Presentation Delivered on 21st May 2012. The National Conference on ICT in Education.
Theme: formulating a viable national policy framewor for ICT in education.
Oraganised by Federal Ministry of Education
A short version of the MissionV Presentation given by James Corbett and Margaret Keane at the Irish Centre for Talented Youth Conference, March 5th 2010.
Presentation Delivered on 21st May 2012. The National Conference on ICT in Education.
Theme: formulating a viable national policy framewor for ICT in education.
Oraganised by Federal Ministry of Education
A short version of the MissionV Presentation given by James Corbett and Margaret Keane at the Irish Centre for Talented Youth Conference, March 5th 2010.
Recent reports from employers indicate that employees enter the workforce from school without the continuous learning competencies necessary for their personal and professional success. Among these are information literacy, critical thinking, and problem-solving. This webinar will explore how these essential habits might be embedded in the transition from secondary schools, vocational and technical schools, community colleges, colleges, and universities to the world of work.
Use of 3D Immersive Technology for the Support of Gifted LearnersGiftedkids.ie
Short version of Margaret Keane's (Giftedkids.ie) and James Corbett's (Daynuv.com) presentation on their virtual worlds schools project MissionV to the Irish Teaching Learning Festival, Dublin, October 16th 2010
This presentation describes an inventory to measure Communities of Practice. It gives background to the theory of CoP and the development process of the inventory.
Global footprints: Navigating Leadership for the FutureCheryl Doig
We live in complex times, where there are often many choices and no clear path to follow. This presentation explores critical capabilities that leaders will need to thrive in a networked, global environment.
MissionV - Virtual Worlds Technology for the support of High Potential Students MissionV
Presentation given in Second Life by Margaret Keane of MissionV Education Ltd at the Bavarian Center for Gifted and Talented Children Global Gifted Conference, May 28th 2011
The nationalisation of K-12 education in Australia has the potential to have a Jupiter Effect (prediction that an alignment of the planets would create a number of catastrophes) on school libraries and the profession. Government-driven initiatives and projects herald an education 'two-speed economy' for teacher librarians - boom or bust. The report, School libraries and teacher librarians in 21st century Australia, and data from 386 submissions and 13 public hearings provide sufficient evidence that school libraries and teacher librarianship are at a tipping point. This address will present a view on the impact of the nationalisation of K-12 education and explore strategic directions for the profession and school libraries. What will be the future if you do not take charge of your own siesmic shift?
Recent reports from employers indicate that employees enter the workforce from school without the continuous learning competencies necessary for their personal and professional success. Among these are information literacy, critical thinking, and problem-solving. This webinar will explore how these essential habits might be embedded in the transition from secondary schools, vocational and technical schools, community colleges, colleges, and universities to the world of work.
Use of 3D Immersive Technology for the Support of Gifted LearnersGiftedkids.ie
Short version of Margaret Keane's (Giftedkids.ie) and James Corbett's (Daynuv.com) presentation on their virtual worlds schools project MissionV to the Irish Teaching Learning Festival, Dublin, October 16th 2010
This presentation describes an inventory to measure Communities of Practice. It gives background to the theory of CoP and the development process of the inventory.
Global footprints: Navigating Leadership for the FutureCheryl Doig
We live in complex times, where there are often many choices and no clear path to follow. This presentation explores critical capabilities that leaders will need to thrive in a networked, global environment.
MissionV - Virtual Worlds Technology for the support of High Potential Students MissionV
Presentation given in Second Life by Margaret Keane of MissionV Education Ltd at the Bavarian Center for Gifted and Talented Children Global Gifted Conference, May 28th 2011
The nationalisation of K-12 education in Australia has the potential to have a Jupiter Effect (prediction that an alignment of the planets would create a number of catastrophes) on school libraries and the profession. Government-driven initiatives and projects herald an education 'two-speed economy' for teacher librarians - boom or bust. The report, School libraries and teacher librarians in 21st century Australia, and data from 386 submissions and 13 public hearings provide sufficient evidence that school libraries and teacher librarianship are at a tipping point. This address will present a view on the impact of the nationalisation of K-12 education and explore strategic directions for the profession and school libraries. What will be the future if you do not take charge of your own siesmic shift?
