Department for Education Fellowship Application


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I recently applied for the Department for Education Fellowship, but instead of providing the usual hyped up CV and begging letter of suitability, I created something a little different.

This application provides a brief insight into my thinking of how to strategically improve the education system via the model of the startup business.

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Department for Education Fellowship Application

  1. 1. KEVIN P. HUDSON   07714  323  556     33  Dean  Close,     LiDleover,   Derby,     DE23  4EF   Founder  of…  
  2. 2. Table of Contents Statement  of  Suitability     IntroducLon  –  a  story     My  suggesLons  on  improving  the  CoaliLons  business  plan     CV     Final  Word     Referee’s  Contact  InformaLon  
  3. 3. Statement of Suitability PotenLal  start  date:  As  soon  as  possible   Eric  Ries  defines  a  startup  as  “a  por)olio  of”.  He  elaborates  on  this  with   the  following  definiLon,  “A  startup  is  a  human  ins.tu.on  designed  to  create  a  new   product  or  service  under  condi.ons  of  extreme  uncertainty.”  The  goal  of  a  startup  is   to  figure  out  the  right  thing  to  build  –  the  thing  that  customers  want  and  will  pay   for.       The  Department  for  EducaLon  –  and  every  single  school  –  is  a  startup.       The  tradiLonal  business  model  of  the  DfE  and  the  educaLon  system  is  overly   complex,  built  on  assumpLons  and  outdated  philosophies.  The  model  of   incremental  evoluLon  that  currently  exists  isn’t  producing  near  sufficient  enough   results,  let  alone  the  remarkable  results  that,  as  a  strong  society,  we  should  be   demanding  and  achieving.       What  does  this  mean?  And  why  does  knowing  this  make  me  a  suitable  fellowship   candidate?     I  am  a  startup  entrepreneur  with  recent  experience  both  in  building  and  delivering   startup  business  models  and  strategies,  as  well  as  enduring  (not  enjoying)  being  a   customer  of  the  educaLon  system.  As  a  result  I  am  best  placed  –  with  the  right   mindset,  world  view,  experience  and  skills  –  to  add  great  value  to  the  DfE’s  mission   and  future  challenges.     The  DfE  and  its  community  of  agencies  and  schools  have  the  raw  materials  needed   for  innovaLon  to  occur.  What  you  are  lacking,  it  would  seem,  is  the  personnel  and   process  for  converLng  these  raw  materials  into  real-­‐world  successes.  I  firmly   believe  that  I  am  that  person.     In  the  following  pages  I  will  take  you  through  a  brief  version  of  my  thoughts  and   ideas  for  creaLng  an  innovaLve  and  successful  DfE  startup  model  and  strategy.  A   strategy  that  adds  value  to  every  customer  of  the  DfE  and  the  UK  educaLon   system.  
  4. 4. Introduction   A  story  from  my  final  hours  at  school.  
  5. 5. Think Beyond The Exam Hall “If all we do with these tools is teach compliance and consumption, that’s all we’re going to get. School can and must do more than train the factory workers of tomorrow.” -  Seth Godin, “Stop Stealing Dreams”  One  evening  in  June  2009  I  was  watching  on  as  my  year  group  were  all   stood  in  a  marquee  at  10pm  crying  into  each  other’s  arms.  Why  were  they  crying,   and  why  wasn’t  I?  It  turns  out  that  fear  was  the  main  reason  for  all  the  tears.  This   was  our  “leavers  ball”,  and  it  had  finally  hit  many  of  them  that  what  was  about  to   come,  they  weren’t  ready  for.  The  collecLve  fear  was  also  being  caused  by   impending  exam  results.    Sat  there,  watching  on  from  my  table,  a  quesLon  stormed  into  my  mind.   Have  we  become  so  comfortable  with  the  compliant  nature  of  schooling  that  we   fear  freedom?  Are  we  no  different  to  a  prisoner  who  develops  such  an  aDachment   to  their  captor  that  they  actually  fear  being  set  free?  I  watched  on  as  nearly  100   people  who  have  been  in  training  to  prepare  them  for  the  rest  of  their  life,  cried  at   the  very  thought  of  it.  The  fear  of  “what  if  I  don’t  pass  their*  test”  and  “what  am  I   going  to  do  without  them*”  was  controlling  them,  at  the  very  moment  that  they   should  have  been  happy  and  excited  to  enter  the  very  life  they  had  been  preparing   for.  How  can  so  many  people  consume  so  much  content,  yet  have  so  liDle   confidence  going  forward?    From  that  moment  on  I  decided  to  make  it  a  part  of  my  life,  my  mission,  to   solve  this  problem.  This  problem  cannot  be  solved  through  incremental  poliLcally-­‐ driven  policies.  It  must  be  driven  by  a  passion  to  challenge  the  status  quo  (including   our  own)  of  the  most  important  system  in  our  economy.  When  designing  the  future   of  educaLon,  we  need  to  begin  by  thinking  beyond  the  exam  hall,  because  that  is   where  everyone’s  happiness  and  success  truly  maDers.  What  happens  beyond  the   exam  hall  is  what  the  educaLon  system  must  be  measured  on.  We  can  and  must  do   so  much  more  than  achieve  a  series  of  grades  and  percentages  in  league  tables.       *  Meaning  school  
  6. 6. Suggestions A brief journey into my suggestions on how DfE can better achieve the first 4 goals of the business plan. I hope this section, albeit brief, gives you a good idea of my capacity for innovative thinking.
