The document outlines the key stages and building blocks of successful school leadership as discussed at the Challenge Partners Summer Conference in July 2013. Stage 1 focuses on selecting and managing staff. Stage 2 looks at whole-school improvement initiatives and actions. Stage 3 emphasizes using data to inform targeted improvement. The final step stresses preparing pupils for life after school, staying up-to-date on policy changes, and prioritizing pupil wellbeing. The conference examined what outstanding school leaders do differently to drive improvement.
The document discusses findings from a STaR Chart that assessed a health careers high school's technology use. According to the STaR Chart data, the school has made forward progress in infrastructure and educator training, but needs improvement in leadership, administration, and instructional support technology use. To address this, the document recommends that leaders increase their visibility and use of technology, instructional support staff get more involved in encouraging classroom technology use, and the school create a database of lesson plans incorporating technology. The conclusion maintains the school should continue efforts to improve infrastructure and teaching with technology, while providing technology training for educators.
Ipsef malaysia what matters most -simon dweck capita educationbrunop1985
This document discusses factors that influence teachers' decisions to teach abroad rather than in their home countries. It reports on surveys finding that heavy workloads, lack of time for self-reflection, and constant changes drive UK teachers to consider leaving. International teaching offers greater work-life balance, autonomy in the classroom, and supportive school leadership according to research. The document advocates for a strategic people plan by organizations and countries to address future workforce needs through attracting, educating, and retaining top talent.
The document discusses best practices for 14-19 vocational curriculum. It notes the need for a broad, balanced curriculum that prepares students for adult life and careers by developing employability skills. There is also a need to respond to the fast-changing economy by offering more approved vocational programs and work-related learning. Proposals include making vocational courses the norm and improving student retention. The goal is to deliver technical skills needed in an advanced economy through a more diverse, character-based education system.
AIME provides mentoring programs to support Indigenous Australian students through high school and their transition to further education or employment. The program connects university student mentors with Indigenous high school students through on-campus institutes, in-school tutor squads, and one-on-one coaching with post-school career support. Data shows that AIME students progress through high school and complete Year 12 at rates equal to or higher than non-Indigenous students nationally, effectively closing the educational gap. AIME began in 2005 with 25 mentors and mentees and has now expanded to over 4,500 mentoring connections across 37 locations partnered with 18 Australian universities, with a goal to support 10,000 Indigenous youth annually by 2018.
The document summarizes the results of a senior exit survey given to the Class of 2013 at Carl Wunsche Sr. High School. Most students reported that their teachers had high expectations of them and motivated them to work up to their potential. Additionally, over half felt the school provided an excellent or good foundation in technology and that teaching quality was excellent or good. While extracurricular programs were rated average by most, the majority felt well prepared for the transition to life after high school.
In October 2012, School Improvement Network surveyed educators from across the nation to find out the use and effects of technology in classrooms. 6,929 educators from all 50 states shared how technology is being used in their classroom and how it’s affecting students. Among the findings, 48% of educators say they allow students to bring and use technology devices in their classroom, and 80% of educators believe technology in the classroom increases student performance. One in 3 educators email students as part of their learning platform, and of those, 75% say it affects their homework return rate.
Challenge a live debate for RM7,000,000.00 !
Debate on CAUSE & EFFECTS why Student fail. Anyone?
Ministry of Education Malaysia, JPN, PPD, Schools, SCB, PIBG, Teachers, Parents and other academic policy makers locally or internationally can call upon this debate to take challenge?
www.intelligentsocietyofmalaysia.org +60129228619
Why Student Fail?
Never blame students!
If you can't operate a systematic school then remove student's penalty.
95% Reason is due to critical mistake from parent, teachers, PIBG, SCB, Education Policy!
Only 1% ~ 5% Student‘s Problem
Don’t give excuse, our children can do better!
KPM, JPN, PPD, School Lack of expertise
Immature in Main Expertise
Psychology
Intrinsic Value
Brain, Thought & Mind
Sub essence
School setup architect engineering
Overloading night class
Wrong design of toilet
Call us for full list…….
Stop focusing effects, we should avoid cause of the problem. How?
% Problem Cause by
30% Parent
20% Teachers
15% PIBG
10% SCB
20% KPM
1% ~ 5% STUDENTS
Challenge a live debate for RM7,000,000.00 !
Debate on CAUSE & EFFECTS why Student fail. Anyone?
Ministry of Education Malaysia, JPN, PPD, Schools, SCB, PIBG, Teachers, Parents and other academic policy makers locally or internationally can call upon this debate to take challenge?
www.intelligentsocietyofmalaysia.org +60129228619
In January 2012, School Improvement Network surveyed educators nationwide about the rising pressure of teacher evaluations and high-stakes student testing. More than 4,000 educators responded and overwhelmingly agreed that teacher evaluations help them grow as professionals (91%), but including high-stakes student test scores in evaluations is unfair (85%). 60% of educators also supported using evaluations as criteria for firing or tenure decisions.
Learn more here: http://www.schoolimprovement.com/voices-of-education/teacher-evaluation/
The document discusses findings from a STaR Chart that assessed a health careers high school's technology use. According to the STaR Chart data, the school has made forward progress in infrastructure and educator training, but needs improvement in leadership, administration, and instructional support technology use. To address this, the document recommends that leaders increase their visibility and use of technology, instructional support staff get more involved in encouraging classroom technology use, and the school create a database of lesson plans incorporating technology. The conclusion maintains the school should continue efforts to improve infrastructure and teaching with technology, while providing technology training for educators.
Ipsef malaysia what matters most -simon dweck capita educationbrunop1985
This document discusses factors that influence teachers' decisions to teach abroad rather than in their home countries. It reports on surveys finding that heavy workloads, lack of time for self-reflection, and constant changes drive UK teachers to consider leaving. International teaching offers greater work-life balance, autonomy in the classroom, and supportive school leadership according to research. The document advocates for a strategic people plan by organizations and countries to address future workforce needs through attracting, educating, and retaining top talent.
The document discusses best practices for 14-19 vocational curriculum. It notes the need for a broad, balanced curriculum that prepares students for adult life and careers by developing employability skills. There is also a need to respond to the fast-changing economy by offering more approved vocational programs and work-related learning. Proposals include making vocational courses the norm and improving student retention. The goal is to deliver technical skills needed in an advanced economy through a more diverse, character-based education system.
