Barry Smith - Learning about Learning

I have taken the opportunity to be a part of the East Lothian secondary learning team with the hope of improving my classroom practice and learning from others.

First up, improving my learning ’success criteria’ in PSE lessons.  How will youngsters know when they have successfully achieved the aims of each lesson?  The idea is to generate clear success criteria for the main points of the lesson and share these at the beginning and review.

Summary of my notes from the event on Jan 17th

Keynote : Sir Robert Smith(Scottish and Southern Energy) - Smith Group

Self appointed, business and entrepreneurs group.  Interested in supporting MCMC youngsters.

Only Turkey and Mexico have worse stats  for OECD countries for NEET 16-19 year olds (35000)

Key to have college/school/business triangle of provision.

Smith group offering work experience placements, being rolled out across Scotland this year.

Using federation of small businesses, providing vocational ed opportunities and work experience for youngsters.

Keynote: Graham Hollowell

NEET Strategy Coventry & Warwickshire

Government strategy

Careful tracking

Range of voc ed programmes

Personalised support & guidance for youngsters

September Guarantee is a guarantee that every youngster who applies for a learning opportunity will get one

Early identification / indicators

Workshop 2

Glasgow’s vocational education.

All under one central group including training for work, apprenticeships etc

Special Programme for looked aftger youngsters : EVIP

Programmes include recognised qualifications like lifeguarding and CITB

Referrer (school) will decide who goes on the course, not the college or central agency group

In S4 they have an employability day, with a mock interview from an employer

Co-ordinated support plan is in place for every young person taking part in vocational courses

Opportunities:

EVIP(enhanced vocational inclusion programme)

YOUTH START

SOCCER SUCCESS

WINTER LEAVERS

Development of alternative curricula

EVIP (full-time programme)

Vocational coach

CSP

Intensive employability input

Development and recognition of soft skills(Step it up) youthlink website : (it is an evaluation tool)

Transition planning and support

Funded (until end of financial year)by external funding from Scottish Government, european funding etc

Glasgow City Council have one round of ‘corporate’ recruitment for which every youngster who is on a vocational programme is guaranteed a first level  interview and prepare for this with their vocational coach

I am hoping to undertake an EEBL placement with the Mercy Corps in the next couple of months.  The focus will be producing a global citizenship CPD resource for teachers, as well as finding out more about the work the Mercy Corps does across the world.  We hope to have some time with a group of teachers from East Timor who are visiting the UK in May so I’m really excited about the prospect of taking part. 

I’ll be writing more when things are firmed up.

As we are on the home stretch of SQH I am now focussing upon meeting all the elements of the standard for headship.  It has thrown up an interesting challenge for me and no doubt for other participants.  As a principal teacher of pupil support I have responsibility for managing projects but not for managing people directly, i.e. it is not part of my immediate remit and I do not conduct EDR or have any responsibility for the appointment of staff.   Obviously on a day-to-day basis, deploying excellent people management skills are essential, but this is not quite the same as having direct responsibility for staff. 

Therefore, I have been presented with a challenge is in evidencing a knowledge and understanding of the recruitment and selection process.  Yes, I have had my training and understand the theoretical aspects and possible pitfalls involved, but without actually taking part in a ‘live’ recruitment and selection process my skills remain purely theoretical.  It has become necessary to seek an opportunity through my headteacher to be involved in the appointments procedure.

There are others taking part in SQH who are in a similar position to myself, primary teachers and other PT Guidance/Pupil Support.  I have found myself asking the question, is it the right time for me to be undertaking SQH if I will have difficulty evidencing one of the fundamental aspects of the course?  I understand that the participants are selected based on both their experience and potential and perhaps part of the challenge is to ensure that you can be resourceful enough to engineer opportunities to fulfil all of the criteria.  Or maybe the course itself does not fully reflect the experience of participants from a pupil support background, where the ‘flatter’ structure can mean no direct responsibilty for managing staff until reaching the position of SMT.  The diversity of the structure of pupil support teams throughout the country means that people have a very different experience of pupil support from authority to authority.

This may feed the criticism I have heard levelled by some that the course is too heavily based in theory, too academic, and doesn’t fully prepare applicants for the reality of the job.  I have thought about this a great deal since starting the course in April ‘05 and my conculsion is that the academic rigour is fundamental to the qualification.  Headteachers are now expected to have a ‘vision’ for their school which is based on sound judgement.  I would argue that such judgement be based upon evidence from current research and academic thinking as well as the context in which he or she works.  

An unfortunate consequence of this  is the incredible expectations we have of the knowledge and abilities of the headteacher.  I say unfortunate because it can drive headteachers to work increasingly long hours to ’stay on top’ of things.  It is not possible for any person to ‘know all’ and ‘be all’ but we seem to expect this from from those charged with running schools. 