  7. 7. 1 How to increase the number of high quality schools. The  key  to  achieving  this  goal  is  to  allow  each  school  to  operate  as  a  startup.  Eric   Ries,  author  of  The  Lean  Startup,  defines  a  startup  as:     “…a  human  ins.tu.on  designed  to  create  a  new  product  or  service  under  condi.ons   of  extreme  uncertainty.”     What’s  more  uncertain  than  a  child’s  future  and  our  economy?  Schools  are  human   insLtuLons,  despite  their  resemblance  of  a  mechanisLc  factory.  The  new  product  is   every  pupil  that  passes  through  a  schools  gates.  And  the  new  service  is  every  single   class,  project  and  school  trip.  School’s  are  startups,  but  they  don’t  act  like  them… yet.  At  the  moment  schools  are  acLng  like  departments  of  a  larger  corporate  giant   that  produces  only  one  product  on  mass.  This  the  reason  for  the  lack  of  quality.     Instead,  we  should  give  schools  the  freedom  (and  support  of  the  strategic  funcLon)   to  customise  the  learning  and  support  they  give  to  each  individual  pupil.  Instead  of   spending  hours  staring  blankly  at  a  whiteboard,  pupils  should  be  engaging  in   projects  that  involve  cross-­‐curricular  lessons  and  mulLple  skills  and  learning  types.   This  process  is  not  as  easy  to  manage  on  a  large  scale  –  but  we’re  not  mass  market   shepherds.  By  giving  each  school  the  freedom  and  conLnual  support,  it  can  be   done.  And  it  would  produce  remarkable  results  for  the  pupils.     Here’s  how  this  process  could  be  successful:   •  Instead  of  employing  numerous  “desk  strategists”,  the  DfE  employs   professionals  with  project  management  and  business  advisory  skills,  and  assigns   each  professional  up  to  5  schools  that  they  work  with  on  a  daily  basis.   •  An  internal  social  network  is  built  to  enable  the  sharing  of  best  pracLces  and   projects  across  each  advisors  network  of  schools.   •  Each  advisor  is  given  a  small  budget  to  hire  local  business  professionals  to  join  an   advisory  board  for  his/her  schools.   •  Each  school  isn’t  measured  against  each  other  –  as  if  we  are  trying  to  find  the   prize  goat  at  the  fair  –  but  instead  the  school’s  success  is  measured  against   achieving  each  pupils  personal  development  plan.  
