What is a Quality Educational Experience? Sir David Carter Executive Director of System Leadership at ASL

What is education for? Understand self and others Provide the route map to the next part of the journey To develop tolerance and understanding To see education starting at 18 not ending

What Makes a Great Education System? I think there are three tests that an education system has to meet if it were to be called “world class” The experience of the school system enables every young person to progress to the next stage of their own personal learning journey The experience of the school system enables every young person to see education as starting at the age of 18 not ending The experience of the school system enables talent to be developed into career choices that change lives

What makes a great school? Teachers who are well supported, well developed, well resourced and where their wellbeing matters Leaders who make sure this happens and for whom every decision starts and ends with the needs of children coming first Open to partnerships and collaboration knowing that this engagement will offer challenge and support Parents and a Community who are willing to engage, and be partners in children’s learning Change is understood and lead with compassion and determination so that those needing to change understand why

What does quality Classroom teaching look like? Classroom is a secure place to learn where children are not afraid to take the risk of putting their hand up or answering a question Lesson is well planned and links back to previous learning and forward to future learning Challenging and Aspirational-some of the lesson should be hard and may only see small gains towards a wider long term goal Based around strong and secure teacher subject knowledge Strong questioning technique from teacher enables greater depth to be explored Testing of knowledge is a feature of the lesson but not a single test

What do leaders need to be good at? I think this applies to any educational setting-school, MAT, Teaching School Alliance and a Music Service Vision-Strategy-Action-Execution of improvement plans Taking responsibility for setting the values and beliefs of the organization and the leadership behaviours needed to deliver the vision Has the ability to communicate to a wide range of stakeholders what the roles and responsibilities to deliver quality outcomes are for the individual and team

How we can build and protect a leadership Culture that creates Impact Workforce Parents & Carers Children Community Where the Leader Influences Where the Leader builds Confidence Where the Leader Delivers Impact Where the Leader builds Engagement

The Multiple Intelligences that enable the CEO to be effective OPERATIONAL INTELLIGENCE EMOTIONAL INTELLIGENCE If there are qualities of System leadership there must also be intelligences that underpin them IMPACT-knowing what to do and when to do it-Highly intelligence impact leaders recognise the impact that they have to have on others to change practice and refocus direction EMOTIONAL-knowing how to take people with you-understanding the feelings and emotions of those experiencing the change HAVE TO BE ABLE TO DO BOTH How my leadership impacts on change How my leadership impacts on other people TRANSACTIONAL LEADERSHIP

What makes a great Music Department? Music is for everyone Every child is a composer, performer, listener and a critic of what they feel and like The staff in the department are musicians and teachers Music explodes into the culture of the school and becomes the heart beat of the ethos Performance opportunities exist for the drummer, the rock guitarist, the grade 8 oboe player and the bathroom mirror singer!

What does quality Classroom teaching look like? Classroom is a secure place to learn where children are not afraid to take the risk of putting their hand up or answering a question Lesson is well planned and links back to previous learning and forward to future learning Challenging and Aspirational-some of the lesson should be hard and may only see small gains towards a wider long term goal Based around strong and secure teacher subject knowledge Strong questioning technique from teacher enables greater depth to be explored Testing of knowledge is a feature of the lesson but not a single test

What does quality Instrumental teaching look like? Positive support and challenge for the progress the child is making so that the child is engaged and contributing to the ensemble if taking part in a group lesson The teacher has a lesson shape and structure that makes the most of the learning time-warm up, technical skills, reflection on last lesson, where do we want to be at the end of today? The technical skills required to perform the piece being studied are explained clearly and in language the child will remember when they practice Good use of questioning to test understanding but also to give the child the opportunity to contribute suggestions to how phrases might be played

What happens when the quality is missing? Accurate diagnosis of what they need to work on so that it is not just a question of this teacher is poor Small and manageable targets supported by observation and paired teaching around these issues and only these Bespoke CPD opportunities that include seeing other teachers working in different contexts Monitoring and tracking to show the teacher that they are improving or needing to do further development

When does Collaboration work best? When there is a clear set of agreed goals about the intended outcome of the collaboration-PURPOSE When there is recognition that giving and receiving is expected of all partners-MUTUALITY When there is an understanding that practice might need to change even if it is not a performance issue (yet)- CHANGE When there is a clear timescale for the collaboration to deliver its objectives- PACE That there is an opportunity cost in terms of finance, resources and time- PRIORITISATION