AIME provides mentoring programs to support Indigenous Australian students through high school and their transition to further education or employment. The program connects university student mentors with Indigenous high school students through on-campus institutes, in-school tutor squads, and one-on-one coaching with post-school career support. Data shows that AIME students progress through high school and complete Year 12 at rates equal to or higher than non-Indigenous students nationally, effectively closing the educational gap. AIME began in 2005 with 25 mentors and mentees and has now expanded to over 4,500 mentoring connections across 37 locations partnered with 18 Australian universities, with a goal to support 10,000 Indigenous youth annually by 2018.
The document summarizes the results of a senior exit survey given to the Class of 2013 at Carl Wunsche Sr. High School. Most students reported that their teachers had high expectations of them and motivated them to work up to their potential. Additionally, over half felt the school provided an excellent or good foundation in technology and that teaching quality was excellent or good. While extracurricular programs were rated average by most, the majority felt well prepared for the transition to life after high school.
In October 2012, School Improvement Network surveyed educators from across the nation to find out the use and effects of technology in classrooms. 6,929 educators from all 50 states shared how technology is being used in their classroom and how it’s affecting students. Among the findings, 48% of educators say they allow students to bring and use technology devices in their classroom, and 80% of educators believe technology in the classroom increases student performance. One in 3 educators email students as part of their learning platform, and of those, 75% say it affects their homework return rate.
Challenge a live debate for RM7,000,000.00 !
Debate on CAUSE & EFFECTS why Student fail. Anyone?
Ministry of Education Malaysia, JPN, PPD, Schools, SCB, PIBG, Teachers, Parents and other academic policy makers locally or internationally can call upon this debate to take challenge?
www.intelligentsocietyofmalaysia.org +60129228619
Why Student Fail?
Never blame students!
If you can't operate a systematic school then remove student's penalty.
95% Reason is due to critical mistake from parent, teachers, PIBG, SCB, Education Policy!
Only 1% ~ 5% Student‘s Problem
Don’t give excuse, our children can do better!
KPM, JPN, PPD, School Lack of expertise
Immature in Main Expertise
Psychology
Intrinsic Value
Brain, Thought & Mind
Sub essence
School setup architect engineering
Overloading night class
Wrong design of toilet
Call us for full list…….
Stop focusing effects, we should avoid cause of the problem. How?
% Problem Cause by
30% Parent
20% Teachers
15% PIBG
10% SCB
20% KPM
1% ~ 5% STUDENTS
Challenge a live debate for RM7,000,000.00 !
Debate on CAUSE & EFFECTS why Student fail. Anyone?
Ministry of Education Malaysia, JPN, PPD, Schools, SCB, PIBG, Teachers, Parents and other academic policy makers locally or internationally can call upon this debate to take challenge?
www.intelligentsocietyofmalaysia.org +60129228619
In January 2012, School Improvement Network surveyed educators nationwide about the rising pressure of teacher evaluations and high-stakes student testing. More than 4,000 educators responded and overwhelmingly agreed that teacher evaluations help them grow as professionals (91%), but including high-stakes student test scores in evaluations is unfair (85%). 60% of educators also supported using evaluations as criteria for firing or tenure decisions.
Learn more here: http://www.schoolimprovement.com/voices-of-education/teacher-evaluation/
This document discusses implementing bring your own device (BYOD) policies from a teaching and learning perspective. It describes how one college focused on iPads, Androids, and Surfaces for BYOD. Considerations included curriculum uses, connectivity, storage, access, and application distribution. A student survey found 72% had smartphones and 72% used Facebook, with usage rates highest among younger students. The document provides resources on BYOD best practices and contact information for the regional support center hosting the event.
The Texas STaR Chart is a self-assessment tool for schools to evaluate their technology integration efforts. It measures schools in four areas: teaching and learning, educator preparation, leadership and infrastructure. Lumberton Middle School has progressed from early to advanced levels in recent years, but can still improve by increasing technology-based instruction and collaboration between teachers and tech staff to create new teaching models for the 21st century.
We conducted a survey in March 2013 to find out how schools and districts were affected by school closures and budget shortfalls.
Learn more about this survey and find results from other surveys on our website at http://www.schoolimprovement.com/voices-of-education/school-closures-survey/
The document discusses the importance of work-related experiences for children and young people. It notes that only 40% of children experience quality career encounters in school and 56% of young people are concerned about job prospects. It then recommends four or more encounters with employers during education to reduce the chances of becoming NEET (Not in Education, Employment, or Training). It promotes the use of storytelling to appeal to fundamental human desires and make careers more relatable and memorable for children. Finally, it encourages sharing successes and signing up for training to further career-related learning opportunities.
The document discusses AGEM, a program that aims to develop real-world skills in secondary school students. It focuses on three skills: inference, decision making, and participative decision making. AGEM uses wireless devices so students can anonymously answer embedded questions projected in class. Teacher can then view aggregated student responses and feedback to guide instruction and improve learning outcomes. The program aims to make classes more engaged at a low cost while providing daily performance data.
CIS of Chicago facilitates connections between 180 community partners and 125 network schools serving 60,000 students. The organization encourages consistent communication between partners and schools to ensure effective service delivery and impact. CIS of Chicago also monitors program quality, supports best practices implementation through feedback and training, and provides opportunities for collaboration between complementary organizations. The Community Partnership Team manages partnerships with over 200 service providers in areas like arts, career/college readiness, health, and mental/behavioral health. Each specialist recruits and strategizes with around 60 organizations to maximize impact on students and families.
The document discusses the growing issue of student loan debt and rising costs of higher education in the United States. It notes that student loan debt has surpassed national credit card debt and that for-profit universities have high default rates. The cost of a credit hour has increased over 400% since 1979 when adjusted for inflation while minimum wage work now only covers about 10% of the cost it used to. Study Buddies is proposed as a solution to help students collaborate virtually to study and create online study guides to help reduce costs and improve grades. The platform would allow students to earn money for high quality study materials and integrate with calendars and collaborative editing tools.
The KT Schools Programme in the Free State province of South Africa has made a visible impact since 2008 through initiatives focused on joint accountability, data-driven decision making, and continued monitoring and support of schools. Over 710,000 learners and 13,000 educators across 387 schools have benefited from over R300 million spent on teacher development workshops, leadership training, educational resources, and infrastructure improvements. As a result, the district improved its National Senior Certificate pass rate by 31% and has demonstrated consistent excellence across all levels of the education system.
How did participation in the SSAI ICM programme affect my career?scanFOAM
A presentation by Christian Rylander at the 2017 meeting of the Scandinavian Society of Anaestesiology and Intensive Care Medicine.
All available content from SSAI2017: https://scanfoam.org/ssai2017/
Delivered in collaboration between scanFOAM, SSAI & SFAI.