  8. 8. 2 Reform the school curriculum and qualifications. Where  to  begin.  The  school  curriculum  is  boring,  outdated,  almost  useless  and  does   nothing  but  enforce  the  compliant  nature  of  schooling.  I  have  never  used  any  of  the   content  I  learnt  in  school  –  besides  the  obviously  necessary  skills  of  reading,  wriLng   and  numeracy.  Of  the  one  subject  that  caught  and  kept  my  aDenLon,  Business   Studies,  I  have  found  that  the  subject  content  is  woefully  outdated  and   simplisLcally  wrong.     Here’s  a  simple  bullet  list  of  ways  to  improve  the  curriculum  and  qualificaLons:   •  Realise  that  the  world  changes,  and  what  we  needed  to  know  in  the  early  1900s   is  different  to  what  we  need  to  know  now.   •  Knowledge  is  one  thing  –  but  then  Google  came  along  –  and  now  applicable  skills   are  of  the  utmost  importance.  School’s  are  lacking  in  their  teaching  of  the  most   necessary  and  important  skills,  such  as  communicaLon  and  creaLve  thinking.   •  Homework  –  would  you  like  to  take  your  work  home  with  you  every  night?   Instead  of  giving  forced  homework,  allow  each  pupil  to  work  on  a  2-­‐4  week   project  of  their  own  –  something  that  ignites  their  passion  and  apLtude  (which   means  they’ll  do  it).   •  Exam  grades  do  nothing  but  allow  the  system  to  mark  the  caDle  and  promote   extrinsic  moLvaLon.  I  never  did  find  out  what  I  got  wrong  on  my  A-­‐Level  exams… why  is  that?  Was  the  grade  the  only  important  outcome?  Was  I  not  supposed  to   learn  from  the  mistakes  I  made?  If  grades  are  promoted  as  the  aim,  then   children  will  go  through  life  only  chasing  extrinsic  moLvaLons,  rather  than   intrinsic  happiness  and  success.  And  we  wonder  why  money  poisons  so  many.   •  Instead  of  subject  exam  grades,  we  should  create  a  system  of  skills  and   competency  based  achievements.  Including  recognising  humility,  integrity  etc.   Reforming  the  current  curriculum  will  not  work  –  we  will  only  get  what  we  got   yesterday,  just  maybe  a  liDle  more  efficient  to  mark.  We  must  treat  the  curriculum   and  qualificaLons  as  startup  products  and  services,  and  give  each  other  the   freedom  to  innovate  them.  
  9. 9. 3 Reduce bureaucracy and improve accountability. I  fear  repeaLng  myself,  but  a  reducLon  of  bureaucracy  can  be  easily  achieved  by   removing  the  command  and  control  culture  of  Government,  and  replacing  it  with  a   startup  model  of  freedom  and  direct,  specialist  support.     By  allowing  each  school  to  experiment  and  create  minimum  viable  products  of  new   lessons,  learning  models  etc,  we  reduce  bureaucracy  and  open  up  the  system  to   major  innovaLon  at  the  same  Lme.  By  allowing  the  above,  we  also  SHOW  that  we   want  to  reduce  bureaucracy  –  a  nice  change  to  recent  years’  empty  promises  of   such  acLons.       I  have  just  two  ideas  on  improving  accountability  that  I’d  like  to  inform  you  have   here:     1.  Create  a  system  that  allows  pupils  to  review  their  teachers/school.  When  such   innovaLons  occurred  in  the  shopping  industry,  retailers  feared  the  worst   (backlashes,  negaLvity  etc),  but  the  reality  has  been  enLrely  different.  Many   retailers  are  reporLng  that  the  feedback  (good  and  bad)  has  been  extremely   important  in  improving  their  value  offering  in  the  future.  I  believe  such  a  system   could  significantly  improve  each  school  and  the  educaLon  system  as  a  whole.   By  allowing  it  at  a  school  level,  we  improve  accountability.   2.  Customised  personal  learning  plans.  Teachers  and  schools  are  held  accountable   for  exam  results  in  the  main,  but  this  is  wildly  unfair.  An  exam  result  does  not   decide  the  future  (or  the  current  success  and  happiness)  of  a  pupil.  Instead  of   holding  schools  and  teachers  accountable  to  “whole  populaLon”  (of  school)   exam  grades,  hold  them  accountable  for  achieving  the  nuances  of  each  pupils   individually  customised  personal  development  plans.  This  way,  the  school/ teacher  is  accountable  to  each  pupil,  not  just  the  UK  educaLon  systems  world   public  face.  
