Transcript York Learning Trust

The Pathfinder Teaching School Alliance
Values, Care and Achievement lived into being to establish
educational excellence through collaborative partnerships
Archbishop Holgate’s School – A Church of England Academy
‘Values, Care and Achievement’
Andrew Daly (Headteacher), Jake Capper (Teaching School
Lead) and Tom Dodson (SLE, Research and Development)
Aims and Objectives of the Session
▪ To provide an overview of the Pathfinder Teaching School
Alliance. Our context, rationale and journey to date.
▪ Within our local context, share our plan for the
development of CPD in York and the work we are doing to
develop a school-led system.
▪ To offer an opportunity for questions and discussion around
Research and Development, especially our work as part of
the RISE Project and as a pilot school for the Technical
Baccalaureate and Core Maths.
Archbishop Holgate’s – Brief context
Traditionally 812 students, now 1200, Sept 2015 1300. 31 Feeders
Comprehensive nature (Y11 0.3 Y8 -0.5). Results 2002 42%, 2014 71%.
Track record of working in partnership to successfully manage change.
2009 - Development of a fully inclusive Sixth Form
2011 - One of the first converting Church of England Academies
2012 - SIAMS pilot inspection in October 2012
Since 2012 - Working in partnership with the EFA and LA to grow as a
school to meet the needs of the local community
Strong reputation for the quality of teaching and learning
Awarded Teaching School status in April 2014
1. Who you are
2. One opportunity of being involved with a Teaching School
3. One challenge for Teaching Schools
Questions I needed answering…
Could this have a positive impact on Teaching and Learning
in my own classroom, in classrooms throughout the school
and in classrooms across other schools?
Could this enhance the quality of education that we offer
both as individual schools and as a community of schools?
Could this help to maximise the opportunities and life
chances for the young people in our care?
Teaching Schools
1. School-led ITT: We will recruit and train
our own teachers of the future.
2. Provide school-led CPD for both primary
and secondary colleagues in the areas of
greatest need.
3. Support schools who are working
towards the designation of good and
help schools in this category to work
towards outstanding.
4. Deploy high quality SLEs to support
middle and senior leaders.
5. Use research and development to
inform future practice.
6. Plan for the development of middle,
senior leadership and headship in the
areas of greatest need.
Initial Teacher
Training
Identify and
develop
leadership
potential
CPD
School to School
Support
Research and
Development
Deployment of
SLEs
“Any organisation
organisation
“Any
isisonly
onlyever
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two
years away from
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disaster.”
Questions I needed answering…
Could this have a positive impact on Teaching and Learning
in my own classroom, in classrooms throughout the school
and in classrooms across other schools?
Could this enhance the quality of education that we offer
both as individual schools and as a community of schools?
Could this help to maximise the opportunities and life
chances for the young people in our care?
Our Teaching School Alliance
- Archbishop Holgate’s School
- Hempland Primary School
- St Mary’s Church of England Primary School
- Osbaldwick Primary School
- Wilberfoss Church of England Primary School
- Warter Church of England Primary School
Also:
- The Diocese of York
- York Local Authority
- Sheffield Hallam University, University of York and York St
John University
Mission Statement
▪ To work collaboratively in partnership, as a community of schools, to ensure all
children are known and cared for as individuals.
▪ To demonstrate a commitment to every child, to provide the very best education
and to maximise achievement.
▪ To share best practice and to provide an environment in which educational theory
and practice can be observed, studied and practiced.
▪ To recruit and inspire a new generation of colleagues and existing teachers by
establishing the very best professional development to support fellow professionals
in raising standards and aspirations.
▪ To work collaboratively with other schools, the Church of England and educational
institutions to establish an educational dialogue, to identify and implement change
to continually improve practice in all schools.
▪ To develop, through partnership and shared values, a vision for education.
“Values, Care and Achievement lived into being to establish
educational excellence through collaborative partnerships”
Getting Started
▪ Designated as a Teaching School in April 2014
▪ Appointed a Teaching School Lead and
Administrator
▪ Free CPD Launch Event
▪ Personal visits to as many schools as possible
to explain our vision and values
The “Big Six”
Key Focus Year 1 + 2
▪ The York Challenge….
▪ Initial Teacher Training
▪ SLE’s
▪ CPD – The School-led System
▪ R&D – Background, The RISE Project, Technical
Baccalaureate and Core Maths
The York Challenge….
▪ Over 90% of primary and secondary schools in York are good or better.
▪ The Local Authority has remained strong for a number of years and has
retained a large team of advisors.
▪ Staff turnover in the city is low with many staff remaining in schools
for many years.
