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21 st Century Governance By David Harris Cameron.

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1 21 st Century Governance By David Harris Cameron

2 Who am I??  Formed a 3-18 school by amalgamating a secondary, junior & infants in record time  Formed an innovative academy with a university  Author of “Are You Dropping the baton?”  Author of “Brave Heads”  Writing “Leadership Dialogues” with Prof. John West Burnham  Ex-chair of CATS – working across the world on improving transition  Managing Director of Independent Thinking  Believe that work without passion is pointless

3 21 st Century Governance What’s new?

4 Clue…… It’s not the sherry and cake

5 Nor the Kumbaya

6 Comparisons at what? We can agree on SOME of the problems We need to agree on ALL of the problems We need to agree on the possible solutions

7 Do we know the standard? Or how to use the freedom? Is it in the curriculum or is it in the tests? “the soft bigotry of low expectations”

8 Aged 7 Children in the top quartile have 7100 words; children in the lowest have around The main influence is parents. DfE Research Unit

9 Aged 16 1 in 12 have a working vocabulary of 800 words. Whose responsibility is that?

10 What challenges are we all responding to? The changing world - technology, globalism, uncertainty The changing context - policy, frameworks, expectations and priorities Changing relationships Dealing with uncertainty

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12 The Pendulum of education

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14 Eric Hoffer In times of change, the learners shall inherit the earth while the learned will remain beautifully equipped for a world that no longer exists

15 David Cameron And the learners who can create and innovate, who can identify opportunity and manage risk will shape that inheritance and define the future

16 The Passionate Teacher ‘ Of some of our teachers, we remember their foibles and mannerisms, of others, their kindness and encouragement, or their fierce devotion to standards of work that we probably did not share at the time. And of those who inspired us most, we remember what they cared about, and that they cared about us, and the person we might become. It is the quality of caring about ideas and values, this fascination with the potential for growth within people, this depth and fervour about doing things well and striving for excellence, that comes closest to what I mean in describing a ‘passionate teacher’. Robert Fried

17 Why teachers and books matter “ I was supposed to be a welfare statistic……. It is because of a teacher that I sit at this table. I remember her telling us one cold, miserable day that she could not make our clothing better; she could not provide us with food; she could not change the terrible segregated conditions under which we lived. She could introduce us to the world of reading, the world of books and that is what she did. What a world! I visited Asia and Africa. I saw magnificent sunsets; I tasted exotic foods; I fell in love and danced in wonderful halls. I ran away with escaped slaves and stood beside a teenage martyr. I visited lakes and streams and composed lines of verse. I knew then that I wanted to help children do the same things, I wanted to weave magic.” (From evidence submitted to ‘The National Commission on Teaching and America’s future’, 1999.)

18 The big ten classroom factors? having a positive attitude the development of a pleasant social / psychological climate in the classroom having high expectations of what pupils can achieve lesson clarity effective time management strong lesson structuring the use of a variety of teaching methods using and incorporating pupils’ ideas using appropriate and varied questioning [Reynolds]

19 What do learners need? Basic skills – literacy, numeracy The specific skills required by subjects or vocational choices The skills to access knowledge including the skill of questioning

20 The capacity to think, learn and adapt The ability to innovate and create The commitment to sustained enquiry or task The ability to choose, and use, the tools for learning, life and work Attainment and capacity

21 What sort of learning? Based on the gifts not the deficits Active Letting the learner find meaning Varied Motivated Respecting subjects but not dominated by them Assessed in terms of breadth, depth and application

22 What makes a difference There are at least four important ingredients for improving education. The first are the professional skills of those who work with children. Research has shown that factors like national or regional policies are less influential on pupils’ achievements than factors within each school Of the school factors, the skills of staff came top. The most important of these was effective classroom management

23 The other factors The second vital ingredient is the raising of aspirations and expectations. Third, staff morale and attitude to their craft. It is hard to improve what you do through clenched teeth. Fourth is the climate within the school..a positive attitude to improvement in which people look at what is happening in classrooms, reflect on it and implement judicious change

24 Making the Shift Effective Ineffective TraditionalForward Looking

25 What the research is telling us 1. Shared Values 2. Trust 3. Professional Learning 4. Learning centred Leadership 5. Move from find and fix to Predict & Prevent Is this what you are asking your head to do?

26 Thought!!!!!! Data is important but so is the narrative How it feels as well as what it shows Asking questions is not adversarial in a culture of shared self-evaluation A culture of trust trumps a climate of suspicion

27 “School leaders and teachers need to create school, staffroom and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed and where participants can feel safe to learn, re-learn and explore knowledge and understanding.”(Hattie, 2008)

28 Key Principles  Change should only be driven by self- evaluation, provided that self-evaluation is realistic and takes account of economic and social changes  If all learners were experiencing the best practice in our schools, we would not be talking about system change  We need to build on strengths in care, commitment and practice

29 Key principles People work best when they are enthusiastic about what they are doing ….. and who they are doing it with and for Otherwise it makes no real difference

30 Effective Qualities Sharing the management of learning with pupils Promoting the belief that attainment can improve Using a wide range of sources of information Identifying a range of needs Responding to needs Giving and receiving feedback Using a range of sources of support

31 The 4 big questions What are you going to do to improve your practice? What help or support will you need to make that improvement? What outcomes will you expect your young people to achieve as a result of the improvement? What evidence will you look at to determine if the improvement has been made?

32 Why are Governors so important? The voice of the child The voice of the community Source of support Source of questions/challenge A link

33 Increasing or reducing?

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35 Meet Jamie Mental Health Family Life Peer Pressure Drug Exposure Behavioural Issues Legal Problems

36 The Present

37 Getting it Right for Every Child

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39 Clarity of Purpose Purpose is not simply a target that an organisation chooses to aim for - it is an organisation’s reason for being. It needs to express what the organisation wants to accomplish in providing value to its stakeholders - and describe how these accomplishments can be measured.

40 Management Leadership People Systems People Management Leadership Systems

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42 Some thoughts “Smart kids pass tests” It’s the last question that holds the key to high achievement Attainments are only for entrance, they don’t guarantee success in the world you enter It is not our job to enable young people to fail, it is our task to give them the tools to succeed

43 A culture of trust trumps a climate of suspicion Asking questions is not adversarial in a culture of self-evaluation

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45 “Self similarity is achieved not through compliance to an exhaustive set of standards and rules, but from a few simple principles that everyone is accountable for, operating in a condition of individual freedom”.

46 The Lacuna Their white dresses swirled like froth, with skirts so wide they could take the hems in their fingertips and raise them up to make sudden wings, like butterflies, fluttering as they turned….. “Indian girls,” she spat……”A corn eater will never be more than she is”

47 The dancers were butterflies. From a hundred paces Salome could see the dirt under their fingernails, but not their wings

48 Sometimes the weight of living in this atmosphere of responsibility, work and weariness seems almost more than I can bear. I feel like a bird in a cage, beating against the bars, longing to be free, but baffled everywhere

49 He dreamed of breaking through the monotony and the grind of teachers lives, the treadmill of constant preparation and ceaseless evaluation, which are so apt to dry up and narrow mind and spirit

50 The Real David

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54 @bravehead


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