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  • 1. WHOLE
EDUCATION
 CONFERENCE
 Whose
curriculum
is
it
anyway?

 London
 21st
March
2012
David
Crossley
david.crossley@learn2transform.com

  • 2. “The
English
education
system
is
a
good
system
with
some
outstanding
features”
Michael
Gove
ASCL
Conference
March
2011

  • 3. Key
Influences:

 McKinsey
Research
 •  You
can
have
the
best
 curriculum,
best
infrastructure
 and
best
policies;
but
if
you
 don’t
have
the
best
people
…
 
McKinsey – How the world’s best systems come out on top •  All improving systems (schools) use a similar set of interventions at a similar stage in their development. Context determines how, not what you do. McKinsey – How
the
worlds
most
improved
 school
systems
keep
ge?ng
be@er
The
U.S.
and
UK
are
improving
but
not
at
as
fast
a
rate
as
the
best
systems.

  • 4. Raising
Achievement
with
 •  Always
ask
the
question
Raising
 Dignity
 does
it
raise
achievement
Achievement
 and
how
do
you
know?
Transforming

 


“It
combined
a
sense
of
 •  Embed
use
of
Learning
 performance
data
–
know
 urgency
and
a
push
for
 every
student
and
know
 success
with
a
culture
of
 their
potential
 optimism
and
inspiration".

 •  Sequence,
harmonise
 and
integrate
the
short,
 medium
and
longer
term
 Professors Hargreaves and Shirley Boston College, 2006

  • 5. How
can
we
BEST
contribute
and
make
the
most
of

Current
and
Future
Challenges
facing
our
schools?

  • 6. •  For
an
innovative
approach
to
school
 improvement
•  For
something
that
wins
hearts
and
minds
and
is
 genuinely
inspirational
•  To
build
from
what
each
school
does
well
and
 take
schools
from
where
they
are
to
where
they
 might
be
•  To
engage
schools
with
and
integrate
short‐,
 medium‐
and
longer‐term
strategies
from
the
 outset


  • 7. 



 

 Introducing
our
Nashville
Program

A
C21st
Approach
to
sustainable
school
transforma<on

  • 8. Why
are
we
in
Nashville?
 An
inside
out
approach
to
school
improvement
•  5
Year
contract
which
creates
a
partnership
with
Metro
 Nashville
Public
Schools
iniJally
supporJng
33
High
Priority
 (elementary,
middle
and
high)

•  Offered
a
“philosophy
framework
and
approach”

that
links
 school
self
review,
external
review,
planning
and
a
school
to
 school
network
to
support
improvement
•  Offered
a
school
improvement
rather
than
an
accountability
 program
but
using
the
rigor
of
an
accountability
program…
•  Tennessee
was
one
of
the
first
Race
to
the
Top
(RTT)
States
•  Nashville
has
also
adopted
a
radical
“Whole
EducaEon”
style
 approach
to
the
high
school
curriculum
designed
to
meet
the
 needs
of
“next
generaJon”
learners

  • 9. School
 Engagement
School
Support
 Desktop
 Network
 Analysis
 The
ISP
Process
Improvement
 Navigator

 Planning
 Self‐review
 External
 Review

  • 10. School
 Engagement
School
Support
 Desktop
 Network
 Analysis
 The
ISP
Process
Improvement
 Navigator

 Planning
 Self‐review
 External
 Review

  • 11. Schools can do anything but not everything So abandonment and deployment of resources are key levers for changeThis creates the capacity to do something different

  • 12. School
 Engagement
School
Support
 Desktop
 Network
 Analysis
 The
ISP
Process
Improvement
 Navigator

 Planning
 Self‐review
 External
 Review

  • 13. 



 

 Redesigning
all

High
Schools
 
Glencliff
High
School
One
of
the
Academies
of
Nashville
 Part
of
the
NaEonal
Career
Academy
CoaliEon

  • 14. Why
and
How?
WHY
 HOW
–
a
focus
on
 implementaEon…
•  To
create
next
generaJon
 •  Aligning
resources
–
schools
follow
 learners
ready
for
success
 common
schedules
and
processes
 wherever
they
go
 •  Partnerships
with
businesses
and
 other
stakeholders
•  To
jump
start
the
college
 •  Curriculum‐
more
focused
on
 And
career
experience,
 students
interests,
project
based
 interdisciplinary
learning
•  To
try
a
career
before
 •  Raising
ExpectaEons
–
intensive
 heading
out
into
the
real
 staff
PD
and
data
driven
decision
 world
 making
 •  Accountability
•  Implemented
in
the
most
 •  Aligned
with
NaEonal
standards
of
 successful
and
most
 pracEce

 challenging
high
schools
 •  Clear
Five
Year
Plan
–
a
realisJc
 staged
development
•  Part
of
the
US
NaJonal
 Academy
CoaliJon

  • 15. What
the
Academy
program
offers:
“It
is
easy
to
assume
that
high
 •  Relevant,
rigourous,
more
 engaging
curriculum
school
students
don’t
want
adults
 curriculum
around.
Our
young
people
are
 •  Increased
parental
and
looking
for
role
models;
adults
 community
engagement
who
take
an
interest
in
their
 •  OpportuniJes
for
professional
professional
future.
They
want
to
 cerJficaJons
and
pracJcal
hear
from
adults
who
are
 work
through
job
shadowing
succeeding
in
the
real
world.
They
 and
internships
want
to
see
examples
of
what
they
 •  C21st
skills
‐
thinking,
comms
can
become
in
life”
 and
technology
Marsha
Edwards
–
CEO
Martha
O
Brien
–
and
CEO
Champions
Member
 •  OpportuniJes
to
learn
in
 context
of
an
industry
or
 theme
•  Glencliff
Academies
include:
 •  Prep
for
college
and
career
 Medicine,
Ford
Business,
 Culinary
Arts,
Environmental
 and
Urban.


  • 16. Pause
for
reflecEon

•  From
what
you
and
we
 The
Challenge:
 have
learnt
what
is
 •  Can
a
“professionalised”
 likely
to
make
this
sort
 school
to
school
 transformaJon
model
be
 of
approach
succeed
or
 be@er
than
a
tradiJonal
 fail?
 top
down
model,
saJsfy
•  Is
it
likely

or
unlikely
to
 external
stakeholders
 achieve
more
than
a
 and
ensure
improvement
 tradiJonal
top
down
 in
outcomes?
 model

 •  Can
we
seize
the
 agenda?


  • 17. Conclusions…
•  It
is
all
about
leadership
 at
all
levels
 Final
•  The
“hows”
ma@er
as
 much
as
the
“whats”
 QuesJons
 and
we
tend
to
neglect
 them
in
schools
 and
•  It
is
about
professionals
 seizing
the
agenda
 reflecJons
•  Get
the
culture
right
and
 almost
anything
is
 possible…
 david.crossley@learn2transform.com