Challenges of leadership: Learning, CPD, accountability Robert Coe Durham Leadership Conference, 26 June

Challenge 1 Keep the focus on learning 2

∂ True or false? 1.Reducing class size is one of the most effective ways to increase learning [evidence] [evidence] 2.Differentiation and ‘personalised learning’ resources maximise learning [evidence] [evidence] 3.Praise encourages learners and helps them persist with hard tasks [evidence] [evidence] 4.Technology supports learning by engaging and motivating learners [evidence] [evidence] 5.The best way to raise attainment is to enhance motivation and interest [evidence] [evidence] 3

∂ 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) 4

∂ 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% 5

∂ Evidence based advice Judgements 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 2 Professional development 7

∂ Improving Teaching TTeacher quality is what matters WWe need to focus on teacher learning TTeachers learn just like other people –B–Be clear what you want them to learn –G–Get good information about where they are at –G–Give good feedback 8

∂  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?

∂ 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: 10

Challenge 3 Accountability 11

∂ 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

∂ Accountability and improvement Official Accountability Systems Professional Monitoring Systems If you find a problem with your performance, what do you do? Cover it upExpose it to view. (Tymms, 1999)

∂ 14

∂ 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? 15

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 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