  10. 10. 4 Train and develop the professionals who work with children. For  teaching  to  improve  we  need  to  go  beyond  making  teachers  beDer  distributors   of  textbook  knowledge  –  they  must  become  beDer  role  models,  mentors,  coaches   and  industry  professionals.       I  have  one  idea  that  I  am  currently  planning  to  build  with  The  Remarkable  Change   Company,  however,  should  I  be  chosen  for  the  fellowship  I  would  happily  help  the   DfE  to  build  it…     Professional  Networking  and  Mentoring  for  the  teaching  profession     The  idea  is  a  series  of  human-­‐connecLons,  boosted  by  an  online  social  network.       The  networking  group  would  consist  of  local  industry  professionals  meeLng  for  an   evening  meal  with  teachers  to  discuss  the  goings-­‐on  in  their  industry.  This   knowledge  (as  well  as  new  skills,  technologies  etc)  would  then  be  integrated  into   the  teachers  classroom  acLviLes.  Such  groups  would  also  build  stronger   relaLonships  between  teachers  and  professionals,  leading  to  beDer  work   experience  opportuniLes  for  the  teachers  pupils  (as  part  of  that  pupils  customised   personal  development  plan).     The  mentoring  service  would  match  industry  professionals  to  teachers.  The  industry   professional  would  then  mentor,  coach  and  train  the  teacher  to  improve  his/her   pracLcal  knowledge  and  skills  of  the  industry/ies  that  are  relevant  to  the  school   subjects  that  they  teach.  The  mentor  could  also  introduce  the  teacher  to  his/her   network  of  professionals,  thus  scaling  the  impact  of  the  program  on  the  teachers   work  and  school.     The  social  network  would  beDer  facilitate  conversaLons  and  acLviLes  between  the   three  core  stakeholders:  parents,  teachers  and  professionals.  
  11. 11. Bonus A word on measurement. The  tradiLonal  ways  of  measuring  success  in  the  educaLon  system  are  idenLcal  to   that  of  a  major  corporate  giant  –  including  the  key  point  of  being  outdated.   Standard  accounLng  is  not  helpful  in  evaluaLng  entrepreneurship  and  innovaLon  –   which  of  course  are  the  two  core  requirements  for  leading  the  educaLon   revoluLon.  Startups  –  schools  –  are  too  unpredictable  (at  least  they  should  be  if   real  customised  learning  is  happening)  for  forecasts  and  milestones  to  be  accurate.     Each  year  the  system  makes  changes  to  improve  the  results  of  the  same  tests,  and   then  we  worry  about  trends  and  fluctuaLons  with  other  years…  do  we  not  realise   that  each  human  being  is  unique,  and  will  therefore  produce  different  results?   Measuring  me  against  the  person  who  sat  the  exam  last  year  is  fuLle…and  no  good   at  all  to  me  or  the  person  last  year.  The  success  of  schooling  is  being  measured   enLrely  wrongly.     Instead  of  measuring  every  pupil  on  the  same  sheet,  like  caDle,  we  should  be   measuring  success  against  each  pupils  customised  learning  plan.  We  should  also   run  away  (as  fast  as  we  can)  from  the  sit-­‐down-­‐quietly-­‐alone  standardised  exam   system.  Instead,  it  should  be  our  objecLve  to  work  with  each  individual  school  to   devise  real-­‐world  learning  and  tesLng  projects.  It  does  not  maDer  if  every  pupil   isn’t  doing  the  same  tests,  because  a)  not  every  pupil  learns  the  same  way,  b)  not   every  pupil  is  a  clone  of  the  other,  and  c)  as  a  collecLve,  the  only  thing  we  work  out   from  tesLng  everyone  the  same  is  who  can  remember  the  most  content  and   handle  the  exam  situaLon  the  best.     All  it  would  take  to  devise  this  process  of  measurement  is:   •  Giving  each  school  (startup)  the  freedom  and  support  to  develop  customised   learning  programs  for  each  pupil.   •  Members  of  the  strategic  funcLon,  local  professionals  and  parents,  working  with   the  school  to  design  worthwhile  projects  to  test  the  learning  development  of   pupils.  
