1. Welcome to the Primary Excellence Teaching School Alliance

2. We believe that:  Every child deserves to be taught by an outstanding teacher  Ever child deserves to go to an outstanding school  Every school Requires Improvement  Outstanding is only the beginning of the journey 2 Our Aim is that every school in our Alliance becomes Outstanding

3. Teaching schools are expected to take an increasing responsibility for leading and managing the schools system. 1.Initial Teacher Training (ITT) 2.Continuing Professional Development and Leadership development 3.Succession planning and talent management 4.School to School support 5.Specialist Leaders of Education (SLEs) 6.Research and development (R&D) 3 The six major strands of teaching school activity

4. Collaboration is at the heart of the teaching school model.  We are expected to work with a number of schools and other strategic partners to form a teaching school alliance.  Working together, our alliance will deliver support for other schools in our wider network. Ultimately, teaching schools are accountable to their peers 4 Teaching Schools

5. The power of collective capacity is that it involves ordinary people accomplishing extraordinary things – for two reasons.  One is that knowledge about effective practice becomes more widely available and accessible on a daily basis.  The second reason is more powerful still – working together generates commitment. Moral purpose, when it stares you in the face through children and your peers working together to make lives and society better; is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially… 5 Collaboration

6. Collaborative practice is more powerful and more lasting than other forms of accountability, performance management, appraisal or Ofsted as it provides the mechanism for peer accountability and peer learning. Michael Fullen 6 Collaboration

7. CLICK TO EDIT MASTER TITLE STYLE UBUNTU – ‘I Am Because We Are ’

8.  Strategic Partners  Primary Members  Associate Members 8 Three areas of our Alliance:

9.  Diocese of Exeter  Devon Local Authority  Torbay Local Authority  Exeter University  Plymouth University  University of St Mark and St John  First Federation  Learning Academy Partnership 9 Strategic Partners

10.  Schools which wish to be an integral part of the Primary Excellence Teaching School  Schools that wish to be at the heart of the direction and future of the Primary Excellence Teaching School  Schools who wish to; share their very best practice, share data and information, support and challenge each other to improve 10 Primary Members

11.  Schools who are part of the wider Alliance network  Schools who wish to interface with specific aspects of the Teaching School’s work 11 Associate Members

12. Partnerships need to be multi-dimensional 12 School Member of a Learning Community Member of a Teaching School Alliance Involved in a wider Partnership or Network Member of a Federation Or MAT

13. Will Teaching School Alliances do it on their own? 13 Teaching School Alliance A Teaching School Alliance C Teaching School Alliance B

14. Through unleashing the enormous range of skills, expertise and talent from across our Alliance schools we will ensure that: ‘The whole is greater than the sum of its parts’ Aristotle Synergy 14

15. 15 A Golden Opportunity

16.  Build learning capacity within schools, communities and systems  Remove cross historical, structural, cultural and political barriers  Improve outcomes for children through system challenge and renewal  Generate social capital 16 Four requirements of 21st Century School Leadership

17. Four Capitals for the development of Teaching School Alliances 17 Matthews, P and Berwick, G (2013) Teaching Schools: first amongst equals

18. Social Capital 18 Social Capital Networks Bonding/ Bridging Personal Trust Intellectual Trust Values Reciprocity Participation and Safety

19. Trust 19

20. 20 Trust Character Intent Caring Transparency Openness Integrity Honesty Fairness Authenticity Competence Capability Skills Knowledge Experience Results Reputation Credibility Performance

21. Sometimes you really have to Trust 21

22.  Support with out Challenge may lead to a feeling of comfort but will be unproductive  Challenge without Support may be threatening and be equally unproductive  Challenge and Support with Trust leads to sustained improvement 22 CST Challenge, Support and Trust

23. 1.Initial Teacher Training (ITT) 2.Continuing Professional Development and Leadership development 3.Succession planning and talent management 4.School to School support 5.Specialist Leaders of Education (SLEs) 6.Research and development (R&D) 23 The six major strands of teaching school activity

24. ‘Responsibility and Accountability’ Communities of schools bound together by:  Shared Responsibility and Accountability  Trust and Common Vision  Intellectual and Social Capital We need to believe that the future is that we are all in this together. 24 Primary Excellence Teaching School Alliance

25. Primary Excellence C/O Blackpool CE Primary School Liverton Newton Abbot Devon TQ12 6JB Tel: 01626 821316 enquiries@primaryexcellence.org www.primaryexcellence.org

26. Robert Hill’s two areas of partnership Joint professional development Talent management and leadership development High social capital Mentoring and coaching Fit governance Sustainable shared leadership Knowledge informed systems Clear vision and strategy Hard-edged mutual accountability These two areas are particularly relevant to partnerships challenging and holding each other to account