This independent study, conducted by EdNexus Advisors, LLC, was sponsored by School Improvement Network to better understand each state policy on providing and funding meaningful teacher professional development tied to teacher evaluations. Further states were surveyed on the state relationship with districts on requiring or recommending professional development and to what extent districts were providing professional development tied to state mandated evaluations.
Partners' CEO, Derek Mitchell, shares the organization's 2013-14 results and impact for the year. Piloted this past summer, the <strong>CEO Update</strong> is a bi-annual webinar presentation that provides up-to-the-minute information to Partners' investors on the goals, results, lessons and vision of the organization. Watch the accompanying webinar here: http://www.partnersinschools.org/latest-news/ceo-update-webinar/
We are happy to announce the release of our new plan we called IntelliBoard.Schools.
Features include:
- Teacher/Instructor accounts
- Upgrades to reports and notifications
- Permissions management
If you are interested in learning more about IntelliBoard.Schools, contact us at info@intelliboard.net.
Student Feedback and Progressive ReportingHobsons APAC
Our new piece of #HobsonsInsights is a K-12 focused analysis of recent research on student feedback and progressive reporting. We surveyed 1000+ Australian parents with children of various year levels, attending all different types of schools. The results are aligned to the national funding model and include state-by-state analysis.
This document discusses lottery-based studies of charter school effectiveness. Lottery-based studies are described as the gold standard for evaluating charter schools because they generate ideal control groups by randomly assigning some applicants to charter schools (lotteried-in) and others to traditional public schools (lotteried-out). A lottery-based study of NYC charter schools found small positive effects on test scores and graduation rates. Certain charter school policies like longer school days and data-driven instruction are correlated with stronger effects. However, the document cautions that no causal conclusions can be drawn about specific policies.
The document discusses how to analyze additional student data that has been collected. It provides questions to ask to track student progress, such as whether the data is accurate and complete, if the roster is up to date, if pacing is on track, and if student performance is improving. It emphasizes the importance of having high-quality data and explains how to properly use codes like "NETR" to exclude student responses if needed. The overall message is that asking the right questions and carefully examining the data in the tracker can provide insights about student learning and help ensure goals are being met.
The School Improvement Formula : Four simple steps for spurring educator growth.
From improved student achievement to lowered dropout rates to fewer discipline issues, districts across the US are using the School Improvement Formula to improve almost everything in their schools.
Attendance management, learning management and eportfoliosPaul Seiler
This document discusses attendance management systems and the use of electronic attendance reporting (eAR) in New Zealand schools. It provides details on eAR implementations, benefits for schools, students, caregivers and the Ministry of Education. Key points include increased communication between schools and caregivers, faster identification of truancy patterns, improved attendance rates and student engagement, and a reduction in unjustified absences nationally. Challenges to eAR adoption like lack of teacher buy-in and infrastructure issues are also examined. Definitions of attendance codes and reporting metrics are provided.
This document discusses TeachNC, a statewide teacher recruitment initiative in North Carolina. It provides an overview of TeachNC's goals, focus areas, and performance in its first full year. Key highlights include:
- TeachNC aims to increase educator preparedness and improve perceptions of teaching.
- In its first year, TeachNC exceeded recruitment goals and saw high website traffic and user engagement.
- Lessons learned emphasized the importance of individual support for candidates and consolidating recruitment resources.
- Next steps include transitioning TeachNC to be located and funded at the North Carolina Department of Public Instruction after the startup period ends in November 2021.
The document discusses several myths about online learning and provides facts to counter them. It notes that most hiring managers do not think online courses are easier, online faculty have good student-faculty ratios, and online degrees are as respected as traditional degrees. It also points out that online classes allow video conferencing so students are not alone, many traditional students skip classes, and online learning allows those with jobs and families flexibility to fit education into their schedules at a lower cost.
This document describes an educational technology company called I am learning that provides games-based homework, independent learning, and assessment used by over 1000 UK schools. It has over 12 million users worldwide and its technology and apps have been used in over 80 countries. Research shows that students who used I am learning for an hour per week improved their academic results by an average of 13.5% over the academic year. Teachers also agree that I am learning is an enjoyable and effective way for students to learn.
The document summarizes a presentation on school functionality given by Dr. Muavia Gallie. It discusses factors that contribute to dysfunctional schools versus functional schools. Key factors included leadership, vision/aims, decision making, relationships, and time spent on teaching/learning. School readiness components like attendance, planning, and support materials were also examined. Traditional versus innovative approaches to improving school functionality were presented.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
This document discusses implementing bring your own device (BYOD) policies from a teaching and learning perspective. It describes how one college focused on iPads, Androids, and Surfaces for BYOD. Considerations included curriculum uses, connectivity, storage, access, and application distribution. A student survey found 72% had smartphones and 72% used Facebook, with usage rates highest among younger students. The document provides resources on BYOD best practices and contact information for the regional support center hosting the event.
The Texas STaR Chart is a self-assessment tool for schools to evaluate their technology integration efforts. It measures schools in four areas: teaching and learning, educator preparation, leadership and infrastructure. Lumberton Middle School has progressed from early to advanced levels in recent years, but can still improve by increasing technology-based instruction and collaboration between teachers and tech staff to create new teaching models for the 21st century.
We conducted a survey in March 2013 to find out how schools and districts were affected by school closures and budget shortfalls.
Learn more about this survey and find results from other surveys on our website at http://www.schoolimprovement.com/voices-of-education/school-closures-survey/
The document discusses the importance of work-related experiences for children and young people. It notes that only 40% of children experience quality career encounters in school and 56% of young people are concerned about job prospects. It then recommends four or more encounters with employers during education to reduce the chances of becoming NEET (Not in Education, Employment, or Training). It promotes the use of storytelling to appeal to fundamental human desires and make careers more relatable and memorable for children. Finally, it encourages sharing successes and signing up for training to further career-related learning opportunities.
The document discusses AGEM, a program that aims to develop real-world skills in secondary school students. It focuses on three skills: inference, decision making, and participative decision making. AGEM uses wireless devices so students can anonymously answer embedded questions projected in class. Teacher can then view aggregated student responses and feedback to guide instruction and improve learning outcomes. The program aims to make classes more engaged at a low cost while providing daily performance data.