When I discuss working hours with colleagues who are on SQH, very long hours can be seen as a ‘badge of honour’ by some and this seems, in some instances, to be coming ‘from the top’.  A culture of working incredibly long hours exists in some schools and there may be a perception that progression is predicated upon fitting into this mode of working.  I do not believe this is healthy and I am glad I do not experience it in my own school.  It is one thing to have a calling and be committed to the work you do,  entirely another to be consumed by it.

However I digress from my initial point, the challenge of being fully conversant and experienced in the recruitment and selection process.  I am concerned that in becoming invoved in and R&S process it may be seen as tokenistic and may feel that way too.  But in order to fulfil the criteria for attaining the Standard for Headship it is a neccessity.  So I will seek opportunities to increase my working knowledge in this area, while having one eye on what is acceptable and reasonable in terms of my time commitment.

I also think my time of life has a significant bearing on my view.  At the moment I am in a very ‘busy’ time in terms of my home life and perhaps in a few years I’ll see things differently and want and need to commit more time to the job.

I’ve tried to take my notes for Michael Fullan’s Leading in a Culture of Change and summarise them.  It’s still pretty rough and I’ll be trying to tidy it up in the next few days. The essential concepts have been put in bold. 

It has been very humbling to read a book like this and measure my own skills and qualities against it.  However, it is a fantastic aspirational tool and like many of the other books I have read so far as part of my SQH reading, one that I will regularly revisit.

Leading in a culture of change  

Moral purpose :

Authentic leaders display character

We have both egoistic and altruistic desires

Culture and core values central to an organisation

Understanding change

Successful leadership styles:

Authoritative - “come with me” enthusiastic, self-confident,optimistic 

Affiliative - “people come first”Democratic - “what do you think?”

Coaching - “try this”

Unsuccessful leadership styles with a negative impact on climate

Coercive - “do what I tell you” -resentment & resistance

Pacesetting “do as I do, now” - burnout & overwhelmed staff (I was particularly interested by this section) 

The goal is not to innovate the most

Appreciate the implementation dip

Listen to, and work with resisters

Reculturing - changing the way we do things around here

Leadership is by its nature complex  

Relationships

Seven essentials to developing relationships :

Setting clear standards

Expecting the best

Paying attention

Personalising recognition

Telling the story

Celebrating together

Setting the example 

Good leaders inspire by;

Selectively showing their weaknesses

Relying on intuition

Managing with tough empathy

Showing what is unique about themselves   

School capacity is the key to success:

Teachers knowledge, skills and dispositions

Professional community

Programme(curriculum) coherence

Appropriate technical resources

Headteacher leadership   

Every school needs a strong professional learning community

Emotional quotient/Emotional intelligence is vital.

Intrapersonal - self awareness

Interpersonal - empathy, social responsbility

Adaptability

Stress management

Mood - happiness, optimistic  

Build knowledge and capacity

Information is only valuable in a social context

Explicit knowledge - words and numbers that can be communicated in the fom of data and information

Tacit knowledge - skills, beliefs and understandings below the level of awareness.  It is highly personal

Coherence from complexity

I took a good deal from what May Sweeney had to say in her presentation to the conference on Friday.  To summarise, the message I got (feel free to correct me if you were there and I’m wrong!) was that the curriculum is opening up to allow activities previously viewed as extra curricular becoming an integral part.  For example, clubs and interest groups, tying in with the ideas of personalisation and choice.

Literacy, Numeracy and aspects of the Health curriculum are very clearly the responsibility of all teachers, not just subject specialists.

In new ACE ‘levels’ 1 to 4, breadth is the key element, organised through curricular areas: Health and wellbeing, languages, mathematics, sciences, social studies, expressive arts, technologies and Religious and moral education.  Specialisation comes after levels 1 to 4. (There is debate as to whether the word ‘level’ will be used because of the connections to 5-14)  There is to be consultation over the structure of Standard grade and Higher still this summer.

Pupil voice = co-creation of the curriculum :  Leading to more personalisation and choice.

Building resilience in to the ‘pupil’s toolkit’ is seen as essential.  The ability to meet novel situations with confidence and stick at any given task.  Quick to say but perhaps on of the biggest challenges.

Assessment is for Learning techniques should be more than ‘using traffic lights’ in classrooms.  Deeper consideration of AiFL is needed.

A study of interdisciplinary learning (by Siskin?) has suggested that interdisciplinary learning is vital in helping young people to connect to more specialised, discrete learning.  I think that we are organised in almost the opposite manner in secondary schools at the moment.

Deliberately mixing age groups is encouraged for some activities, with a view to challenging negative peer group influences and encourage leadership roles amongst students.

Opportunities for reflection, both personal and collective, are built in to the teaching and learning experience.

There are still many questions to be answered in all of the areas mentioned above, not least how achievement is recorded and progression is ensured within the more flexible learning structure. 

