands South Yorkshire and Humber Education Summit

East Midlands North (Nottingham, Nottinghamshire, Derby, Derbyshire) East Midlands South (Leicester, Leicestershire, Rutland, Lincolnshire) South Yorkshire (Barnsley, Rotherham, Sheffield, Doncaster) Humber (Hull, North Lincolnshire, York, East Riding, NE Lincolnshire) Department for Education John Edwards (Regional Schools Commissioner) and Chris Caroe (School Improvement) Emma Fletcher (School Improvement & System Leadership Division)and Sarah Goff (SSIF) Ofsted Ian McNeilly (for Emma Ing) Helen Lane (for Cathy Kirby) Teaching Schools Council Chris Wheatley (TSC Rep) Kate McKenna (Co-ordinator) Chris Abbott (TSC Rep) Pat Dubas (Co-ordinator) Teaching Schools tbc Inderjit Sandhu (Leicestershire)

• r Helen Barker (Lincolnshire)

Tom Banham (Barnsley) Ged Fitzpatrick (Hull) MAT Networks Andrew Burns (Nottinghamshire) Volunteers to date: Rebecca Meredith (Transform), Rowena Hackwood (DRET), Matt Freeston (Learners Trust), Andy Yarrow (CfBT), Mark Wilson (Wellspring), Gareth Nelmes (Bradgate) LA Directors of Children’s Services Debbie Barnes (Lincolnshire) Jon Stonehouse (York) LA Education AD Leads Kathryn Boulton (Derbyshire) Heather Sandy (Lincolnshire) Leanne Hornsby (Doncaster)

• r Jayne Ludlam (Sheffield)

Maxine Squire (York) Elected Lead Members Cllr Alex Dale (Derbyshire) January meeting Cllr Sarah Russell (Leicester) April meeting Dioceses Jackie Waters Dewhurst (CE Dioceses - Lincoln) Peter Giorgio (RC Dioceses - Nottingham) Andrew Smith (CE Dioceses - York) Governors Jane Lewis (Regional NLG Champion for EMSYH)

“The participants of this East Midlands Regional Education Summit Group recognise and are committed to the shift towards a sector-led approach to the development and improvement of the school system. We understand the fundamental need over the next few years to build the capacity of school-led arrangements to ensure that all children and young people in the region can attend good and outstanding local schools. We recognise the individual and collective role that can be played by the partners of this Summit Group to support the development of the school system and we are committed to work in strategic partnership over the coming years to maximise the positive impact we can have”.

Inclusion, exclusion and off-rolling The connectedness

• f all schools to an

effective improvement partnership The flow of teachers into the profession, their retention and development.

Top priorities

Small school sustainability Governance at all levels Leadership pathways and system leadership Sufficiency and impact of TSAs

Next group of priorities Impact on learner outcomes?

How is collaboration beneficial to learner

• utcomes?

Round 1: Applications and grant awards

Region Applications received Successful applications % Success East Midlands & Humber 20 8 40% East Midlands North 8 2 25% East Midlands South 4 3 75% South Yorkshire 5 2 40% York, North Lincolnshire and Humber 3 1 33% National Total 197 56 28%

Of the 8 successful bids across EMSYH 100% were teaching school led

Round 2: Successful applications

Region Applications received Successful applications % Success East Midlands & Humber 29 14 48% East Midlands North 9 4 44% East Midlands South 4 3 75% South Yorkshire 11 5 45% York, North Lincolnshire and Humber 5 2 40% National Total 224 73 32.6%

Of the 14 successful bids across EMSYH 13 (93%) were teaching school led and 1 (7%) was MAT led which is also a teaching school 3 teaching school applications are pending a decision and have been asked for further information.

Sub-Regional Improvement Boards (SRIBs)

Sub-regional improvement boards

East Midlands South

Leicestershire Leicester Rutland Lincolnshire

East Midlands North

Derby Derbyshire Nottingham Nottinghamshire

South Yorkshire

Barnsley Doncaster Rotherham Sheffield

York N Lincs & Humber

York East Riding Hull North Lincolnshire NE-Lincolnshire

Members

• Teaching School Council
• Local Authorities
• Diocesan Boards of Education
• Regional Schools Commissioner

Terms of Reference

• Confidential and transparent
• No decision making
• Identify school improvement priorities
• Bring local knowledge to recommendations on

which applications to fund

• Oversee funded projects

East Midlands North East Midlands South South Yorkshire York, North Lincs and Humber EMSYH Priorities

SSIF R3 - Joint DfE/TSC events

Register to attend through http://emsyh.org.uk/strategicchoolimprovement/

Date Host area (All events are open to all EMSYH colleagues) Time 7th February York, North Lincs and Humber

*those expressing an interest in this event will be contacted individually to agree how this will be progressed. If you are interested in this event, please continue to book on via Eventbrite

9.30 – 12.30 8th February South Yorkshire

*those expressing an interest in this event will be contacted individually to agree how this will be progressed. If you are interested in this event, please continue to book on via Eventbrite.

