Professor Tim Brighouse closed the day and, drawing on insights and experience, reflected on current opportunities and how we can have the courage to respond in the interests of the young people in our care. The session concluded with a discussion to summarise a way forward.
Fireproof: Building Educator Resilience to Decrease Teacher BurnoutKatie Skapyak
Recognize the importance of building teacher resilience through this informative, interactive session for teachers and administrators. Learn about resilience and the impacts of teacher burnout on a school community. After this webinar, you will have easy to implement strategies to build teacher resilience through self-awareness, self-care, support measures, community building, fluff-eradication and efficient planning.
112 & 312. Practical Ideas to Transform Your School Culture and Create a Vision
A positive school climate & culture is critical to the learning process for students as well as creating a collaborative environment for teachers. Listen to practical ideas on how to create a positive climate and culture in your school. Whether you are a teacher or in a leadership role, you have an opportunity to make your school inviting for all.
Presenter(s): Bruce Vosburgh
Location: Colony C
Fireproof: Building Educator Resilience to Decrease Teacher BurnoutKatie Skapyak
Recognize the importance of building teacher resilience through this informative, interactive session for teachers and administrators. Learn about resilience and the impacts of teacher burnout on a school community. After this webinar, you will have easy to implement strategies to build teacher resilience through self-awareness, self-care, support measures, community building, fluff-eradication and efficient planning.
112 & 312. Practical Ideas to Transform Your School Culture and Create a Vision
A positive school climate & culture is critical to the learning process for students as well as creating a collaborative environment for teachers. Listen to practical ideas on how to create a positive climate and culture in your school. Whether you are a teacher or in a leadership role, you have an opportunity to make your school inviting for all.
Presenter(s): Bruce Vosburgh
Location: Colony C
This Presentation explain about the steps to progress from Good to Great. Also describes about the generation gap and importance of the system adaptability for the change in generation mindset in the contemporary world
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
Greystone Centennial Middle School is committed to creating a family-like community that is flexible and responsive to student needs and uses ongoing feedback for growth.
CLOtC Conference 2018 - Case Study: Boston West Academyemily_CLOtC
Emma Schofield, Outdoor Learning Leader and Assistant Head showcased her school: Boston West Academy which moved from OFSTED ‘Special Measures to Outstanding’. Emma discussed how embedding learning outside the classroom across the curriculum changed the culture of a school.
This presentation took place at the CLOtC Conference 2018 at the Black Country Living Museum, Dudley, on Thursday 22nd November 2018.
Early Career Teachers: teaching, driving and other adventuresMATSITI
Early career teachers: Teaching, driving and other adventures
Tammy Edwardson, SA Department of Education and Child Development
Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July.
More Aboriginal and Torres Strait Islander Teachers Initiative.
309. Self Pacing for the Diverse Classroom
Today’s classroom is filled with a widely varied array of students, all with different learning styles and competency levels. Self Pacing aims to allow students to move at their own speed, and can easily be differentiated to suit the needs of the students.
Presenter(s): Ben Porter
Location: Blandwood
This Presentation explain about the steps to progress from Good to Great. Also describes about the generation gap and importance of the system adaptability for the change in generation mindset in the contemporary world
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
Greystone Centennial Middle School is committed to creating a family-like community that is flexible and responsive to student needs and uses ongoing feedback for growth.
CLOtC Conference 2018 - Case Study: Boston West Academyemily_CLOtC
Emma Schofield, Outdoor Learning Leader and Assistant Head showcased her school: Boston West Academy which moved from OFSTED ‘Special Measures to Outstanding’. Emma discussed how embedding learning outside the classroom across the curriculum changed the culture of a school.
This presentation took place at the CLOtC Conference 2018 at the Black Country Living Museum, Dudley, on Thursday 22nd November 2018.
Early Career Teachers: teaching, driving and other adventuresMATSITI
Early career teachers: Teaching, driving and other adventures
Tammy Edwardson, SA Department of Education and Child Development
Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July.
More Aboriginal and Torres Strait Islander Teachers Initiative.
309. Self Pacing for the Diverse Classroom
Today’s classroom is filled with a widely varied array of students, all with different learning styles and competency levels. Self Pacing aims to allow students to move at their own speed, and can easily be differentiated to suit the needs of the students.
Presenter(s): Ben Porter
Location: Blandwood
Mindfulness practices contribute dramatically to leadership presence and effectiveness. Authors of The Mindful School Leader (Corwin 2014) presentation here.
Teaching with Purpose: Creating a Positive Climate for Student Success Dr. Val Margarit
Each semester or school year creates an excellent opportunity for a fresh start for learning and achieving excellence. What happens on the first day of class often sets the tone for the entire semester. Students come to class with different expectations, skills, behaviors, and motivations. Effective teachers use students’ profile to inform their teaching practices and ensure every student achieves success.
Adolescent problems and class room managment Management Concepts - Manu Melw...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
Similar to Having the courage of your convictions, Professor Tim Brighouse, London, 6th March (20)
Seizing the Agenda | Changing approaches to accountabilityWholeeducation
Breakout session, 6th Annual Conference - slide by Matthew Purves, Head of Education Inspection Reform, Ofsted and Sharon Bruton, CEO, The Keys Federation
Seizing the Agenda - Opening session, 12 november 2015Wholeeducation
Slides from Sir David Carter, Regional Schools Commissioner for South West England and Drs. Linda Kaser and Judy Halbert, Co-leaders, Network of Inquiry and Innovation in British Columbia
The Mercers' Company, Innovation Unit, Whole Education and Convey are launching a bold and ambitious new education initiative.
