1. What is a Quality Educational Experience?
Sir David Carter
Executive Director of System Leadership at ASL

2. What is education for? Understand self and others
Provide the route map to the next part of the journey
To develop tolerance and understanding
To see education starting at 18 not ending

3. What Makes a Great Education System?
I think there are three tests that an education system has to meet if it were to be called “world class”
The experience of the school system enables every young person to progress to the next stage of their own personal learning journey
The experience of the school system enables every young person to see education as starting at the age of 18 not ending
The experience of the school system enables talent to be developed into career choices that change lives

4. What makes a great school?
Teachers who are well supported, well developed, well resourced and where their wellbeing matters
Leaders who make sure this happens and for whom every decision starts and ends with the needs of children coming first
Open to partnerships and collaboration knowing that this engagement will offer challenge and support
Parents and a Community who are willing to engage, and be partners in children’s learning
Change is understood and lead with compassion and determination so that those needing to change understand why

5. What does quality Classroom teaching look like?
Classroom is a secure place to learn where children are not afraid to take the risk of putting their hand up or answering a question
Lesson is well planned and links back to previous learning and forward to future learning
Challenging and Aspirational-some of the lesson should be hard and may only see small gains towards a wider long term goal
Based around strong and secure teacher subject knowledge
Strong questioning technique from teacher enables greater depth to be explored
Testing of knowledge is a feature of the lesson but not a single test

6. What do leaders need to be good at?
I think this applies to any educational setting-school, MAT, Teaching School Alliance and a Music Service
Vision-Strategy-Action-Execution of improvement plans
Taking responsibility for setting the values and beliefs of the organization and the leadership behaviours needed to deliver the vision
Has the ability to communicate to a wide range of stakeholders what the roles and responsibilities to deliver quality outcomes are for the individual and team

7. How we can build and protect a leadership Culture that creates Impact
Workforce
Parents & Carers
Children
Community
Where the Leader Influences
Where the Leader builds Confidence
Where the Leader Delivers Impact
Where the Leader builds Engagement

8. The Multiple Intelligences that enable the CEO to be effective
OPERATIONAL INTELLIGENCE
EMOTIONAL INTELLIGENCE
If there are qualities of System leadership there must also be intelligences that underpin them
IMPACT-knowing what to do and when to do it-Highly intelligence impact leaders recognise the impact that they have to have on others to change practice and refocus direction
EMOTIONAL-knowing how to take people with you-understanding the feelings and emotions of those experiencing the change
HAVE TO BE ABLE TO DO BOTH
How my leadership impacts on change
How my leadership impacts on other people
TRANSACTIONAL LEADERSHIP

9. What makes a great Music Department?
Music is for everyone
Every child is a composer, performer, listener and a critic of what they feel and like
The staff in the department are musicians and teachers
Music explodes into the culture of the school and becomes the heart beat of the ethos
Performance opportunities exist for the drummer, the rock guitarist, the grade 8 oboe player and the bathroom mirror singer!

10. What does quality Classroom teaching look like?
Classroom is a secure place to learn where children are not afraid to take the risk of putting their hand up or answering a question
Lesson is well planned and links back to previous learning and forward to future learning
Challenging and Aspirational-some of the lesson should be hard and may only see small gains towards a wider long term goal
Based around strong and secure teacher subject knowledge
Strong questioning technique from teacher enables greater depth to be explored
Testing of knowledge is a feature of the lesson but not a single test

11. What does quality Instrumental teaching look like?
Positive support and challenge for the progress the child is making so that the child is engaged and contributing to the ensemble if taking part in a group lesson
The teacher has a lesson shape and structure that makes the most of the learning time-warm up, technical skills, reflection on last lesson, where do we want to be at the end of today?
The technical skills required to perform the piece being studied are explained clearly and in language the child will remember when they practice
Good use of questioning to test understanding but also to give the child the opportunity to contribute suggestions to how phrases might be played

12. What happens when the quality is missing?
Accurate diagnosis of what they need to work on so that it is not just a question of this teacher is poor
Small and manageable targets supported by observation and paired teaching around these issues and only these
Bespoke CPD opportunities that include seeing other teachers working in different contexts
Monitoring and tracking to show the teacher that they are improving or needing to do further development

13. When does Collaboration work best?
When there is a clear set of agreed goals about the intended outcome of the collaboration-PURPOSE
When there is recognition that giving and receiving is expected of all partners-MUTUALITY
When there is an understanding that practice might need to change even if it is not a performance issue (yet)- CHANGE
When there is a clear timescale for the collaboration to deliver its objectives- PACE
That there is an opportunity cost in terms of finance, resources and time- PRIORITISATION