1. 16/11/20131www.nga.org.uk The Great Education Debate Ian Bauckham ASCL

2. Three phases The purposes of education The leadership of learning Systems and structures

3. How do you define an educated person?

4. Purposes of education Build mastery of subjects, skills and concepts To prepare young people to be effective in the workplace To inspire young people to learn to learn – lifelong learners To develop resilience and creativity through learning from failure To develop informed and active citizens who can contribute to society To enable young people to grow up as happy and balanced individuals

5. Individual Less functional More functional Collective Fulfil potential Happy individual High achievement Mastery of workplace skills Better life chances Improving society Active citizenship Contributing to society

6. Does your school’s approach or philosophy tend to favour a particular purpose? Do you think the government is emphasising the right purposes for education in its policies?

7. Ofsted on Outstanding leadership of learning “Leaders focus relentlessly on improving teaching and learning and provide focussed professional development for all staff. This is underpinned by searching performance management. As a result, teaching is outstanding. The school’s curriculum provides and sustains a thirst for knowledge and a love of learning. It provides opportunities for academic, technical and sporting excellence.”

8. What makes an excellent teacher? What makes an excellent headteacher (as a leader of learning)? How can we best motivate and enable teachers (and heads) to sustain high performance?

9. Why does the government believe that large scale academisation is the best way to improve education in our country? Do you agree with the approach?

10. Two ‘mindsets’ (to provoke discussion!) Maintained school ‘mindset’ Governed by education law Focus on observance of regulation ‘Top down’ energy flow Encourages compliance Process rather than outcome Academy ‘mindset’ Governed by contract – can be terminated Focus on building up ethos and identity ‘Bottom up’ energy flow Encourages entrepreneurialism Outcome rather than process