9.30 – 12.30 9th February Webinar 10 - 12 21st February East Midlands (North or South) 9 -12 21st February East Midlands (North or South) 1.30 – 4pm 1st March Webinar 1 - 3

How can we tell the story of the difference we are making to learner outcomes?

Initial Teacher Training Continuing Professional & Leadership Development School to School Support

How much should we do? How well should we do it? How much change/effect will we produce? What quality of change/effect will we produce? QUANTITY QUALITY EFFORT EFFECT INPUT OUTPUT

Cause Effect

‘How do we tell the story and evidence the difference that teaching schools make on learner outcomes using the big three as a frame?’

Stef Edwards

Chartered College of Teaching The professional body for all teachers and leaders Stef Edwards

Pioneer Group 2016

• Great Bowden CE Academy
• Market Harborough CE Academy
• Ridgeway Primary Academy
• Meadowdale Primary School
• Lubenham All Saints CE Primary School
• Husbands Bosworth CE Primary School
• St Andrews CE Primary School

New members 2017/18

November 1st 2017

• Church Langton CE Primary

School February 1st 2017

• Stokes CE Primary School,

Blaby

Chartered College Local Network

‘How do we tell the story and evidence the difference that teaching schools make on learner

• utcomes using the big

three as a frame?’

• 1. CPD (including leadership

development)

• 2. ITT
• 3. School to School Support

The Big 3

Professional Learning

Why tell the story?

Authentic school improvement

• Focuses on improving the quality of teaching in order to

improve pupil learning… …the importance of teacher effectiveness in the determination of school quality…

(Rivkin, Hanushek and Kain 2005)

Coe et al 2014

Great teaching leads to improved pupil progress… 6 components:

• Pedagogical Content

Knowledge

• Quality of Instruction
• Classroom Climate
• Classroom Management
• Teacher Beliefs
• Professional Behaviours

Dylan Wiliam

• ‘…our future economic

prosperity requires improving the quality of the teachers already working in our schools.’

• ‘Teaching is such a complex

craft that one lifetime is not enough to master it, but by rigorously focusing on practice, teachers can continue to improve throughout their career.’

Professional learning

The Big 3:

• A. S2S

Support

• B. ITT
• C. CPLD

Core business

Effective Professional Learning

• collaborative
• situated in practice
• research evidence-informed and

supported by specialist expertise

• inquiry-oriented
• focused on

aspirations for students

• sustained over time

(Opfer, Pedder 2011; Cordingley, Bell 2012; Higgins et al 2014)

supported by specialist expertise; inquiry-oriented…

• Research-informed
• Research-engaged

Teacher Inquiry & Knowledge Building Cycle

Timperley, 2011

‘Engaging in the inquiry and knowledge building cycle both develops and becomes dependent upon having an inquiry habit of mind.’ (p.40)

Supporting teachers’ reflections on professional learning

Talk

Peter Senge: Learning Organisations

Peter Senge

The Fifth Discipline

Teacher Learning Organisational Learning Can the authentic work we do with individual teachers support and inform the learning of the

• rganisation?

From Synthesis to Theory of Action

Hattie + Coe + Cordingley + Timperley + Wiliam + Senge…

Can teachers learn and help to tell the story?

Research-engaged teachers?

Developing teachers with an inquiry habit of mind:

• What do we need to improve in pupil learning?
• How do we know there’s a problem?
• What does the problem look like now?
• What do we want to achieve?
• What do we need to know more about?
• How will we know whether we have achieved it?

Talk

Would you add any more questions? Change them?

