Challenges of leadership:Learning, CPD, accountability

Robert Coe

Durham Leadership Conference, 26 June 2014

@ProfCoewww.twitter.com/ProfCoe

Challenge 1Keep the focus on learning

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True or false?1. Reducing class size is one of the most

effective ways to increase learning [evidence]

2. Differentiation and ‘personalised learning’ resources maximise learning [evidence]

3. Praise encourages learners and helps them persist with hard tasks [evidence]

4. Technology supports learning by engaging and motivating learners [evidence]

5. The best way to raise attainment is to enhance motivation and interest [evidence]

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Poor Proxies for Learning Students are busy: lots of work is done

(especially written work) Students are engaged, interested, motivated Students are getting attention: feedback,

explanations Classroom is ordered, calm, under control Curriculum has been ‘covered’ (ie presented to

students in some form) (At least some) students have supplied correct

answers (whether or not they really understood them or could reproduce them independently)

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Lesson Observation

1. Two teachers observe the same lesson, one rates it ‘Inadequate’. What is the probability the other will agree?

a) 10% b) 40% c) 60% d) 80%

2. An observer judges a lesson ‘Outstanding’. What is the probability that pupils are really making sustained, outstanding progress?

a) 5% b) 30% c) 50% d) 70%

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Evidence based adviceJudgements from lesson observation may be used for low-stakes interpretations (eg to advise on areas for improvement) if at least two observers independently observe a total of at least six lessons, provided those observers have been trained and quality assured by a rigorous process (2-3 days training & exam).

High-stakes inference (eg Ofsted grading, competence) should not be based on lesson observation alone, no matter how it is done.

Challenge 2Professional development

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Improving Teaching

Teacher quality is what matters We need to focus on teacher learning Teachers learn just like other people

–Be clear what you want them to learn–Get good information about where

they are at–Give good feedback

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Intense: at least 30 contact hours, preferably 50+ Sustained: over at least two terms Content focused: on teachers’ knowledge of

subject content & how students learn it Active: opportunities to try it out & discuss Supported: external feedback and networks to

improve and sustain Evidence based: promotes strategies supported

by robust evaluation evidence

What CPD helps students?

Do you do

this?

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RISE: Research-leads Improving Students’ Education

With Alex Quigley, John Tomsett, Stuart Kime Based around York RCT: 20 school leaders trained in research, 20 controls Contact: aj.quigley@huntington-ed.org.uk

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Challenge 3Accountability

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Accountability cultures

Trust

Autonomous

Confidence

Challenge

Supportive

Improvement-focus

Problem-solving

Long-term

Genuine quality

Evaluation

Distrust

Controlled

Fear

Threat

Competitive

Target-focus

Image presentation

Quick fix

Tick-list quality

Sanctions

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Accountability and improvement

Official Accountability Systems Professional Monitoring Systems

If you find a problem with your performance, what do you do?

Cover it up Expose it to view.

(Tymms, 1999)

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Hard questions

1. Imagine there was no accountability. What would you do differently?

2. Would students be better off as a result?a) No – I wouldn’t do anything at all differently

b) Not significantly – minor presentational changes only

c) Yes – students would be better off without accountability

3. What actually stops you doing this?

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Summary …

1. It’s about learning: keep the main thing the main thing

2. CPD: teachers learn just like other people

3. Accountability: don’t let the tail wag the dog

Robert.Coe@cem.dur.ac.uk

www.cem.org

@ProfCoe