Presentation by Brian Stecher of RAND on the assessment of 21st century skills. Given at the January 2013 Global Cities Education Network Symposium in Seattle, WA.
How Content Strategy Drives the High Impact Learning OrganizationXyleme
According to research by Bersin, profits from High Impact Learning Organizations (HILO) grew three times faster than other organizations studied. So, what makes some Learning & Development organizations better than others? One core capability is Learning Content Strategy.
In this webinar, David Mallon, VP of Research at Bersin by Deloitte, will dive into the evolving nature of learning content and share findings from Bersin’s recent High Impact Learning Organization report. Joining David will be Michael Miller, Process and Standards Supervisor at Caterpillar, Inc. Together they will discuss how eLearning has become a small part of the larger pie that now includes the delivery of contextual-based content at the right time and in the right format to drive performance outcomes. Key takeaways for Senior Learning & Talent executives will include the methodologies used by HILOs to build a sustainable content strategy that helps companies solve business and operational problems.
2. TES, 5/3/2010
1 in 13 “failing schools”
Doubled since September
3. “pre-occupied with exam
results, meeting guidelines
introduced to safeguard
children from sex offenders”
4.
5. Schools with “low” raw exam results
will be unable to achieve an overall
outstanding or good grade, except in
“the most exceptional circumstances”
new OFSTED FRAMEWORK
6. “In nine years of working on inspections I
have never known fear like it.”
KEITH DENNIS, INSPECTIONS CONSULTANT, ASCL
Judgements before and after the new framework (%)
outstanding good satisfactory inadequate
special 39 33.5 46 38.1 12 24.5 3 3.0
primary 16 7.1 52 42.6 29 43 3 7.3
secondary 22 9.5 41 36.7 31 44 6 9.7
all schools 19 9.2 50 41.3 28 42 4 7.5
Figures in red are percentage of schools receiving judgements in 2008/09
Figures in red are percentage of schools receiving judgements in between
Sept 09 and Feb 2010 under new framework
7. “Everything ratched up”
“We’re having to jump higher and higher
through more hoops to move forward”
“The expectation that the attainment of all children will
reach the national standard regardless of their starting
point is tough on schools like ours.”
JANET REID, HEADTEACHER
9. Do we know our - strengths and weaknesses?
5 Questions
10. Do we know our - strengths and weaknesses?
Are our improvement priorities based on them?
5 Questions
11. Do we know our - strengths and weaknesses?
Are our improvement priorities based on them?
Are they the right priorities?
5 Questions
12. Do we know our - strengths and weaknesses?
Are our improvement priorities based on them?
Are they the right priorities?
Are they being acted on with sufficient urgency?
5 Questions
13. Do we know our - strengths and weaknesses?
Are our improvement priorities based on them?
Are they the right priorities?
Are they being acted on with sufficient urgency?
Are they resulting in better progress and rising standards?
5 Questions
14. National Challenge (exam results)
Literacy
Numeracy
Student Numbers at Malling
Pupil Attitudes
Insufficient Attainment by Specific
Groups of Students
Assessment (AfL)
15. Environment & Resources
ICT Infrastructure
The Federation
Student Numbers at Holmesdale
Student & Teacher Relationships
Growing Sixth Form
AEN
Extra-curricular activities
Trust Status
Strong Governing Body
TAs and LSAs
Sport Vertical Tutoring Libraries
Tydeman Centre
Specialist School Status
Community Links
Training School Curriculum Development
16. Better progress & raising standards
won’t come from increased monitoring or
trying to radically improve current practice...
...it’ll come from changes to
curriculum and aspirations to meet the
skills needs of the 21st Century!
17. Standards in many state
schools are "woefully
low" and employers
must "pick up the
pieces" SIR TERRY LEAHY, TESCO
40% of employers
seriously concerned
about school leavers’
employers want "an
literacy and numeracy;
education system that
17% providing remedial
equips young people
help JOHN CRIDLAND, CBI
with the right skills and
mindset for the world of
work" TOM IRONSIDE, BRITISH Economically Valuable Skills
RETAIL CONSORTIUM
18. Leith Report (2006)
over 1/3 school leavers unqualified
over 50% adults have trouble with numbers
1 in 7 are not functionally literate
UK has to become a world leader in skills
Skills = “economically valuable skills”
which are demand-led
21. “Employers consistently identify the kinds of people they
want in their workplaces. They want people who are
literate and numerate and have information
technological skills. They look for people who can build
and maintain relationships, work productively in teams
and communicate effectively. They look for problem-
solvers, people who take responsibility and make
decisions and are flexible, adaptable and willing to learn
new skills.”