The importance of teacher agency (Priestley, 2015)

We need teachers who:

• are critically engaged
• understand the theoretical rationale (the

why?) underpinning their actions

• can synthesise new learning to develop a

Theory of Action/Change

• can evaluate the impact of their work

Thomas Guskey

• http://www.ascd.org/publications/educational-

leadership/mar02/vol59/num06/Does-It-Make-a- Difference%C2%A2-Evaluating-Professional- Development.aspx

• http://tguskey.com/wp-

content/uploads/Professional-Learning-1-Gauge- Impact-with-Five-Levels-of-Data.pdf

The Rules of Evidence: 1) ‘Begin with the end in mind’

(Covey, 2004)

Two essential questions at the planning stage:

• What [pupil learning] outcomes do we want to achieve?
• What evidence best reflects the achievement of those outcomes?

(Guskey, 2012)

2)Different stakeholders trust different evidence

Administrators and school/system leaders:

• Standardised tests
• Statutory

assessments Teachers:

• Classroom assessments
• Observations (of pupils’

learning)

• Homework completion
• r quality
• Engagement
• Behaviour

3) Use multiple sources of evidence

‘Since stakeholders vary in their trust, it is unlikely that any single indicator will prove adequate or sufficient to all.’

• Results of a range of assessments
• Testimonials
• Student surveys designed to measure attitudes to school/learning;

self-efficacy; perceptions of teachers and fellow students; confidence…

• Evidence on attendance, enrolment patterns, dropout rates, class

disruption, parents’ perceptions…

4)How evidence is gathered is as important as the evidence itself

• Gathering evidence should be an explicit and transparent

process.

• Decide what evidence will best reflect a particular outcome at

the planning stage.

• Involving stakeholders in deciding what evidence to use,

guarantees results will be seen as credible and trustworthy.

5)Plan for comparisons

• The best way to counter threats to validity is to plan for a

comparison group

Guskey’s five critical levels of evaluation

(Guskey, 2016)

Level 1 Participants’ reactions Level 2 Participants’ learning Level 3 Organisational support and change Level 4 Participants’ use of new knowledge* Level 5 Student learning outcomes

Planning backwards

Level 5 What impact do we want to make on pupil learning outcomes? Level 4* So what research-informed change would we like teachers to make to their practice? Level 3 What organisational supports will be needed to facilitate/support that change? Level 2* What specific learning/new knowledge do teachers need in order to make the change? Level 1 How will the learning be delivered in a way that promotes engagement?

• The most effective professional

learning planning begins with clear specification of the student learning

• utcomes to be achieved and the

sources of data that best reflect those

• utcomes.

(Guskey, 2016)

Using Guskey’s 5 critical levels of professional development evaluation (Guskey, 2002)

Joining it all up

Effective Professional Learning is the core business Effective PL is research-informed/ research-engaged and focuses on teaching quality Research-informed teachers as critical evaluators of professional learning Guskey’s 5 levels of evaluation, backwards and forwards, & 5 rules of evidence Teachers’ learning supports

• rganisational

learning >>> what a story!

Talk

Research-informed teachers, as critical evaluators of professional learning?

Why engage with research?

• Professional courage to make informed decisions
• Change of culture, from competition to collaboration
• Opportunity for self-led professional development
• Improve pupil outcomes by doing what actually works
• Decreasing workload

The Chartered College plans to:

• Curate and disseminate most relevant research teachers

need

• Equip teachers with skills and strategies to make use of

research

Who are we?

• We are the professional body for all teachers, seeking to

connect, inform and inspire. Almost 11,000 members in 1st year.

• Our aim is to equip teachers with access to research to support

the development of evidence-informed practice. Membership includes access to a termly journal linking research to classroom teaching.

• We connect teachers to share ideas and celebrate what they

achieve every day….. because excellent teachers change lives.

Why engage with research and how the Chartered College will help.

Our Chief Executive

Professor Dame Alison Peacock DBE, DL, Dlitt Previously Executive Headteacher Wroxham Primary School Author, Learning without Limits

Member options

• Student Teacher, free

BEd, PGCE, Schools Direct and 1st year Teach First

• Member (NQT), £36

All teachers in their NQT year

• Member, £45

Open to all teachers and leaders in 0-19 settings

• Professional Affiliate £45

Colleagues working alongside teachers and leaders in an early years setting, school, college, or Higher Education Institutions.