▪ For the percentage of good schools the conversion to outstanding is
not reflective.
▪ Collaborative working between schools that are good or better has
been slower to develop than in some area.
▪ There is considerable internal capacity within the city with two
Teaching Schools and a significant number of NLEs, NLGs and LLEs
Initial Teacher Training
▪ 110 places requested
▪ Allocated 82
▪ Work with three HEI providers
▪ Meets the needs of our partner schools
▪ In the longer term coordinating a York based model
Aims and Objectives of the Session
▪ To provide an overview of the Pathfinder Teaching School
Alliance. Our context, rationale and journey to date.
▪ Within our local context, share our plan for the
development of CPD in York and the work we are doing to
develop a school-led system.
▪ To offer an opportunity for question and discussion around
research and development, especially our work as part of
the RISE Project and as a pilot school for the Technical
Baccalaureate and Core Maths.
York Learning
Alliance?
Ebor TSA
ITT
S-2-S
Leadership Development
NC
NEC
Cluster
Chairs
EC
SC
City of York
Pathfinder TSA
ITT
CPD
Leadership Development
SBC
WC
Professional Development
York Learning Alliance?
Pathfinder TSA Board
Primary
Coordinator
Primary
Deliverer
Secondary
Coordinator
School4School
Administrative Support
Primary Overview
York Learning Alliance
Primary Hubs
- Standard SLE day rate of £250 paid to the school for any colleague planning
and delivering an element of the CPD Programme.
- Core and Optional offers for schools to access.
Secondary Provision
1. Subject Specific Provision
2. Leadership Specific
Provision
3. Support Staff Provision
4. Teaching and Learning
Provision
5. Career Progression
Provision
6. Meeting the Need
Programmes
Secondary Provision
1. Subject Specific Provision
Subject Leader forum to provide effective leadership and
management support for all National Curriculum Subjects.
‐ Termly subject specific curriculum update meetings for Subject
Leaders.
‐ Network learning by facilitating an annual Subject Conference at
which all subject practitioners are welcome to attend.
‐ Brokering, sourcing any additional subject specific training.
2. Leadership Specific Provision
Coordination of termly forums to provide effective leadership and
management support in the following areas:
‐ Sixth Form Leadership
‐ Curriculum Leadership
‐ Pastoral Leadership (to include Behaviour and Attendance
Partnership?)
‐ SENCo Leadership
3. Support Staff Provision
Coordination of termly meetings to provide a forum for sharing of
expertise in the following areas:
‐ Office Management
‐ Finance Management
‐ Data Management
‐ Exams Officer Support
4. Teaching and Learning Provision
Citywide accredited programme of CPD to develop the expertise of
all teaching colleagues within the city.
‐ Termly Teachmeet/Pedagoo events
‐ RQT programme of twilight and school based sessions.
‐ Outstanding teacher programme of twilight and school based
sessions.
‐ Termly meetings of Teaching and Learning leads
5. Career Progression Provision
As part of our commitment to the development of teachers at all
stages of their career the coordination of programmes at each stage
of colleagues career development.
‐ Development of Schools Direct Programme to ensure clarity and
involvement for all CYC Schools.
‐ NQT Seminar and Development Programme developing both the
successful AHS and Ebor programmes.
‐ RQT programme for Year 2/3 colleagues, to include both a
‘fellowship network” and specific development sessions.
‐ Middle leader support programmes – Building on those in place.
6. Meeting the Need Programmes
Responding to need, sourcing and coordinating relevant training
which may include:
‐ HLTA support programmes
‐ TA/SA development programmes
‐ Cover supervisor training/accreditation
Potential cross-phase training around:
- Safeguarding, SEND, PP, Traveller & Ethnic, EAL, Looked After
As outlined above the next layer of specific tailored support is likely
to be delivered by other partners within the City of York.
Progress and next Steps…
CPD Offer
- Excellent levels of ‘buy-in’ from schools to develop a package based on
this model.
- Further collaborative work at the Headteachers’ Conference next week
and then full course development during the summer term.
Teaching School
- What are Teaching Schools?
- Building trust and establishing relationships
- Quality matters
- Working with others in partnership
Aims and Objectives of the Session
▪ To provide an overview of the Pathfinder Teaching School
Alliance. Our context, rationale and journey to date.
▪ Within our local context, share our plan for the
development of CPD in York and the work we are doing to
develop a school-led system.
▪ To offer an opportunity for question and discussion around
research and development, especially our work as part of
the RISE Project and as a pilot school for the Technical
Baccalaureate and Core Maths.
