Introduction to the Teaching School Partnership Briefing
Agenda for today What are Teaching Schools? Initial areas of focus for the Swiss Cottage Alliance (SCTSA) Opportunities for working together
Key distinctions Teaching School – The DfE designated lead school Teaching School Alliance – Close working partners Teaching School Partnership – Wider school network the Alliance delivers programmes to
The Government agenda A self improving system, led by schools for schools.
Teaching School expectations Operate to a set of KPIs determined by the National College Deliver ‘the big six’ in programmes, actions and outcomes
Teaching School KPIs Grow the number of schools that are benefiting from working in an alliance each year Increase proportion of initial teachers trained by the teaching school alliances. Show improvement in Ofsted judgements for teaching and learning that are higher than the national average Grow the number of trained and designated Specialist Leaders in Education (SLEs) Schools in alliances show improvements in Ofsted judgements for leadership and management Show increase in the proportion of all NPQH graduates year on year in total and for each teaching school cohort Faster improvement in Ofsted judgements resulting in fewer poorly performing schools and more good and outstanding schools in alliances The improvement each year in results at Key Stage 2, 4 and 5 for pupils attending schools in alliances is greater than the national average The reduction in the achievement gap for pupils in receipt of free school meals and/or in care, is higher in teaching school alliances than the national average.
Teaching School ‘deliverables’ As well as offering training and support for their alliance themselves, teaching schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to: 1.Play a greater role in training new entrants to the profession; 2.Lead peer-to-peer professional and leadership development; 3.Identify and develop leadership potential 4.Provide support for other schools; 5.Designate and broker Specialist Leaders of Education (SLEs); and 6.Engage in research and development.
(1) Teaching Schools and ITT Improving the quality of “traditional” placements for trainees Developing and leading ITT partnerships School Direct; and Accreditation as ITT providers. “… over the next five to ten years we expect that, rather than Government managing much of the ITT system centrally, schools should increasingly take on this responsibility.” Training our next generation of outstanding teachers: An improvement strategy for discussion (June 2011)
(1) Professional Continuum Teacher training Continuing professional development Leadership development
(1) ITT and SCTSA – Schools Direct – SEN Modules – SLE for ITT – Learning and Teaching modules (including Alliance members) – Brokering for quality placements – Supporting ‘grow your own’
(2) CDP/Leadership Development Success criteria Improve judgements for Teaching and Learning within the alliance. CPD offer informed by identified needs, R&D, JPD. Recognised cadre of outstanding leaders, teachers and TAs
(2) Leadership Development Programmes SCTSA are leading the Central and Pan London Special Programmes for Aspiring Leaders. Opportunity to develop bespoke programmes within the alliance
(3) School to school support Build on the expertise of all partners to identify need and broker expertise. Success criteria: – Alliance commitment to system wide school improvement. – Successful brokering and commissioning process. – Schools receiving support improve attainment and confidence.
(3) ‘Specialist Leaders of Education’ Potential conduit for School to School support – A new designation acknowledging the important role of middle and senior leaders in supporting their peers – Excellent professionals in leadership positions below the headteacher, with the capacity, capability and commitment to work beyond their own school; – Outstanding in a particular area, for example: a subject specialism; inclusion; ITT mentoring; performance management; behaviour; school business management; – Have the track-record and skills to work in this way; and – Designated and brokered by teaching schools, but may be from any school
(4) Research & Development Research and development network “Teaching School alliances will engage in research and development activities, both working with their individual HEI partners and working in regional and national networks”
(4) Research & Development Underpins collaborative process across the alliance. Success criteria: – Each school has opportunity for involvement in R&D. – Confident engagement in R&D or JPD. – Dissemination of learning – VLE, Show case, visits, publications. – Framework of JPD across the alliance to ensure sustainable improvement.
Exploring working together in principle and practice
‘System Leadership’ System leaders care about, and work for, the success of all children, not just those in their own school
Proposed operational framework Strategic board meetings every half term Management group once every 2 weeks Wider alliance meetings twice a year Half termly meetings with Teaching School network partners. Peer review process Website and VLE communication
Key behaviours Coaching approach Joint Practice Development High expectations Ownership A Focus on Cognition and learning
The Alliance – current status Planned Partners: Centre for Education & Neuroscience Institute of Education Camden Local Authority Tavistock Clinic Health REALgroup LCM-C Central School of Speech and Drama UCL Academy Hampstead School Wood End Academy Specialist Partners: GOSH Royal Free Frank Barnes PRU and Mental Health Units Outstanding Special Schools. Teaching School Networks: Bridge and Whitefields Aspiring Teaching Schools: APS and Woodside, Glyn School
Workshop Developing specific relevance for you ITT CPD/Leadershi p School to school support R&D Task force Partner school needs/ partner development
Summary - Strategic intention Narrowing the gap in mainstream schools through early intervention to meet individual needs. Effective succession planning through strategic targeting of CPD across the alliance. Strong reciprocal partnerships between mainstream and special. Specialist expertise of SEN schools making a tangible contribution to school to school support.