Membership Benefits

Chartered College networks

Thematic, research or subject based communities Open to all Chartered College members Teacher led, over 80 across the country Applications open if you want to open your

• wn

Julia Flutter jflutter@chartered.college

Professional journal, Impact

• Termly based on different themes
• April- Research and evidence
• Autumn, Assessment
• Spring, Science of learning
• Summer, Knowledge vs skills in the

curriculum

• Peer reviewed
• Guest editors, Professor Dylan Wiliam
• Opportunity for teachers to be published

Members only website

• Windows into classroom
• Sharing resources, evidence, blogs,

book reviews, practice

• Cross phases, subjects, settings

and specialisms

• Online copy of Impact, dialogue

with fellow members

Education research database

• 2,000 full text journals and

articles

• Subject, phase, specialist areas

e.g. EAL, SEND

• Equivalent to that of University

libraries

Chartered College events

Annual conference, London

• February 17th 2018
• Dr Maggie Aderin-Pocock MBE

Third Space events, across England connecting research practice

Professional pathways and Chartered Teacher programme

• Autonomy for teachers to audit and pick their own

development opportunities

• Quality assured
• Affordable
• Working with experts, subject associations,

learned societies, unions

• Rigorous assessment leading to CTeach status

Chartered Teacher programme

• Flexible across contexts and specialisms
• Cohort-based, providing learning community
• Reaccreditation to maintain status
• Building it with the profession and members
• Signposting of relevant CPD opportunities

In summary

Effective Professional Learning is the core business Effective PL is research- informed/ research- engaged and focuses on teaching quality Research-informed teachers as critical evaluators of professional learning Guskey’s 5 levels of evaluation, backwards and forwards, & 5 rules

• f evidence

Teachers’ learning supports organisational learning >>> what a story!

• Begin with the end in mind
• Cultivate an inquiry habit of mind
• Remember Dylan Wiliam –

‘everything works somewhere, nothing works everywhere’.

• Chartered College of Teaching

as a voice for professional authenticity and a platform for principled, curated research- engagement.

Questions?

Stef Edwards sedwards@learn-at.org.uk @stefguene

References

• Coe et al – What Makes Great Teaching: CEM, Durham University, Sutton Trust 2014
• Cordingley, Bell – Understanding What Enables High-Quality Professional

Learning, CUREE, 2012

• Guskey - Does It Make a Difference? Evaluating Professional Development -

Education Leadership March 2002, Vol. 59, 6 Redesigning Professional Development Pages 45-51

• Guskey – Gauge Impact with 5 Levels of Data; Learning Forward 2016, Vol. 37, 1
• Guskey – The Rules of Evidence; Learning Forward 2012, Vol. 33, 4
• Hattie – Visible Learning, Routledge 2008
• Higgins et al – Developing Great Teaching; Teacher Development Trust, 2014
• Rivkin, Hanushek, Kain - Teachers, Schools and Academic Achievement;

Econometrica 2005, Vol. 73, No. 2, 417–458

• Opfer, Pedder - Conceptualising Teacher Professional Learning; Review of

Educational Research 2011, Vol. 81 376

• Priestley - The Importance of Teacher Agency; BERA Blog 2015

https://www.bera.ac.uk/blog/teacher-agency-what-is-it-and-why-does-it-matter

• Senge – The Fifth Discipline; the art and practice of the learning organisation;

Random House 2006

• Senge – Schools that Learn; Nicholas Brealey, 2012
• Timperley – Teachers’ Professional Learning and Development, International

Academy of Education 2008

• Timperley – Realising the Power of Teachers’ Professional Learning, OUP 2011
• Wiliam – Leadership for Teacher Learning; Learning Sciences International, 2016

“Consider the key elements/areas that you feel should be included in a case study that tells the story, using quantitative and qualitative data, of the impact that the delivery of ITT/CPLD/S2SS has had on learner outcomes".

Introduction to workshop discussions

Response to workshop discussions

Lunch

How can we use peer review to support the collection of evidence of impact on learner outcomes?

Initial Teacher Training Continuing Professional Development School to School Support

Key Performance Indicators against the big three.

Key Performance Indicators against the big three.

Key Performance Indicators against the big three.

The EMSYH Peer Review scheme An option?

Introduction to workshop discussions

How can we use peer review to support the collection of evidence of impact on learner outcomes?

Introduction to workshop discussions 1. What do you need peer review to achieve? 2. How do you use peer review now? 3. What do we need to do next?

EMSYH EMN EMS SY Y, NL & H

Preparing for the June conference

The EMSYH School Led Conference Strategy for 2018

Workshop for Teaching school colleagues Collecting impact case studies Summer conference

Discussions

Thank you