CIS of Chicago facilitates connections between 180 community partners and 125 network schools serving 60,000 students. The organization encourages consistent communication between partners and schools to ensure effective service delivery and impact. CIS of Chicago also monitors program quality, supports best practices implementation through feedback and training, and provides opportunities for collaboration between complementary organizations. The Community Partnership Team manages partnerships with over 200 service providers in areas like arts, career/college readiness, health, and mental/behavioral health. Each specialist recruits and strategizes with around 60 organizations to maximize impact on students and families.
The document discusses the growing issue of student loan debt and rising costs of higher education in the United States. It notes that student loan debt has surpassed national credit card debt and that for-profit universities have high default rates. The cost of a credit hour has increased over 400% since 1979 when adjusted for inflation while minimum wage work now only covers about 10% of the cost it used to. Study Buddies is proposed as a solution to help students collaborate virtually to study and create online study guides to help reduce costs and improve grades. The platform would allow students to earn money for high quality study materials and integrate with calendars and collaborative editing tools.
The KT Schools Programme in the Free State province of South Africa has made a visible impact since 2008 through initiatives focused on joint accountability, data-driven decision making, and continued monitoring and support of schools. Over 710,000 learners and 13,000 educators across 387 schools have benefited from over R300 million spent on teacher development workshops, leadership training, educational resources, and infrastructure improvements. As a result, the district improved its National Senior Certificate pass rate by 31% and has demonstrated consistent excellence across all levels of the education system.
How did participation in the SSAI ICM programme affect my career?scanFOAM
A presentation by Christian Rylander at the 2017 meeting of the Scandinavian Society of Anaestesiology and Intensive Care Medicine.
All available content from SSAI2017: https://scanfoam.org/ssai2017/
Delivered in collaboration between scanFOAM, SSAI & SFAI.
This independent study, conducted by EdNexus Advisors, LLC, was sponsored by School Improvement Network to better understand each state policy on providing and funding meaningful teacher professional development tied to teacher evaluations. Further states were surveyed on the state relationship with districts on requiring or recommending professional development and to what extent districts were providing professional development tied to state mandated evaluations.
Partners' CEO, Derek Mitchell, shares the organization's 2013-14 results and impact for the year. Piloted this past summer, the <strong>CEO Update</strong> is a bi-annual webinar presentation that provides up-to-the-minute information to Partners' investors on the goals, results, lessons and vision of the organization. Watch the accompanying webinar here: http://www.partnersinschools.org/latest-news/ceo-update-webinar/
We are happy to announce the release of our new plan we called IntelliBoard.Schools.
Features include:
- Teacher/Instructor accounts
- Upgrades to reports and notifications
- Permissions management
If you are interested in learning more about IntelliBoard.Schools, contact us at info@intelliboard.net.
Student Feedback and Progressive ReportingHobsons APAC
Our new piece of #HobsonsInsights is a K-12 focused analysis of recent research on student feedback and progressive reporting. We surveyed 1000+ Australian parents with children of various year levels, attending all different types of schools. The results are aligned to the national funding model and include state-by-state analysis.
This document discusses lottery-based studies of charter school effectiveness. Lottery-based studies are described as the gold standard for evaluating charter schools because they generate ideal control groups by randomly assigning some applicants to charter schools (lotteried-in) and others to traditional public schools (lotteried-out). A lottery-based study of NYC charter schools found small positive effects on test scores and graduation rates. Certain charter school policies like longer school days and data-driven instruction are correlated with stronger effects. However, the document cautions that no causal conclusions can be drawn about specific policies.
The document discusses how to analyze additional student data that has been collected. It provides questions to ask to track student progress, such as whether the data is accurate and complete, if the roster is up to date, if pacing is on track, and if student performance is improving. It emphasizes the importance of having high-quality data and explains how to properly use codes like "NETR" to exclude student responses if needed. The overall message is that asking the right questions and carefully examining the data in the tracker can provide insights about student learning and help ensure goals are being met.
The School Improvement Formula : Four simple steps for spurring educator growth.
From improved student achievement to lowered dropout rates to fewer discipline issues, districts across the US are using the School Improvement Formula to improve almost everything in their schools.
Attendance management, learning management and eportfoliosPaul Seiler
This document discusses attendance management systems and the use of electronic attendance reporting (eAR) in New Zealand schools. It provides details on eAR implementations, benefits for schools, students, caregivers and the Ministry of Education. Key points include increased communication between schools and caregivers, faster identification of truancy patterns, improved attendance rates and student engagement, and a reduction in unjustified absences nationally. Challenges to eAR adoption like lack of teacher buy-in and infrastructure issues are also examined. Definitions of attendance codes and reporting metrics are provided.
This document discusses TeachNC, a statewide teacher recruitment initiative in North Carolina. It provides an overview of TeachNC's goals, focus areas, and performance in its first full year. Key highlights include:
- TeachNC aims to increase educator preparedness and improve perceptions of teaching.
- In its first year, TeachNC exceeded recruitment goals and saw high website traffic and user engagement.
- Lessons learned emphasized the importance of individual support for candidates and consolidating recruitment resources.
- Next steps include transitioning TeachNC to be located and funded at the North Carolina Department of Public Instruction after the startup period ends in November 2021.
The document discusses several myths about online learning and provides facts to counter them. It notes that most hiring managers do not think online courses are easier, online faculty have good student-faculty ratios, and online degrees are as respected as traditional degrees. It also points out that online classes allow video conferencing so students are not alone, many traditional students skip classes, and online learning allows those with jobs and families flexibility to fit education into their schedules at a lower cost.
This document describes an educational technology company called I am learning that provides games-based homework, independent learning, and assessment used by over 1000 UK schools. It has over 12 million users worldwide and its technology and apps have been used in over 80 countries. Research shows that students who used I am learning for an hour per week improved their academic results by an average of 13.5% over the academic year. Teachers also agree that I am learning is an enjoyable and effective way for students to learn.
The document summarizes a presentation on school functionality given by Dr. Muavia Gallie. It discusses factors that contribute to dysfunctional schools versus functional schools. Key factors included leadership, vision/aims, decision making, relationships, and time spent on teaching/learning. School readiness components like attendance, planning, and support materials were also examined. Traditional versus innovative approaches to improving school functionality were presented.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
This document contains summaries of various presentations and sessions occurring at an education conference. It provides brief descriptions of topics including the state of enrollment management, the role of social media in alumni outreach, developing an online learning strategy, pricing strategies for continuing education, innovations in online pedagogy, using data for performance management, assessing retention, competency-based education programs, lessons from Southwest Airlines on leadership and innovation, addressing the value gap between cost and perceived quality of education, reaching adult online learners, improving alumni giving rates, online program consulting, marketing to prospective graduate students, reaching sophomores in the college search process, credentials versus degrees, and serving part-time undergraduate students.