  12. 12. CV   EducaLon       Professional  Experience     Skills  and  Strengths     Personal  Development  Plan  &  Vision     Salary  –  Annual  salary  of  £18,500  
  13. 13. EducaLon     Foremarke  Hall  |  September  1996  –  June  2004   •  Passed  common  entrance  to  Repton  School.   •  Chosen  to  represent  the  cricket  team  on  a  tour  of  Barbados.   Repton  School  |  September  2004  –  June  2009   •  •  •  •  •  9  GCSE’s  –  5  A’s,  2  B’s,  2  C’s   A-­‐levels  in  business  studies,  economics  and  RS  (philosophy  and  ethics)   Duke  of  Edinburgh  Silver  Award   House  Prefect   1st  xi  football  team     Experience     Peartree  Joinery  |  1990’s  |  Chief  Learner    Peartree  was  the  joinery  and  construcLon  business  owned  by  my   grandparents  during  the  90’s.  I  spent  a  large  part  of  my  holidays  and  weekends  in   the  offices,  where  I  learnt  more  about  business  and  management  than  I  did  during   4  years  studying  business  studies.  The  core  skills  I  learnt  during  this  period  are:   •  CommunicaLon   •  Leadership   •  Problem  solving   •  Crises  management   •  OrganisaLon  and  Lme  management   Scargill  Mann  &  Co  |  August  2007  |  Work  Experience    I  spent  a  two  week  period  at  the  Derby  Estate  and  Lesng  Agent,  working   closely  with  co-­‐founder,  Dean  Mann.  As  well  as  learning  the  specifics  of  the  estate   and  lesngs  businesses,  I  also  learned/enhanced  the  following  skills:   •  Leadership  and  management   •  Analysis     •  Strategic  thinking   •  Market  research  
  14. 14. Repton  Security  |  2010  –  2011  |  Security  Officer       In  between  two  aDempts  at  University  I  worked  for  a  Derby  based  security   company  as  a  staLc  guard.  My  role  consisted  of  working  12-­‐hour  shits  at   warehouse  and  factory  premises  monitoring  CCTV  and  execuLng  various  other   security  responsibiliLes.  My  main  responsibility  was  to  manage  the  safety  of  the   premises  contents  and  any  staff  on  site.  During  this  Lme  I  learned/enhanced  the   following  skills:   •  Teamwork   •  Crises  management   •  Assessing  a  situaLon  and  making  a  quick  decision   •  CommunicaLon   •  Developing  policies  and  processes  to  improve  the  service  we  offered     CredenLa  |  2011  –  2012  |  Business  Development  Manager       CredenLa  was  a  property  maintenance  service  provider  started  by  myself  and  my   mother.  Together  we  grew  the  business  to  a  sub-­‐contracLng  team  of  10,  with  a   customer  base  of  20  lesng  agencies.  My  role  comprised  sales  and  markeLng,   including  training  the  sub-­‐contract  staff  to  enable  them  to  beDer  support  the   operaLons  sales  and  markeLng  strategy.  Core  skills:   •  Training  and  coaching   •  Influencing  behavioral  changes   •  Analysis  and  applicaLon   •  Business  management   •  MarkeLng       IdenLfy  Social  Media  MarkeLng  |  Mid-­‐2011  –  December  2012  |  Owner       IdenLfy,  a  social  media  markeLng  consultancy,  was  my  first  sole  venture  into   business  ownership.  My  work  was  split  into  three  core  categories:  training,   strategic  planning  and  content  creaLon.  Skills  learned/enhanced:   •  Business  management   •  Training  and  coaching   •  Strategy  and  analysis   •  Content  creaLon    
  15. 15. Present  Day     Magni-­‐Eye  Ltd  |  January  2013  –  Present  |  Lean  Startup  Advisor     Magni-­‐Eye  is  a  property  sotware  development  startup,  founded  by  my  mother  and   myself  to  beDer  support  property  professionals  in  the  technological  economy.   Using  our  collecLve  experience  of  the  property  industry,  as  well  as  my  love  of   technology,  we  uLlised  the  startup  methodology  to  create  a  minimum  viable   product  of  our  first  release  –  TimeSaved,  the  property  inventory  app  that  improves   efficiency,  producLvity  and  profitability  for  landlords,  lesng  agents  and  home   insurance  companies.  My  role  includes  the  following  areas:   •  MarkeLng  strategy  and  implementaLon   •  ExperimenLng  (creaLng  minimum  viable  products)   •  InnovaLon  accounLng   •  Improving  the  customer  experience     The  Remarkable  Change  Company  |  September  2013  |  Founder     TRCC  is  on  a  mission  to  posiLvely  transform  the  UK  educaLon-­‐to-­‐employment   journey  for  pupils,  parents  and  professionals.  We  will  achieve  our  mission  through   a  three-­‐pronged  strategic  approach:   1.  Work-­‐related  learning  projects   2.  Young  entrepreneur  (students  and  graduates)  startups   3.  Digital  product  development   Our  first  work-­‐related  learning  project  –  due  for  pilot  tesLng  in  January  2013  –  is  a   24-­‐week  volunteer  program  for  pupils  aged  15+.  The  program  will  see  the  pupils   become  their  schools  markeLng  team.  With  the  coaching  support  of  myself  and   another  industry  professional,  the  pupils  will  create  a  markeLng  campaign  from   start  (strategy)  to  finish  (measurement),  including  creaLng  all  physical  content.     We  will  also  be  creaLng  TRCC’s  first  “school  networking  club”  –  see  for  details  and  other  WRL  project  ideas.     At  the  same  Lme  as  this  is  happening  I  am  aiming  to  start  a  small  integrated   markeLng  agency  –  that  works  with  schools,  chariLes  and  small  businesses  –  made   up  of  final  year  university  students  and  first  year  graduates.  
