Working from the inside out

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• Working from the inside out
• System reform
• focused on
• teaching and learning

Sue Hackman Lincolnshire February 2006
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(No Transcript)
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Truths universally acknowledged

• If you change one part of the system, you
  have to anticipate knock-on effects in
  the other parts

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Truths universally acknowledged

• Just because you change a key element in the
  system, it doesnt mean the rest will follow.

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Truths universally acknowledged

• Must do
• dominates
• Intended to

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Truths universally acknowledged

• Systems are always in a state of flux and
  evolution.
• Change is completely normal.

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The benefits of the managed system

• Has values
• Works within the parameters of policy, economy
  and priorities
• Has a strategy but is responsive to variables
• Benefits from economies of scale, consistency
  and overview
• Chooses how to distribute power
• Uses levers and incentives to manage change
• Tends to centralisation unless otherwise
  instructed

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The dangers of centralisation

• Tendency to one size fits all policies

• Can sap local initiative and dampen development

• The risk of creating of a dependency culture

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The dangers of decentralisation

• The law of the jungle

• Weak comparability and accountability

• Myopic development

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Moving towards a managed and decentralised system
School autonomy and responsibility
A reduced core of expectations and increased
flexibility
Firmer regional and local partnerships
Data, incentives, freedoms, mediation, lighter
touch inspection and self-set targets
Diversity, risk and challenge
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Designing a system working from the inside out
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Step 1 Define the outcome

• Define the outcome you are trying to achieve.
• Your targets are not, in themselves, outcomes.
• The outcome is the change you want to achieve for
  learners.

Outcome
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Step 2 Identify the interaction that achieves
the outcome

• The outcome is achieved through a real-life
  interaction between a group of providers and a
  group of children, parents and learners.
• Define the interaction that will deliver your
  outcome.

Outcome
Providers
Learners
interaction
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Step 3 Identify how people need to behave for
the interaction to happen

• Identify the behaviours which have to occur for
  the interaction to happen effectively.

Outcome
Learners
Providers
Behaviours
Behaviours
interaction
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Step 4 Specify what capacities people need

• Identify the capacities which will be needed to
  enable behaviour and interaction to change.
• Time
• Information
• Support
• Accommodation
• Equipment
• Opportunities

Outcome
Learners
Providers
Behaviours
Behaviours
interaction
Capacities
Capacities
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Step 5 Identify levers to promote support and
motivate the change
Outcome
Providers
Learners
Levers
Levers
Behaviours
Behaviours
interaction
Capacities
Capacities

• Examples
• Communicating a vision
• Financial incentives
• Legislation
• Making available guidance and support
• Performance management regimes
• Comparative data
• Competition

Compare ideal levers against current levers.
Resolve gaps, inefficiencies and options for the
best set of levers to use across the board.
Model and trial.
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Step 6 Define the role of those who will mediate
and support the change
Outcome
Learners
Levers
Providers
Levers
Intermediary agencies
Intermediary agencies
Behaviours
Behaviours
interaction
Capacities
Capacities
What, if any, is the most effective way to
mediate change? Who is well- placed and is the
most effective agency?
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Designing from the inside out
Outcome
Providers
Learners
Levers
Levers
Intermediary agencies
Intermediary agencies
Behaviours
Behaviours
interaction
Capacities
Capacities

• This diagram is good for
• Early policy development
• Reviewing poor performance
• Simplifying a cumbersome or outdated system

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What have we learnt about school improvement?

• Secure and systemise
• what works.

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Secure and systematise what works

• In the scheme of work

In the monitoring routines
In the evaluation cycle
On the senior management teams radar
In staff reviews
In inspection schedules
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What have we learnt about school improvement?

• Have an improvement strategy.
• Select what you need.
• Decline other offers.

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What have we learnt about school improvement?

• Do something with the data.

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What have we learnt about school improvement?

• It works best
• if it is implemented
• top to toe.

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What have we learnt about school improvement?

• Its more likely to work if you
• layer and share
• the work.

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What have we learnt about school improvement?
Maximise your assets
Time Expertise Money Enthusiasms
Curriculum Collaboration
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What have we learnt about school improvement?

• Build on your own best

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Building on your own best

• Coaching / mentoring pupils
• Managing a disruptive group of pupils
• Explaining difficult concepts
• Managing groupwork / guided work
• Selective marketing
• Sharp lesson plans
• Well-deployed teaching assistants
• Running an effective department meeting

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Summary

• Secure and systemise what works.
• Have an improvement strategy, select what you
  need and decline other offers.
• Do something with data.
• It works best if it implemented top to toe.
• Its more likely to work if you lay and share the
  work.
• Build on your own best.

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Facing the future
What is the future for which we are preparing
our current cohorts?
What should we be doing to prepare them for it?
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Advances in technology

• Information technology
• Genetic technology
• Materials science

• Power generation
• Transport
• Medicine
• Agriculture

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• Cost of a megabyte of semiconductor memory in 1980

555,000
And in 2005?
4
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• By 2020 one desktop computer will be as powerful
  as all of the computers currently in Silicon
  Valley
• OECD 21st Century Technologies 1998

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Semi-conductor based sensorsintegrated with
DNA, will begin to open up new frontiers for
direct human-machine interconnection OECD 21st
Century Technologies 1998
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Instantaneous real-time translation may also be
quite close to fully functional by 2025 OECD
21st Century Technologies 1998
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Disorders treated by a single gene such as
Huntingdons, cystic fibrosis and certain types
of Alzheimers, arthritis and cancer would by
2025 be treatable and even reversible OECD 21st
Century Technologies 1998
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Dependent population
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Your pupils have an average life expectancy of
.?
Girls
83
Boys
79
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1985 x 42
2005 x 400
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• Cheap mass production

A global economy
Global competition
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• If people will be able to select experiences
  that fit them exactly, buy clothes that fit their
  exact measurements and shop in ways that suit
  them at the time, it cant be long before they
  expect life in general to fit them exactly. It
  must fit me exactly will become the mindset of
  the new century.
• Moynagh and Worlsey, Tomorrows workplace, 2000

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Tomorrows workplace

• Increasingly a service and information economy

People skills will be essential
Many people will have virtual workplaces
They are more likely to be self-employed or on
short term contracts
Careers will be subject to change, people will
have more than one career, and retire over time
Employers will value resilience, versatility and
flexibility
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To prepare pupils for this future, we must put
more emphasis on
Applying what is learnt Communication and
teamwork skills Working to specification Solution
s thinking and creativity Self-management and
self-responsibility The ability to work
intensively and responsively High levels of
competence in the underpinning skills ICT,
literacy, numeracy. and more Knowing where work
ends and how to enjoy yourself!
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Food for thought
How to work a co-operative but more autonomous
school system. How to plan more sharply to
deliver the outcomes we want for pupils. How to
draw more effectively on ones own resources for
school improvement. How to equip pupils for the
future in todays curriculum.