1. The role of the accountability officer is to create dialogue around improving school systems, provide transparent student achievement data for leaders to discuss, and ensure data integrity.
2. They provide a common report of learning indicators that is mastered by all leaders to form the basis for discussing student achievement.
3. They implement policies to ensure the data used to evaluate schools is valid and not distorted by unreasonable improvement goals that could incentivize cheating.
Developmental evaluations for institutional impactRhona Sharpe
This document outlines Dr. Rhona Sharpe's developmental evaluations of support services at Edge Hill University from 2010-2013. The evaluations used iterative, participatory methods including surveys, interviews, and focus groups with students and staff. Key findings included a preference among students for academic advisors over other support services. Based on the evaluations, the university implemented mandatory advisor training, meeting requirements for advisors, and clarified advisor roles. The evaluations demonstrated an effective developmental approach for understanding programs and enacting positive change.
IUBAT is a private university established in 1991 in Bangladesh with the mission of developing human resources through teaching, training, and research. It offers various degree programs to over 10,000 students across multiple departments, and has strengths such as transportation facilities, scholarships, and a permanent campus, but also faces weaknesses in areas like laboratory facilities, library space, and limited research opportunities. The presentation analyzes IUBAT's internal and external factors, competitive position, recommendations to improve weaknesses and opportunities, and concludes that increased marketing focus and management of strengths can help strengthen the university's positioning.
The document discusses data from Church Hill Elementary School related to student performance and achievement. It analyzes math assessment results which show most students are proficient, but certain subgroups like special education and Title I students require more support. The presentation considers how educational technology can help teachers better monitor student progress, differentiate instruction, and use data to address academic gaps. It recommends developing a plan to systematically analyze assessment data to guide instruction and ensure all students' needs are met.
The document discusses data from Church Hill Elementary School related to student performance and achievement. It analyzes test score data in mathematics from 2009 which shows most students are proficient or advanced, but subgroups like special education and Title I students show more needs. It discusses how technology can help administrators and teachers better assess student performance, monitor progress, differentiate instruction to meet individual student needs, and use data to guide instructional improvements. The document calls for developing a plan to fully utilize available student performance data and technology tools to ensure all students' needs are being met.
California administrator symposium nweaJohn Cronin
This presentation discusses new approaches to community accountability in education. It proposes that accountability involves a dialogue between stakeholders and school leaders about goals and performance. The presentation recommends establishing community-set accountability goals, reporting annual performance and progress on those goals, and using a management letter and indicators report format. It also suggests including metrics on equity, longitudinal trends, improvement, and leading indicators. The presentation observes that existing reports can be overwhelming, focus too much on status over trends, and lack discussion of unsuccessful results and corrective actions.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
The document is a report from IntelliResponse that analyzes questions asked by students at higher education institutions to identify key trends. It finds that students primarily ask questions online related to academics, administration, financial aid, and IT help. Prospective students ask about programs, costs, requirements and the application process. Current students ask mostly about administrative issues. Those concerned with financial aid ask about costs, application processes and available aid. IT questions focus on passwords, login issues, and accessing portals and software. The report concludes institutions should provide accurate self-serve information and virtual agents to improve the online student experience.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
DL spring conference an overview of our quality review process in BCDave Gregg
The document provides an overview of distributed learning (DL) in British Columbia from 1919 to 2014. It discusses key aspects of DL including policy, legislation, funding, quality of services, technology support structures, partnerships between various organizations, and student enrollment data over time. Graphics show increasing public and independent school enrollments in DL programs from 2007 to 2013. The review process focuses on student performance and achievement data, with an emphasis on quality and standards. Interviews with students, parents, teachers and administrators are conducted to gather feedback on DL programs. Goals and action plans are developed by DL departments to improve areas like fostering social learning among students.
The document discusses an analysis of IUBAT University which was established in 1991 as a private university in Bangladesh. It provides an overview of IUBAT, including its mission, vision, strategies, SWOT analysis, comparisons to other universities, findings from the analysis, and recommendations. The analysis found strengths in IUBAT's transportation facilities and campus but also identified weaknesses such as insufficient labs and facilities, and provided suggestions on improving areas like marketing, research opportunities, and faculty qualifications.
What do school leaders and the public really thinkIpsos UK
This document summarizes survey findings from The Key and Ipsos MORI on the views of school leaders and governors in England. Some key findings include:
- Most school leaders are satisfied in their roles, especially those in schools rated Outstanding by Ofsted. However, they perceive low morale nationally in the teaching profession.
- School leaders rate the quality of teaching and governance at their own schools positively, though see room for improvement. They view the teaching profession as unattractive but would still recommend it to others with relevant experience.
- While critical of government performance on education, school leaders think education quality in England has improved since 2010, a view shared by the general public in other surveys.
- Academic priorities may
Assessing learning achievement.mam elle bautistaElle Bautista
This document discusses the purposes of classroom, national, and international student assessments. It explains that teachers and schools want to know what students are learning and if they are doing a good job, while families and communities want to know if children are learning and how useful school is. Education systems want to know if student learning meets standards and if schooling is efficient. National and international agencies provide context to interpret national assessment results and allow comparisons between countries. The document also provides examples of education indicators and performance metrics that may be included in assessment reports to monitor changes over time.
"2013 Trends In Online Learning Virtual Blended And Flipped Classrooms"Julie Evans
This document summarizes a presentation about trends in online learning from a 2013 Project Tomorrow event. It discusses administrators' growing acceptance of online learning as part of digital conversion efforts. It also examines how teachers are using virtual, blended, and flipped classroom models and the perceived impact on student success and teacher effectiveness. Students' increasing demand for online opportunities is also covered, with a panel of experts discussing these topics.
Blending, Flipping and Personalized: How Online Learning is Transforming Teac...Julie Evans
This document provides an overview of a presentation on online learning and how it is transforming teacher practice. It discusses key findings from the Speak Up 2012 national research project on views of K-12 students, parents, teachers, librarians and administrators. The presentation addresses administrator and teacher views on online learning, how teachers are using blended, flipped and virtual learning, and the impact of online learning on student success and teacher effectiveness. It also introduces the panel of experts and gives background on Project Tomorrow and the goals and methodology of the Speak Up research project.
Similar to What do leaders in schools graded outstanding do differently from the rest? - Fergal Roche, The Key (20)
The document discusses developing primary teachers' math skills through professional development programs. It addresses the concept of number sense, which refers to a well-organized conceptual understanding of numbers that allows one to solve problems beyond basic algorithms. Examples are provided for dot arrangements and personal numbers to illustrate number sense strategies. Arithmetic proficiency is defined as achieving fluency through calculation with understanding. The benefits of improved teacher math skills are outlined as developing students' number sense, fluency, conceptual understanding, problem solving and engagement. Examples are given for teaching subtraction and extending students. The importance of understanding over procedural fluency alone is emphasized.
This document outlines a new approach to teacher performance management and professional development at Feltham Community College. The approach aims to make performance management more meaningful and focused on teaching and learning. Teachers are organized into groups to identify an area for improving teaching practice. They research the topic and support each other through collaborative sessions. The goal is to ground performance management in classroom practice and foster collaboration and evidence-based development. Examples of topics teachers are exploring include feedback methods and differentiation strategies. The approach aims to better engage teachers with educational research and improve teaching and learning.
Using data to improve outcomes for vulnerable groups in the Early YearsChallenge Partners
This document summarizes Liz Laws' presentation on using Early Years Foundation Stage (EYFS) data to improve outcomes for vulnerable groups. The presentation aimed to show how to use EYFS data to measure all children's progress, focus on attainment and progress of vulnerable groups, and inform planning, teaching, learning and interventions. Key points included identifying gaps in literacy and math between boys/girls, summer/non-summer born, and pupil premium/non-pupil premium children; ensuring accurate assessments; analyzing data to identify gaps and tailor teaching; and seeing improved progress and outcomes as a result, particularly for vulnerable groups. Next steps discussed continuing these strategies and embedding a data lead role.
How well can they read? Preparing pupils for transition to Key Stage 3Challenge Partners
This document summarizes a workshop presentation about preparing pupils for the increased reading demands they will face when transitioning to secondary school. It discusses how vocabulary, syntax, and text complexity increase across subjects. It emphasizes the importance of fluent word reading, vocabulary, background knowledge, inference making, and motivation for reading comprehension. Standardized tests and their benefits/limitations for assessing reading skills are also mentioned. The document provides guidance on supporting teachers and identifying struggling readers through qualitative and quantitative data.
Making Sense of Policy in London Secondary Education: What can be Learned fro...Challenge Partners
The document provides an executive summary and introduction to a thesis examining the London Challenge policy introduced in 2002. It had three key goals:
1. Address underperformance in London secondary schools compared to other regions in England. London had moved from the worst to highest performing region at KS4.
2. Improve significant variation in performance between schools. Between-school differences were reduced.
3. Transform secondary education in London which had long struggled with underachievement related to social disadvantage. The thesis seeks to explain why the London Challenge was so successful in achieving these goals.
"Does education need to be transformed by technology?" - from Stephen Fahey, ...Challenge Partners
Education has already been transformed by technology such as interactive whiteboards, broadband internet access, laptops, and video streaming. However, technology is just one small part of the complex system of education. Upcoming trends that may further transform education include increased use of mobile devices, social media platforms, and data-driven decision making to improve learning outcomes. This document discusses whether and how education needs to be or has already been transformed by emerging technologies.
An Introduction to Mindfulness for Educationalists - Amanda Bailey, Bright Fu...Challenge Partners
Mindfulness involves paying attention purposefully to the present moment with curiosity and kindness. The document discusses mindfulness as focusing on things as they are without judgment. It provides examples of how the mind tends to wander and operate on autopilot. Mindfulness training through techniques like body scanning can help improve focus, reduce stress, and enhance well-being and performance in various domains like athletics, education, healthcare and relationships. Research evidence shows the effectiveness of mindfulness programs in schools and clinical settings.
Real Lessons from World Rankings and International Best Practice - Ken Walsh ...Challenge Partners
The document discusses a session on lessons learned from international education benchmarks and best practices. It will include a presentation on how countries respond to world rankings, a case study of how one school (George Spencer Academy) changed its teaching after visiting Shanghai schools, and a question/answer discussion. George Spencer Academy visited Shanghai schools and is now using practices like whiteboards, extended mentoring, research projects, larger class sizes, and identifying master teachers. The school aims to improve teaching quality and student outcomes by learning from high-performing education systems like Shanghai and Finland.
The Quality Assurance Review - Joanna Touslon, Challenge PartnersChallenge Partners
The document discusses the experience of a challenge partner reviewing a school. It involved analyzing pre-review data and evidence, conducting lesson observations, summarizing judgements, and completing 4 quality assurance reviews that provided an outstanding experience. The challenge partner also helped the school with improvement by reviewing readiness for inspection, collaborating on typical practices, identifying areas of outstanding practice, and assisting with action planning, school improvement plans, and self-evaluation forms.
The Quality Assurance Review - Niv Vitarana, Hayes Primary SchoolChallenge Partners
This document summarizes the key learnings from a quality assurance review conducted by Niv Vitarana at Hayes Primary School. The review examined teaching and learning strategies, behavior management protocols, and leadership practices at a school that has a high number of pupil premium children and recently amalgamated. Some of the important learnings included supporting English as an additional language pupils, using technology in the curriculum, clear attendance procedures, and ensuring middle leaders drive school improvement. The reviewer reflected on discussions with other school leaders and the need to quality assure the feedback provided by reviewers.
Debate Mate is an educational charity that aims to improve the verbal intelligence and higher-order thinking of young people through debating programs. It runs after-school debating clubs and teacher training programs in over 180 schools across several UK cities. Key skills developed include communication, teamwork, confidence, and academic achievement. Debate Mate also provides debating workshops integrated into the classroom curriculum. Evaluation found most pupils improved their communication, engagement, language skills, and thinking after participating. The document provides details on Debate Mate's programs, partner schools, supporters, and results.
Success in Maths for every child: the impact of Mathematics Mastery at Jubile...Challenge Partners
Mathematics Mastery is a not-for-profit programme, with a mission to address educational disadvantage by promoting, developing, researching and supporting a mastery approach to mathematics teaching.
This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.
Raising Achievement and Narrowing Gaps - Parliament Hill SchoolChallenge Partners
This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.
Linking Literacy between Primary and Secondary: The Mutual Benefits - Jen Fie...Challenge Partners
This document discusses developing links between primary and secondary schools to improve literacy. It describes a project where secondary English teachers worked with primary teachers over two terms, including observing literacy lessons, primary students visiting for workshops, and discussions. Both primary and secondary teachers learned from each other, such as using common language and assessments, questioning techniques, and teaching spelling strategies. The collaboration was valuable for dialogue and improving expectations. Next steps include formalizing transition curriculum, sharing policies, and continuing cross-phase professional development to evaluate impact on attainment. Strengthening transitions between phases benefits students.
Building a coaching community to support joint practice development - Jo Higg...Challenge Partners
The document summarizes a coaching session that reviewed the Barnhill Coaching Programme from the previous year. It discusses how coaching benefited teachers through collaboration, support, and ideas to improve teaching and learning. While coaching may not directly improve grades, teachers reported increased focus, confidence, and resolution of issues. The document recommends continuing coaching with experienced coaches and protected time, and questions how to best measure its impact.
Deconstructing SEN to Construct Inclusion - David BartramChallenge Partners
The document discusses the challenges of leading inclusion and special educational needs (SEN) in schools. It notes that excellent leadership skills are needed and leadership plays a pivotal role in determining the school's ethos and improving outcomes for students with SEN. It also discusses debates around issues related to inclusion, such as whether SEN coordinators should be part of the senior leadership team and whether students with SEN should be supported in class or withdrawn for interventions. Finally, it provides guidelines for groups to plan the restructuring of an inclusion department in a challenging urban secondary school, considering the school's context, funding, staffing, management structure, and student achievement data.
The key school leaders at outstanding schools - fergal roche - room b - wor...Challenge Partners
The document outlines a framework for successful school leadership consisting of 4 stages:
Stage 1 focuses on recruiting and managing staff. Stage 2 involves whole-school improvement initiatives and actions. Stage 3 is data-driven improvement. The final stage prepares pupils for life after school, stays up-to-date on policies, and focuses on pupil wellbeing. Each stage builds on the previous ones to form the building blocks of leadership in high-performing schools.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
3. What are the
proposed
changes to
teachers’ pay
from September
2013? 293
139
234 197
307
206 308
102
198
1,984
views
Article click data from spring term 2013 3
The Key’s growing insight
4. Staff (32%)
Teaching and
learning (18%)
School improvement
(25%)
A not-so
neurological
study of
school
leadership
School
administration and
finance (16%)
Pupils and
parents (9%)
6. Staff conduct, discipline and underperformance
Are there any tips on
handling difficult
conversations about
performance?
What can we do if
a member of staff
refuses to accept a
support plan?
Is there guidance on dealing with a
staff member’s negativity?
How do you create a culture of professional accountability?
Is there advice on
handling a deputy
headteacher’s
underperformance?
7. Staff underperformance and capability
0.00%
0.20%
0.40%
0.60%
0.80%
1.00%
1.20%
Outstanding Good Requiring
improvement
Unsatisfactory
% of overall
website
activity
(spring term) Underperformance
and capability
9. Initiatives and actions for school improvement
Do you have a
handbook for quality
assuring the work of
different departments?
Can you point me to
any action plans for
improving teaching
and learning?
How can a school get out of special measures?
How can I organise and use school improvement
group meetings?
10. Initiatives and actions for
school improvement
0.00%
0.20%
0.40%
0.60%
0.80%
1.00%
1.20%
1.40%
1.60%
1.80%
Outstanding Good RI Unsatisfactory
% of overall
website
activity
(spring term) Initiatives and actions
for school
improvement
12. Data-led school improvement
How can we make the most of RAISEonline?
How can we use
data for planning
and development?
Do you have any
information on data
systems used in sixth
forms?
How can we present data comparing each cohort with
national averages?
16. Staying ahead of the curve – ‘head space’
Can you summarise the
‘hidden givers’ report into
school governance?
Is there a summary of ‘A
World-Class Mathematics
for All Our Young People’
report?
How do the
structures of the
current and the draft
National Curriculum
differ?
What is the status of
the reforms proposed
in the SEN green
paper?
How can we plan for the new secondary curriculum?
17. Government proposals, policies and reports
0.00%
0.50%
1.00%
1.50%
2.00%
2.50%
3.00%
Outstanding Good
% of overall
website
activity
(spring term)
Government
proposals, policies and…
19. Preparing pupils for life beyond the school
Is there guidance on
setting up a work
experience system
for secondary
school pupils?
Where could we
find speakers for a
programme of
talks to the sixth
form?
What information can I
give sixth formers about
choosing a university?
20. Preparing pupils for life beyond the school
0.00%
0.05%
0.10%
0.15%
0.20%
0.25%
0.30%
0.35%
Information, advice and guidance (IAG)Work experience and work related learning
% of overall
website
activity
(spring term)
Outstanding schools
Good schools
21.
22. Pastoral care and wellbeing
Is there evidence of
the positive effect of
mentoring in
secondary schools?
Is there guidance
on the social
inclusion of Polish
children learning
English?
What is the impact of
children’s wellbeing on
learning?
What procedures
should we follow when
a child threatens self-
harm?
What can my school do to support pregnant pupils and
young mothers?
23. Pastoral care and wellbeing
0.00%
0.05%
0.10%
0.15%
0.20%
0.25%
0.30%
Pastoral care Pupils' physical
and psychological
wellbeing
Pupils' social
wellbeing
% of all
website
activity
(spring term) Outstanding schools
Good schools
24. The building blocks of
successful school leadership
Stage 1: the right staff, the right behaviour, the right vision
Stage 2: whole school improvement initiatives, actions and ideas
Stage 3: data-led school improvement – differentiation and contextualisation
The final step:
- Preparing pupils for life beyond the school
- Staying ahead of the curve on new legislation and curriculum innovation
- Pastoral care and pupil’s physical, social and psychological wellbeing
Editor's Notes
The journey of school leadership: What do leaders in schools graded outstanding do differently from the rest? We are here to give you an empirical impression of the changing habits and priorities of school leaders at various stages of the school improvement process It is important to say that we do not have a view as to what school leaders should be doing, we merely want to reflect how issues amongst our members change over time to reflect the necessary increments of successful school leadership.
Today I want to start to identify some of the important stages of this journeyWe will finish with a more detailed look at the activity of our members who lead Outstanding schools. When we discuss schools at different stages, we have used the fairly blunt distinction of their most recent Ofsted rating. Clearly this is quite a crude measure of where a school is, but we are confident that the depth of the data we collect provides a good degree of statistical insight... The aim is then to promote a broader discussion amongst our panel, which we hope will leave you with a practical view of the necessary ingredients of successful school leadership, no matter what stage of the journey you are at
So how do we know what we know? Well for those who don’t know The Key, we are a service for school leaders. We answer the questions of our school leader members and then publish them on our website. The site comprises 3,000 written answers, all of which were effectively commissioned by the school leader community. We now have 30,000 school leaders using the service across a quarter of schools in the country. Each member school uses our service an average of 12 times per month, so we handle around 250,000 specific requests for information each term. This data gives us unique insight into the emerging issues our members face ....
A not-so neurological study of school leadership All of this activity can be categorised to reflect how a typical leader’s time is accounted for. This graphic shows the five main areas of The Key’s website, and how leaders’ requests break down across those categories. From staffing (32%) and school improvement on (25%), to teaching and learning (18%), school administration (16%) and non academic pupil and parents issues on (9%).
Stage 1: getting the right people on (and off) the busIn his book ‘Good to great’ Jim Collins suggested that a critical phase of leadership was getting the right people on the bus and crucially, getting some of the wrong people off it... When it comes to:Staff conductDiscipline and underperformanceIndustrial action ... there is a clear increase in interest and activity amongst schools last rated as Unsatisfactory or Requiring Improvement
Are there any tips on handling difficult conversations about performance?Is there guidance on dealing with a staff member’s negativity?What can we do if a member of staff refuses to accept a support plan?How do you create a culture of professional accountability?Is there advice on handling a deputy headteacher’s underperformance?
Staff underperformance and capabilityThis particular graph reflects the % share of overall clicks the Underperformance and Capability area of the website attracts for leaders at schools across all four Ofsted gradings. Is this evidence of increased underperformance across struggling and improving schools? Lower standards, less talent, which leads to poorer outcomes .... Or is this a reflection of a greater willingness of leaders at challenging schools to kick start capability proceedings so they can rebalance the staff to drive forward improvement? Perhaps this is the rather painful process of bus shuffling that Jim Collins was alluding to? But what else is more likely to occupying the minds of leaders at challenging schools...? Well... perhaps (un-surprisingly)... leaders at the beginning of their journey are much more likely to request information on behaviour management, much more interested and whole school leadership and setting the school vision. These interests evoke images of leaders building the foundations of a school, the standards and principles from which further academic success grows. The right staff in and the wrong staff outBase expectations of good behaviour, effective strategies for dealing with problem pupils, an absence of bullingAnd then also an interest in vision and leadership, setting the right climate for success
Stage 2: driving whole school improvement Another key area of interest for leaders at challenging schools is whole-school improvement.Specifically requesting ideas and case studies on initiatives for school-wide progressA search for the big ideas that will have the widest aggregate impact ...
Do you have a handbook for quality assuring the work of different departments?How can a school get out of special measures?Can you point me to any action plans for improving teaching and learning?How can I organise and use school improvement group meetings?
Initiatives and actions for school improvementHere we see the determination of school leaders at RI and Unsatisfactory schools to learn from their colleagues.This area of the site is full of ideas and suggestions around the principles and ideas for effective school leadership ... Building strong relationships with school governorsRaising attainment plansStaff collaboration through learning walks
Interestingly, as this focus starts to narrow, become more cohort specific and data led, the shape of leaders’ activity across categories begins to change again
How can we make the most of RAISEonline?Do you have any information on data systems used in sixth forms?How can we use data for planning and development?How can we present data comparing each cohort with national averages?
Data-led school improvement Here we see activity amongst leaders at the ‘Good’ schools becoming more prevalent ...When it comes to data led school improvement, Using RaiseOnline, tracking and monitoring performance it is our leaders at Good schools who are the most active. As well as tracking, monitoring, segmenting and contextualising data, their strong interest also includes how to put the data to the best possible use... Whilst whole-school improvement strategies remain the most popular for improving and challenging schools. It seems that leaders at Good and Outstanding schools spend more of their time searching to isolate those cohorts and individuals requiring a more personalised blend of support and challenge.
The final stages of the journey: The habits and priorities of leaders at outstanding schools So what of the final stages of the journey? As we move past the early challenges.... we have secured the right blend of staff, ensured that behaviour is acceptable and the vision is there... We have driven whole school improvement strategies and then invested more strategic enthusiasm in differentiating that strategy for individual cohorts and pupils What then do leaders at Outstanding schools focus on? How can they defend their success? Here the presentation narrows to focus on those areas of difference between leaders at Good schools and leaders at Outstanding schools.
Staying ahead of the curve – ‘head space’ It seems they have more headspace. More interest, perhaps more time to look to the future....
Can you summarise the ‘hidden givers’ report into school governance?How can we plan for the new secondary curriculum?What is the status of the reforms proposed in the SEN green paper?How do the structures of the current and the draft National Curriculum differ?Is there a summary of ‘A World-Class Mathematics for All Our Young People’ report?
So here we see that leaders at Outstanding schools are significantly more likely to request information on Government proposals, policies and reports. Is that a defensive mechanism – leaders at Outstanding schools mitigating against unforeseen challenges and obstacles?Do senior leaders at these schools delegate more? Do they simply have more time? The house is in order so let’s look out to the rest of the sector for a wider view?
A second theme for heads at Outstanding schools is Preparing pupils for life beyond the school
Is there guidance on setting up a work experience system for secondary school pupils?What information can I give sixth formers about choosing a university?Where could we find speakers for a programme of talks to the sixth form?
When it comes to preparing for IAG or thinking through Work Experience and Work Related Learning, it seems that leaders form Outstanding schools have greater visibility beyond the traditional time frame of a schoolIn the primary sector there is a similar trend reflecting Outstanding school leaders increased interest in pupils transitions from primary to secondary. Why is this?For secondary leaders, perhaps this is a product of better links in to the country’s top colleges and universities? Or again, does this simply reflect the fact that with a solid foundation for teaching and learning, leaders at Outstanding schools have more time to think about preparing their students for lives beyond the school ...
Finally we come to the issues of pastoral care, that is non-academic, pupil focussed issues:From child protection, to emotional and psychological welfare, pupil voice to before and after school clubs – across all of these categories, it is leaders at Outstanding schools who are finding the time to focus their attention on the wider influences on a pupil’s development.
Is there evidence of the positive effect of mentoring in secondary schools?What is the impact of children’s wellbeing on learning?Is there guidance on the social inclusion of Polish children learning English?What procedures should we follow when a child threatens self-harm?What can my school do to support pregnant pupils and young mothers?
So how can we understand this trend?Can we assume that effective pastoral care is the cause of the academic success and progress required to achieve Outstanding school status?Or is the pastoral question more of an after-thought? ‘We have the teaching and learning strategies in place, so let’s put more energy into the development of the whole child.’
So to summarise, here are a selection of the key priorities and habits of school leaders at different stages of their individual journeys. From setting the vision and building the right team, right through to the finer margins of those schools judged as Outstanding.