Research & Development in Teaching Schools
Introduction
Research & Development in Teaching Schools
Role of R&D in Schools
• Little potential for generating income
CPD
• What role R&D in a Teaching School?
CPD
SLEs
Research
Research
Succession
Planning
ITT
SLEs
• Exciting opportunities abound
ITT
School to
School
School• to
Succession
Difficult to measure
success
School
• Open remit forPlanning
implementation
Research & Development in Teaching Schools
Role of R&D in Schools
Put these in order of effectiveness:
A. A one-to-one numeracy intervention (two 15-minute sessions per week, delivered by
teaching assistants) for Year 2-6 pupils who are struggling with numeracy (outcome:
maths)
Catch up numeracy: Effect Size = 0.21
B. Nine weekly one-hour sessions where Y7 pupils below L4 read and discuss an ageappropriate book, with tools and resources to encourage reading for pleasure (outcome:
reading)
Chatterbooks ES = -0.14
C. A four-week summer school programme (between Y6 & 7) for pupils who had been
predicted to achieve KS2 below Level 4b in English, focussed on poetry and writing
(outcome: writing)
Discover summer school ES = 0.24
D. Y6 & 7 teachers trained to deliver a programme to help low attaining pupils plan, monitor
and evaluate their writing using memorable experiences, eg trips and visitors (outcome:
writing)
Self regulation to improve writing: ES = 0.74
Research & Development in Teaching Schools
Role of R&D in Schools
Research & Development in Teaching Schools
Role of R&D in Schools
• Educating the Educators
• Evaluation, Evaluation,
Evaluation
• Support and
Challenge SLT
• Reviewing Current Practice
• Gathering and Sharing
• Applying What Works
The RISE Project
The RISE Project
Aims
• To establish whether appointing a Research-lead is the most
effective way of getting research evidence into the hands of
teachers;
• To establish whether using research evidence can lead to improved
student outcomes;
• To establish the impact of integrating research evidence into
school improvement models and into school CPD programmes.
The RISE Project
• Understanding limits of research
and where reliability is lost
• Establishing network of
enthused Research Leads
• Interpreting data, analysis
and conclusions
• Sourcing highquality, reliable
research
• Encouraging sound evaluation
of interventions and policies
• Assessing quality and
trustworthiness of research
• Considering challenges and
barriers to embedding research
The Technical Baccalaureate
• New Performance Measure, percentage of students completing:
BTEC Applied
Law
BTEC Travel
& Tourism
AS Level
Maths
OCR Cambridge
Technical Arts
BTEC
Engineering
BTEC IT
Practitioners
AQA L3
Mathematical
Studies
• Boost numbers going into
technical industries
• Shift perception of
vocational studies
• Delivery based upon workplace
practices and applications
The Technical Baccalaureate
• Tech Bacc Trail-Blazer
• BTEC Engineering collaborating
with industry leaders
Unit 22 – Fabrication in Engineering
• Best practice now being
shared across Tech subjects
Unit 3 – Engineering Project: Robotics
The Technical Baccalaureate
• Tech Bacc Trail-Blazer
• Engineering students and
staff invited to address
SSAT Conference in 2014
AHS Students prepare to take the stage
Sharing their passion for Engineering
The Technical Baccalaureate
• Tech Bacc Trail-Blazer
• What is success?
• Devised measureable and relevant ‘proxies for success’
• No agreed measures or success criteria
• Numbers recruited and retained on course
• How do we measure effectiveness of a delivery style?
• Student feedback; Employer engagement
• Impossible to compare impact on students’ outcomes
• Compare expected progress against actual progress
Level 3 Core Maths
• New qualification to fill the gap between GCSE (grade C+) and A Level Maths
• Aimed at functional, applicable use of maths
• All problems contain placed in context and requiring interpretation
Level 3 Core Maths
• Problem-based learning approach
• Includes some new skills not
on GCSE or A Level
• Eg. Fermi estimations
How much money in
the penny jar?
Level 3 Core Maths
• Similar issues to Tech Bacc
• What are we evaluating?
• Efficacy of different approaches
cannot be compared
• Track implementation of
delivery style
• Links with industry
• Development of resources
• Student response to course
How much money in
the penny jar?
Summary
• Why Research?
Basing spending decisions
on research-based
information sources gives
the best chance of effective
and efficient policies
Summary
• Why Now?
• How do we adapt
to change?
Our strategy should therefore be to make the
best choices we can from the best evidence
available, to try it out, with an open mind, and
see if it works. If it does, we can keep doing it; if
not, we will learn from that experience and try
something else.
Rob Coe