It was clear that in East Lothian there is certainly action taking place.   In my experience, initiatives like Extreme Learning, cross-curricular projects like those happening at Preston Lodge High School (more about our most recent, The Rhythm of Life, coming soon) and new curricular structures are beginning to be tested and are presenting an early picture of how ACE is developing.

I’m doing a lot of reading at the moment about leadership. Both from the point of view of trying to understand myself better but also to understand the preferred styles of those around me and the effect they have on the community they inhabit.  It has given rise to some enlightening conversations with colleagues around the subject.  It seems to be one thing everyone has an opinion on.   I’d recommend Micheal Fullan’s Leading in a culture of change if you are interested in a discussion of the issues.

The interesting thing for me is that both our own preferred style of leadership and the style that we perceive from those around us in daily interactions can(if we allow it) heavily influence our job (and life) satisfaction.  (Think of your parents’ style of ‘leadership’ with you if you don’t believe me!)  One style may work briliantly in a particular context but fall flat in another or we may inspire some people and at the same time ‘turn off’ others.  Is there a perfect leadership style that works in all situations or is the perfect leader someone who can adapt their style intuitively to suit the context? 

What does distributed leadership actually mean in the school context and can we really dismantle the hierarchical model.  I think we are engaged in interesting times in East Lothian at present on that front. I am keen to see how this ‘virtual’ hierarchy-free model could translate to a physical entity like a school.  People take initiative in this environment and to a great degree do so unsupervised or directed.  If this happened in school would we have anarchy or unbridled creativity?  A Curriculum for Excellence may begin to ask, and answer, that question.

We got wind of an excellent opportunity today for all schools and teachers in East Lothian.  It was from Learning and Teaching Scotland on the Scottish Continuing International Professional Development Programme (SCIPD).  It is for international exchange and visits for teachers.

More information here. 

I found out about VIG only today in discussion with a colleague and we have decided to look at look at possibly using it with the ALPs programme.  What is the VIG you ask?

Video Interaction Guidance “is a technique which aims to improve communications and relationships for participants.  Participants are involved in discussing very short recordings of their interactions of their successful interactions with a Video Interaction Guider.”   The important word for me in this blurb is “successful”, focussing on where things have gone right and re-inforcing and exploring that strategy/choice/behaviour.

We already use digital video with the group, but this is much more focussed and will be delivered by a trained Video Interaction Guider.   This person will initially be another professional not directly involved with the ALPs programme, but it may be something we look to having as an integral part of the programme in future.

I’ve blogged quite a bit about thinking skills and creativity, it’s something I have a real interest in.  I am keenly aware my own personal development has been positively affected by becoming more emotionally literate and thinking about my thinking, perceptions, mental models whatever you want to call it, and subsequently accessing my own creative thinking in ways I probably didn’t realise I could.  Over the course of my posts about thinking skills I’ve had a number of people respond favourably to my raising the topic and also being interested in finding out more.

It has occurred to me tonight that perhaps this is something that we, as an authority, should be looking at in more detail and perhaps in a more structured way.  It is probably happening already, but if not is there scope for a group of interested individuals coming together to look at current research and educational practice in this area and perhaps recommend a way forward in terms of developing our practice? 

There seems to be no doubt that the development of thinking skills and creativity is high on the agenda in A Curriculum for Excellence.  I’m also keenly aware that I have little or no knowledge of what is happening in primary schools and I’m pretty sure I’m not the only secondary teacher in this position. 

Enterprise education  focusses extremely well on creativity from a mainly, but not exclusively, economic perspective and the link provides an overview of much of the excellent work currently taking place in East Lothian.  I have not however heard or seen much in the way of teaching the skills in a more holistic way, purely from a personal development and understanding perspective.  I’m prepared to be shot down on that one because I’m obviously only talking from my own experience in schools and I may well be wrong.

There is also the idea of development and progression of thinking skills, linked in some way, I would venture, to emotional intelligence.  I’m sure there are many ‘emotionally intelligent classrooms’ around the region and the country who are also employing thinking skills techniques both by chance and by design.  However, I’m not sure if there is much in the way of a real exploration of what works and is appropriate at what stage for youngsters(and adults). 

I think there may be a real opportunity for East Lothian to be a leader in this field, because from what I saw at the ‘Thinking about Thinking’ conference, everyone is pretty much at the same stage of development; ie using techniques such as brainstorming, mindmapping etc but there did not seem to be a huge amount beyond that, especially in the area of emotional intelligence.  Scottish Borders has dabbled with Feuerstein’s methodology but again there has not been an enormous amount of data generated as to its efficacy or usefulness in schools, although it does look very interesting.  Maybe I’m just looking at something which does already exist from a different perspective, I’m not sure.

Anyway, this has really been a bit of and idea in my head without too much basis in fact for it!  I’d be interested in hearing others views on this one.