Over the next 5 years The Mercers' Company will invest £6.4m in 250 schools who will explore, design and test:
+ new models of school
+ new learning designs
+ new measures of success
We will support these schools to design extraordinary learning that prepares every single student for a bright future.
2. School led system leadership”
CLOSING KEYNOTE
Having the courage
of your convictions
Tim Brighouse
3. Having the courage of your convictions
• Moral Purpose
• Moral Compass
• Moral Courage
4. The Task
“I was supposed to be a welfare statistic……. It is because of a teacher that I
sit at this table. I remember her telling us one cold, miserable day that she
could not make our clothing better; she could not provide us with food; she
could not change the terrible segregated conditions under which we lived.
She could introduce us to the world of reading, the world of books and that
is what she did.
What a world! I visited Asia and Africa. I saw magnificent sunsets; I tasted
exotic foods; I fell in love and danced in wonderful halls. I ran away with
escaped slaves and stood beside a teenage martyr. I visited lakes and
streams and composed lines of verse. I knew then that I wanted to help
children do the same things, I wanted to weave magic.”
(From evidence submitted to ‘The National Commission
on Teaching and America’s future’, 1999.)
6. Values / Prejudices
• Success not failure
• Multi-faceted not general and inherited
• Inclusive not exclusive
• Ipsative and formative not normative and
comparative
• Lifelong not once and for all
7. What’s new in school improvement?
• SCHOOL EFFECTIVENESS
• Nouns and adjectives
• SCHOOL IMPROVEMENT
• Verbs and adverbs
• leading successfully
• managing effectively
• reviewing regularly
• developing staff
• focusing on teaching, learning, assessing
• creating an environment fit for learning
• involving parents and community
• involving pupils
• BUTTERFLIES
• Punctuation
• DEFINING THEMES
• Chapters
8. Four stages of leadership
• Initiation
• Development
• Stall
• Decline
9. A futures learning outlook for schools?
big questions
one offs, special events embedded, real learning
compliance philosophy
exercising trudge quiet life
small matters
10. A futures learning outlook for schools?
big questions
one offs, special events embodied, real learning
compliance philosophy
exercising trudge quiet life
small matters
11. You know you are in a good school when….
• Teachers TALK about teaching
• Teachers OBSERVE each other teach
• Teachers plan, organise and evaluate
TOGETHER
• Teachers teach each other
12. ‘OUTSTANDINGLY SUCCESSFUL TEACHING’ –
BELIEFS
• Success for all not some
• Intelligence is multi-faceted
• Every child needs a worthwhile relationship with at
least one adult and it may not be you
• A child’s failure to learn is a challenge to your
teaching strategies not a sign of ability on the part of
the child
• Transformability rather than ability of children
• A child showing great effort in learning is a positive
sign of character not of a lack of ability
13. ‘OUTSTANDINGLY SUCCESSFUL TEACHING’ –
HABITS & BEHAVIOURS
• Always improve their story techniques
• Always polish their skill in questioning
• Always extend their best explanations
• Mark other colleagues’ class assignments
• Observe other colleagues teach
• ‘Sing from the same song sheet’ – up to a point
• Treat teaching as a co-operative activity – use ‘we’ a lot
• Store and share DVDs on teaching
• Use formative and ipsative assessment in their marking
• Teach ‘alongside’, ‘behind’ and ‘infront of’ youngsters
• Share leadership and management
• Teach in the corridors
• Share their ‘hyacinths’ of learning
• Accept the unpredictability of teaching
14. Stages of learning
• Dependent = Shallow
• Independent = Deep
• Interdependent = Profound
15. Some considerations to make
‘partnerships’ more successful?
• What is the purpose of the partnership?
• Are there shared values?
• Who leads on what?
• What are the agreed arrangements for budgets?
• What are the ‘success criteria’?
• When is there to be a review of its success?
• When is membership of the partnership to be
renewed and how?
• Is there an ‘expediter’?
16. The individual school: making partnership
less burdensome
• How many partnerships shall we have? (CPD… School
Improvement… the ‘vulnerable child’… Curriculum…?)
• Is the leadership of the various partnerships shared
among staff?
• How does the health of partnerships feature in ‘job
descriptions’, ‘performance management’ and the
school calendar?
• Do the governors know and are they involved?
• Does the head/principal strike the right balance
between showing interest but not dominating?
17. What a courageous leader
must have
• Unwarranted optimism
• Regard crisis as norm and complexity as fun
• A bottomless well of intellectual curiosity
• A complete absence of paranoia and self-pity
18. • Manage your diary
• Find allies
• Have a 7-10 year service
• Stop doing one of your regular tasks for a term
and let someone else do it. Keep out of their
hair. Review at half-term and end of term.
• Remember to be ‘Jack and Jill’ of all trades and
‘master’ of none.
• Become an expert driller and a lepidopterist.
• Collect hyacinths