  16. 16. Skills & Strengths Skills   •  •  •  •  •  •  •  CreaLve  wriLng.   CopywriLng  and  crating  wriDen  content  of  all  types.   CommunicaLon.   InnovaLve  thinking.   Product  and  service  creaLon.   Startup  business  development   Entrepreneurship   Strengths   •  •  •  •  •  •  •  •  •  Crises  management   Self-­‐confidence  (in  my  abiliLes  and  choices)   My  vision   Listening   Learning   Humility   Integrity   Trustworthy   Passionate     I  firmly  believe  that  others  are  the  beDer  judge  of  my  strengths  and  skills,  so  please   feel  free  to  contact  any  of  these  people  to  find  out  more:     •  Rachel  Hudson  –  Mother  –  rachel@magni-­‐   •  Lauren  Benton  –  Friend  &  Founder  of  BODY  Charity  –   •  Nino  Simone  –  Partner  @  Geldards  Law  Firm  –   •  Angela  S  –  Owner  @  Virtual  Admin+  -­‐   •  Simon  Earwicker  –  Repton  School  Housemaster  –    
  17. 17. PD Plan & Vision Personal  Mission   To  become  a  world  leading  entrepreneur  in  the  educaLon  and  social  enterprise   space.     Goals   •  Become  a  top  ten  trusted  advisor  and  thought-­‐leader  in  the  UK  educaLon   industry.   •  Build  the  UK’s  leading  educaLon-­‐to-­‐employment  consultancy.   •  Significantly  improve  the  UK’s  youth  unemployment  problem  –  directly  and   indirectly.   •  Launch  3  successful  The  Remarkable  Change  Company  (sub)  brands,  built  on  a   team  foundaLon  of  young  (students  and  recent  graduates)  entrepreneurs.     ObjecLves   •  Finish  wriLng  my  first  book,  “Thinking  Beyond  The  Exam  Hall  –  a  vision  of  the   future  of  school”.   •  Start  my  second  book,  “Think  Beyond  The  Exam  Hall”  –  ideas  and  acLviLes  to   help  pupils,  parents  and  teachers  to  innovate  their  roles,  responsibiliLes  and   acLviLes  to  produce  more  remarkable  outcomes.   •  Successfully  launch  and  operate  work-­‐related  learning  projects  on  50  schools  by   Q4  2015.   •  Create  jobs  for  over  30  young  entrepreneurs  by  Q4  2015.   •  Mentor  10  young  entrepreneurs  in  starLng  up  their  own  businesses  by  Q4  2016.   Vision   To  lead  a  company  that  thrives  on  the  following  three  values:   1.  Passion  never  fails   2.  Do  good  by  doing  business   3.  Always  be  disrupLng  –  innovaLon  is  a  habit,  not  a  process     To  lead  a  company  that  supports  the  following  three  demographics  beDer  than  any   other  organisaLon:   1.  Students  (school  and  HE)   2.  ChariLes  (the  social  good  space)   3.  Young  professionals  
  18. 18. To achieve greatness today and tomorrow, we cannot merely improve on what we did yesterday. In  the  past  decade  the  world  has  not  gone  through  a  mere  evoluLon,  but   a  revoluLon.  As  a  result  the  DfE  must  do  away  with  incremental  reform,   and  instead  challenge  ourselves  to  lead  a  revoluLon.       The  key  to  a  successful  revoluLon  is  to  think  like  a  community  of   startups…  to  think  beyond  the  exam  hall.   Thank You A Publication of Kevin P. Hudson