@ProfCoe www.twitter.com/ProfCoe

Challenges of leadership

: Learning, CPD, accountability

Robert Coe Durham Leadership Conference, 26 June 2014

Challenge 1 Keep the focus on learning

2

True or false?

1. Reducing class size is one of the most effective ways to increase learning [evidence] 2.

Differentiation and ‘personalised learning’ resources maximise learning [evidence] 3. Praise encourages learners and helps them persist with hard tasks [evidence] 4. Technology supports learning by engaging and motivating learners [evidence] 5. The best way to raise attainment is to enhance motivation and interest [evidence] 3

Poor Proxies for Learning

      Students are busy: lots of work is done (especially written work) Students are engaged, interested, motivated Students are getting attention: feedback, explanations ∂ Classroom is ordered, calm, under control Curriculum has been ‘covered’ (ie presented to students in some form) (At least some) students have supplied correct answers (whether or not they really understood them or could reproduce them independently) 4

Lesson Observation

1. Two teachers observe the same lesson, one rates it ‘Inadequate’. What is the probability the other will agree?

2.

An observer judges a lesson ‘Outstanding’. What is the probability that pupils are really making sustained, outstanding progress?

a) 5% b) 30% c) 50% d) 70% 5

Evidence based advice

Judgements from lesson observation may be used for

low-stakes

interpretations (eg to advise on areas for improvement) if at least

two observers

independently observe a total of at least

six lessons

, provided those observers have been trained and quality assured by a rigorous process (

2-3 days training & exam

).

High-stakes inference

(eg Ofsted grading, competence)

should not be based on lesson observation

alone, no matter how it is done.

Challenge 2 Professional development

7

Improving Teaching

   Teacher quality is what matters We need to focus on teacher learning – Be clear what you want them to learn – Get good information about where they are at – Give good feedback 8

What CPD helps students?

     

Intense

: at least 30 contact hours, preferably 50+

Sustained

: over at least two terms

Content focused

: on teachers’ knowledge of subject content & how students learn it ∂

Active

: opportunities to try it out & discuss

Supported

: external feedback and networks to improve and sustain

Evidence based

: promotes strategies supported by robust evaluation evidence

RISE: Research-leads Improving Students’ Education ∂     With Alex Quigley, John Tomsett, Stuart Kime Based around York RCT: 20 school leaders trained in research, 20 controls Contact: [email protected]

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Challenge 3 Accountability

11

Accountability cultures

Distrust Controlled Fear Threat Competitive Target-focus Image presentation Quick fix Tick-list quality Sanctions Trust Autonomous Confidence Challenge Improvement-focus Problem-solving Long-term Genuine quality Evaluation

Accountability and improvement

Official Accountability Systems Professional Monitoring Systems performance, what do you do?

Cover it up Expose it to view.

(Tymms, 1999)

∂ 14

Hard questions

1. Imagine there was no accountability. What would you do differently?

2. Would students be better off as a result?

a) No ∂ b) Not significantly – minor presentational changes only c) Yes – students would be better off without accountability 3. What actually stops you doing this?

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Summary … www.cem.org

@ProfCoe [email protected]

1.

It’s about learning: keep the main thing the main thing 2. CPD: teachers learn just like other people 3.

Accountability: don’t let the tail wag the dog