QCA Futures Programme
22. QCA Futures PLTS Opening Creative FutureLab Core Skills
Programme Minds Learning (study)
literate and
Literacy (includes speaking & listening)
numerate Numeracy
information
technological
managing
information
distributed
cognition
developing
ideas Digital Information (ICT)
skills (ICT)
building and effective relating to
maintaining participators people Interpersonal Skills
relationships
working Teamworkers managing community and collaboration
relating to others (social skills)
productively in
teams
people communication team-work, leadership & networking
problem-solving Creative making citizenship & career development
Thinkers connections
taking Self-Managers communication
responsibility and Learning Skills
and making collaboration
decisions Knowledge building & problem-solving (KS3)
flexibilty,
adaptability and
effective
participators
engagement independent enquiry
willingness to
work
Critical thinking (KS4)
reflective learning knowledge
learners builders
Self-management Skills
independent
enquirers decision-making & resourcefulness
citizenship engagement & perseverance
creating and
making work ethic & adaptability
Creativity Skills
Competencies conceptualising & imagining
What Skills?
creating & making
reflection & refinement
24. Better Lessons...
adopt a competencies-based (skills) approach
to learning
students understand and do rather than
acquire a body of knowledge
use new technologies
flexible, personalised learning takes place
there is “independent” rather than “receptive”
learning taking place
25.
26. exam results
OFSTED National Curriculum
Develop Craft of
the Classroom
motivation
organisation
& behaviour
procedures management
27. support social skills
take skills-based approach to planning, develop critical
delivery & assessment thinkers
Innovate
exam results avoid “didactic” teaching
& “receptive” learning
OFSTED National Curriculum
students active: doing
Develop Craft of
& understanding
the Classroom
use ICT for
motivation collaborative,
organisation
communicative &
& behaviour creative activities
procedures management
Editor's Notes
Trans Team putting things together
Shenfied High School - downgraded - “Good with Outstanding Features”
Now “Satisfactory” - John Fairhurst (head) claims they used one year group’s figures rather than 3 year trends
New emphasis on pupil safety - claims that they have been marked down for risks like “low door handles”
While the framework has identified 8 priorities, it seems to be concentrating on... results
“raising the bar” implies improving quality - within a narrow focus that seems to be ignoring the context schools face
Keith Dennis: real issue is the greater emphasis on raw exam results or “attainment” - school problems like recruiting Maths & English teachers - regardless of the challenging intake of a school
Experience of inspected schools is different; Janet Reid, Yeo Valley Primary - gone from “Good” 3 years ago to “Inadequate”
Whatever position you are: teacher, middle leader, VP, TT
Issues of leadership
Whatever position you are: teacher, middle leader, VP, TT
Issues of leadership
Whatever position you are: teacher, middle leader, VP, TT
Issues of leadership
Whatever position you are: teacher, middle leader, VP, TT
Issues of leadership
Whatever position you are: teacher, middle leader, VP, TT
Issues of leadership
Areas need developing These are in no order...
So many strengths... so much happening... so much OFSTED isn’t interested in.
Deborah Andrew. Evidence & research showing that monitoring doesn’t lead to improvement. You need to know the data/facts/what’s going on... but it also needs curriculum change
Concerns by employers (this stretches back to 60s)
Every time results issued, CBI issues response - inevitably drawing attention to mis-match of qualifications & employment skills. Maths & Science. Mike Perry.
Raised this with middle leaders: economically-driven, demand led
Changes to curriculum:
Core Skills, Social Skills, Learning Skills, Self-Management, Creativity
How does this all link to better skills?
Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive
How does this all link to better skills?
Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive
How does this all link to better skills?
Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive
How does this all link to better skills?
Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive
How does this all link to better skills?
Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive