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Vision 2040

This tag is associated with 6 posts

Journeying to Great: 1. The St. Paulsing Way

A bit like Schwarzenegger & Devito in the film Twins, St. Paul’s Catholic College and St. Mary’s Catholic College may not look like an automatic pairing but Rob Carter (@robcarter2012) and myself were twinned as part of the SSAT (The Schools Network) Vision 2040 Group.  Our mission is to establish a clear understanding of the difference between the national curriculum and the framework it provides to the school curriculum, with its unique interpretation in our own setting and context.

Twins - Schwarzenegger & DeVito

Whilst the schools may seem different on first appearances the DNA running through them is pretty much identical.  People in faith schools like to talk about journeys, we are a Pilgrim people – this is about journeying to become great schools, a journey and aspiration we all share as schools and teachers across England and beyond.

Having visited St. Paul’s Catholic College, I realise they are further down the road on the journey to being a great school but the vision, values and increasingly the systems at both schools are converging.  This was a real comfort to me as it was hugely affirming that we are at least on the right path!  There is nothing worse for a leader then to suddenly realise that you have spent the past however long taking people up a cul-de-sac or down a blind alley.

 2013-10-03 11.55.26

“Everything That’s Worked Well, We’ve Done Together” (Quote from a Middle Leader)

I could have easily used, “We shed blood for each other” as the quote, again from a middle leader, to launch this section as it was rooted in a similar vein of thinking.  Amongst the staff I spoke with there was a clear ambition and aspiration to be the absolute best they could be: for the students, for each other and for the school.  It was really infectious and the sense of enjoyment in working at and pride in the school was really prevalent, as was the positivity that seemed strong and widespread.  Staff had agreed that there were certain things which needed consistency, for the sake of the students, rather than pursuing their individuality.

2013-10-03 09.29.33

An example was the adoption of a common teaching protocol based on the Accelerated Learning Cycle with lesson objectives focused on content, process and benefit.  I heard this first from senior staff and then an identical response from middle leaders.  Students were able to talk to me about the 5Rs, the colour coded badges for top performers in each of the Rs and then there were posters around the school reinforcing the message.  The teaching & learning protocols and approaches are all connected up.  There is a shared language of learning and a real focus on the core business.  Another area of consistency was their collective effort to ensure no-one was left behind.  The college has a large number of statemented students and at 7.7% it is well above national average.  The systems it has for tracking students’ progress, intervening and supporting students was well known by staff and hugely appreciated by students.  There was a sense that even if you wanted to fail at St. Paul’s you wouldn’t be allowed or able to.  Impressive!

“Rob’s Relentless, Positive & Proactive”

There isn’t an externally imposed aggressive “doing to/you must do” approach but rather middle leaders leading the accountability agenda and committed to quality assuring the work they and their teams do.  They were very conscious of not letting anyone down and making sure they contributed to the team effort – it intrinsically drove them on towards even greater excellence.  As one middle leader stated, “It’s a different kind of pressure”.  In great schools it seems it is the middle leaders who assure quality and hold themselves and each other to account.  I sometimes think we still have a bit of a “wait until your father gets home” (me being father) at St. Mary’s which is why we’re stuck at good.  By the time I’ve noticed what’s going on it’s usually miles too late!  Taking this idea further, in World Class schools, I wonder whether it is every teacher, in every classroom who holds themselves and their colleagues to account?  I’ll develop this theme in a future post on “Journeying to Great”.

“Keep the Principle, Change the Practice”

Over time the school has changed and evolved by challenging themselves to do better whilst also looking outside benchmarking and learning from other great schools.  Values run deep, the language is about: care & support, respect & forgiveness, enthusiasm & passion for learning and challenge & choices.  With workforce reform a small army of support staff entered schools but at St. Paul’s the boundaries of who does what have merged.  This keeps the focus on the students and also means the career development of staff looks more seamless than in many schools.  This approach is enhanced by their Teaching School status which has led to a “grow your own” approach to teachers, leaders and future employees in general.

For leaders the principles, vision and values keep the direction secure and empower leaders to do “whatever is needed” in pursuit of their goals.  This encompasses many small changes the one percenters, for example:

  • The introduction of twenty minute “butterfly INSET” for staff,
  • The use of tablet technology for the whole of Years 10-13 with notebooks for Years 7-9 with an impressive use of the technology as you walk the school
  • Direct contact with parents via e-mail, no waiting around asking permission or going through pastoral staff

There was a “ruthless simplicity” to the approach, they kept “the main thing the main thing” and didn’t get diverted or waste energy on needless issues or overcomplicated systems. It is a school that has developed an improvement mentality and momentum.

“We Have a Real Knitting Teacher”

Stars of the show - Hollie, Alice, Will, Dom, Freddie & Phoebe

Stars of the show – Hollie, Alice, Will, Dom, Freddie & Phoebe

Whilst this might not be the rallying cry of many Secretaries of State, HMIs or Ofsted Inspectors, the students who were talking to me about their Wednesday afternoon enrichment options were genuinely excited.  Walking around St. Paul’s you can’t fail to be impressed by the Art work, it is simply stunning.  At a time when departments whose core business is creativity are being side-lined and downsized the creative curriculum at St. Paul’s is alive and well.  The Wednesday enrichment afternoon with its huge variety of options, the vast number of sports (I couldn’t write quick enough to get the full list) and the many extra-curricular opportunities talk of a school that offers its students so much more than a purely functional curriculum.

There is a richness to what is on offer to students that is part of the rounded development of them as people.

The St. Paulsing Way

Chatting with students and the staff a common thread appeared around the “St. Paulsing Way”.  I first heard the expression talking to senior staff.  When I asked students about it they all started laughing and just said, “yes” and middle leaders nodded earnestly.

Catholic Ethos - DNA

Many examples were given including my personal favourite Guardian Angels which just really appealed to me.  It involves two or three Year 10 students who support each Year 7 form by just simply going along and playing games and getting to know them.  The fruits of this are borne in on-going relationships as these students more into Year 8 and then eventually to them becoming Guardian Angels themselves.  The process is generative.  This led onto a discussion around student leadership, the importance of the Student Council and Sixth Form Committee and how both the council and committee focused on others not just themselves – a commitment to charity work and organising events for younger students “We’re big on community”.  The St. Paulsing Way seems to be focused on the needs of the individual within a community context that is supportive, enriching and aspirational.

Relationships are at the core of everything at St. Paul’s and this chimes with St. Mary’s, it’s the sixth R.

Journeying to Great

I’ll remember not only the warmth and openness shown by all the people I met at St. Paul’s but also their passion for working at and on behalf of St. Paul’s, the cohesive community made up of students, staff and parents.  Rob is clearly the Guardian Angel of this spirit and the support given to staff is as generous and fulsome as that provided to students.  The visit inspired me to think about “Journeying to Great” and will be at the root of the next series of blogs.  Special thanks go to Rob for his hospitality and to Debbie, Darren, Laurie, Matt, Peter and Sue for their time on a mad busy school day … the journey continues.

The next blog post in this series is:

Journeying to Great: 2. The Purple One

If you would like to read Rob’s post about his visit to St. Mary’s it is here, “The Power of Collaboration”

Vision 2040: Learners at the Centre I

Vision 2040 is fundamentally an idea about “Power Shift” in the first half of the 21st Century:

  • From the politicians, in a tug of war with the professionals, to a consensus implemented by highly trusted professionals.  This is possibly the easy bit for us to accept and endorse.
  • From teachers to students, where the learner takes centre stage in decision making about her/his learning both its direction and process.  This is more difficult and challenging as it’s never easy to let go particularly when there are high stake accountability measures circling above you like vultures.

To see this power shift as part of an extended journey I want to build on some ideas shared by the wonderful and engaging Professor David Hargreaves, a number of years ago, who always challenges the orthodoxy of the time and seems to have a “crystal ball capacity” for seeing the future direction of travel.

Henry Ford

“Any customer can have a car painted any colour he wants so long as it is black.”

Henry Ford in many ways epitomises the education journey of the 20th Century in England which has seen high quality education provided for all students.  I think it’s fair for people to question whether it is yet consistently good enough in all schools and for all students but compared to one hundred years ago we are in a totally different place.  This is the factory model of schooling.  Power for decisions sits at a national, local and school level, often in that order, and students’ experiences are very similar.

Dell Options

Dell is an example of mass customisation.  There is a glittering and dazzling array of options for colour of the machine, processor, hard drives and additional elements which allow us an element of control over the final product.  The key to understanding this is realising the ultimate power over what type of customised machine we can build sits with Dell, they are the ones who give us the options from which we can choose.  I’ve termed this, in schools, as macro personalisation and shown a number of ways this is realised in my blog post, Redesigning Schools: Masterchef II – Great Menus, Great Food, changes to the school day, lesson length, curriculum pathways options are all examples of personalisation but the power over which options students have sit with the school, it is not an infinite, unknown or ephemeral set of options.  This is a start and I believe that my generation of leaders will build this into a highly effective educational provision but it is Vision 2020 not Vision 2040.

Apple Website

Apple has taken the next step moving the market from mass customisation to mass personalisation.  On the Developer website there is information about how to prepare an app for review and also how to promote it to your potential market.  Apple has also released part of their programming codes – “the complete developer tools for building … apps. Includes the Xcode IDE, performance analysis tools, iOS Simulator and the latest OS X and iOS SDKs” – which is absolutely fantastic news as we are now able to take the lead in app production, if only I had the slightest clue what this actually meant.

The shift to mass personalisation of apps is only going to happen if enough people have the knowledge, understanding, skills and attributes required of a good programmer that enables them to take and develop an idea and deliver it to the market.  The power only shifts from Apple to the individual when all these things are in place.  The power shift, and possibly mindset shift, required in schools and teachers sits around explicitly developing learners with the knowledge, understanding, skills and attributes required.  We tend to be better at the first part rather than the latter part of the list and I fear current educational policy is doing nothing to redress this.

Mass schooling was the gift given to us by a previous generation of leaders and mass customisation must be our legacy as we ensure Vision 2020 is a reality.  It is also for the current generation of leaders to provide the bridge to mass or what I term micro personalisation which will be the mission of a new generation of leaders some of whom we may have recently appointed to our schools.  They will take us to micro personalisation – the learner as a decision-maker at the centre of a multi-faceted, distributed and personalised education – and this is the essence of Vision 2040.  The ability for the learner to make decisions, be more self-directed and follow interests and passions will be at the heart of education by 2040 because this is what the World will need and demand.  Accountability and assessment systems will need to fit around the new educational reality and qualifications like the Extended Project Qualification will take on greater and more widespread importance:

“The test of successful education is not the amount of knowledge pupils take away from schools, but their appetite to know and capacity to learn.”

Sir Richard Livingstone, Oxford University, 1942

“The skills you can learn when you’re at school will be obsolete by the time you get into the workplace – except one: the skill of making the right response to situations for which you have not been specifically prepared.”

Prof Seymour Paper, MIT, 1998

There are two follow up blog posts that develop the themes from this post further, rather aptly named, Learners at the Centre II and Learners at the Centre III.

My initial blog post on Vision 2040 is titled, Reflections of an Apprentice 2040 Visioner.

Reflections of an Apprentice 2040 Visioner

Today’s first meeting of the SSAT Vision 2040 Group was a fascinating if sobering moment for me.  By 2040 I will be 77 years of age.  Despite what others think they might have in store for me, the one thing I can say with certainty is that I will be retired, probably for quite some time.  My own children have all been through the state education system and currently seem pretty well balanced and content young adults.  The challenge of thinking of 2040 is that my grandchildren, none currently born or on the immediate horizon, I am reliably informed, may also have been through or approaching the end of what is currently the secondary phase of education. Continue reading

Liminal Leadership

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