1. Teaching Schools in the current educational landscape
forming or eroding
John Hardy

2. Trying to describe the school-led self improving system . . .
John …. personal experiences (Primary , diocese)
Not involved in City Challenge, geographically (& ‘politically’) isolated, significant other challenges …..

3. Where are we going?
The term school-led self improving system is one that whilst not exactly tripping off the tongue, has become very popular of late … but what does it actually mean and what is the role of teaching schools in supporting its evolvement?
We want to provide plenty of opportunity for discussion about the SSIS and pooling of ideas, especially to consider both the opportunities & challenges that it presents.

4. The current education service
Lots of options; little coherence

5. Integrating the system
It’s messy, it’s complicated and it takes time

7. Teaching Schools World

8. Like a teaching hospital ?

9. So what might we expect? Take the most difficult cases? Take risks?
Train new staff?
Referrals from others?
Disseminate current ‘best practice’?
Research new practice?

10. A ‘new’ educational landscape
Teaching schools (comparable to teaching hospitals) are being asked to lead the education system in this country by researching and developing a ‘theory of the case’ for school improvement and distributing this knowledge throughout the system.
(David Hargreaves: Leading a self-improving school system)

11. The school-led system – who else needs to be here?
TSA
 SN
The school-led system – who else needs to be here?
TEACH FIRST
AMBITION LEADERSHIP
TSA
SNE
TSA
SLEs
REGIONAL TSC
MATHS HUB
S2S SUPPORT
MAT TS
UNIVERSITY
LEP
LEADERSHIP
LICENSEE
RSC
John’s ‘web’
PROGRAMMES
NPQs
RQT
R&D
MAT
SCHOOLS GROUPING
Dioceses Ofsted Local Authorities

12. Who is our client?
Our Secretary of State? Our Region? Our institutions? Our workforce?

14. Network of North East Teaching Schools

15. ‘Leading on the
edge of chaos’
Michael Fullan, 2001

16. NETS says . . .
“We have come together to work collaboratively to improve educational outcomes for ALL the children of the North East”

17. Role of Teaching Schools
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:
lead the development of a school-led ITT system, either through School Direct or by securing accreditation as an ITT provider.
lead peer-to-peer professional and leadership development
identify and develop leadership potential
provide support for other schools
designate and broker Specialist Leaders of
Education (SLEs)
6. engage in research and development

18. 1 X

19. School Improvement

20. A ‘new’ educational landscape
Teaching schools (comparable to teaching hospitals) are being asked to lead the education system in this country by researching and developing a ‘theory of the case’ for school improvement and distributing this knowledge throughout the system.
(David Hargreaves: Leading a self-improving school system)

21. Three (given) Priorities
Improve entry to the profession Improve the current workforce Improve schools

22. Should we keep applying
those leeches?

24. What are we doing? - An evidence-based approach -
It can get messy. . . very messy

25. Teacher Apprenticeship (to draw down from levy)
Standards for Teachers Professional Development
Teaching & Leadership Innovation Fund (T-lif)
Strategic School Improvement Fund
Sub-regional Improvement Board (Regional Delivery Team)
Brokerage (Teaching School Council)
Expert Investment Board (National Assessment)

26. Strategic School Improvement (Fund)
TSC
EEF
LAs
RSC

27. Where do we all fit …

28. Now is the moment . . .
What excellence can you share?
What are your priorities for improvement?
What capacity do you have/need?
Who are you working with?

29. FEAR

30. “To TSAs and beyond” - a regional story -

31. Collaboration - working together -
‘several people are involved, the tasks are less clear, goals & agendas can vary, sometimes quite sharply, and most important of all, the partners come from different organisations with distinctive histories and cultures’.
Leading a self improving system David Hargreaves
We know that collaboration is difficult – you can’t force collaboration & we tend to be suspicious by nature!
And that’s why much of the energy and commitment of the TSC is in finding a way to make it less complicated, to make it less threatening …
How do we achieve this? What are the magnets? What will Drive the behaviours?
Magnets, Drivers, Glue
In part – the TSC is bringing together these aspects in a model that is bottom up … perceived as the glue … joining the pieces of the jigsaw together and sourcing the magnets!
And so, much of the work of the TSC is looking at supporting more effective collaboration! But – can’t do it alone, nor can Teaching schools

32. How will we know when it is working?

33. Are we there yet? Is it where we want to be? Where now?
Are we there yet – does it matter? And anyway – the nature of a self improving system means that it’s constantly evolving!
It’s the progress towards the vision that sustains improvement for us all
…. Resilience, building momentum (& confidence) are key
Where now?

34. And, tomorrow. . .