Date: 20th November 2013 at 1700hrs at the GSoE, Bristol.
Our next SLL Seminar will be led by Richard Clutterbuck who is the headteacher of the Bristol Free School, one of the first wave of free schools which opened in 2011.
The conclusion to the schools first OFSTED report stated that:
“The school’s groundbreaking development has been handled with exceptional skill and confidence by the trustees, governors and Headteacher. In a short time they have established a school with a strong reputation in the local community. The founding parents’ aim of stopping the wide dispersal of pupils around and beyond the city at the end of their primary years is being achieved, as a high percentage of Year 6 pupils from feeder primaries now put this school as a first choice”.
Richard, will give a potted history of the reasons for the Creation of Bristol Free School. He will also provide an overview of the both the challenges and the successes he and his team have faced in the last two years.
This promises to be a lively and stimulating discussion.
A date to put in your diary:
As part of the SCLL seminar series we will be joined by Richard Clutterbuck, Head of the Bristol Free School, joining us to deliver a seminar on his experiences, achievements and challenges in setting up the free school.
Where: GSoE Bristol
When 20th November 2013
Time 1700 – 1830
More details to follow.
The SCLL Centre will be finishing the year on a high note with its final seminar for the year:
Design, Educational Engineering and Development: Professional Learning and School Improvement
When: Monday 15th July 2013 @ 17:00-18:30
Where: Room 2.10 Graduate School of Education, Berkley Sq. Bristol. BS8 1JA
Oasis Academy John Williams identified student engagement in learning as a key target for system wide improvement. However student engagement is a complex problem to which there is no single, easy solution.
This seminar reports on an exciting experiment to engage a cohort of middle and senior teachers in their own accredited professional enquiries into student engagement through rapid prototyping: test fast – fail fast and early – learn and improve. The findings suggest meaningful, accredited professional learning aligned to local organisational leadership imperatives for change could be a powerful model of joint practice development. The school is harnessing the collective intelligence from their first prototype using the Evidence Hub for Systems Learning and Leadership (sysll.evidence-hub.net) and plan to continue next year in six month cycles.
Students, Teachers, the Principal and Executive Principal will present their experiences of the project, demonstrating what they have learned and how they are learning it, including their use of the Evidence Hub. There will be contributions from Dr Ruth Deakin Crick, Graduate School of Education and Professor Simon Buckingham Shum, Open University.
Contact damian.stoupe (usual @ sign) Bristol.ac.uk for more information and/or download the seminar flyer: Professional Learning and School Improvement
To register your interest in the event and book a place click here
Click below to see the seminar given by Shaofu on in April
Speaker: John Scott
Date: 16th May 2013
Where: Room 2.26, GSoE
John Scott will talk about the bold initiative led by the Crown Prince, Prince Salman and the Economic Development Board (EDB) to transform tertiary education in Bahrain. In the four years prior to the uprisings in 2010 Bahrain Polytechnic was mandated to provide education built on world-class models.
A concept of a universal curriculum built on problem-based learning was developed to provide students and employers with three transcripts from
• Academic Performance and skill,
• Profile as determined by the Effective Lifelong Learning Inventory [ELLI] and
• Graduate profile in terms of Employability Skills
The seminar will explore the educational rationale and the development work that led to the introduction of the Employability Skills Graduate Profile in Bahrain and will outline the model that was implemented.
John Scott was appointed the founding CEO of Bahrain Polytechnic from its inception in 2008 until his resignation in March 2012. He was responsible for the New Zealand led proposal, which won the contract in late 2006, and developed the educational pedagogy that underpinned the design of the polytechnic both educationally and physically. He began his career as a primary school teacher before moving into the secondary school system as a counsellor in 1976. In 1978 he became a tutor and counsellor in the Community College System in New Zealand before being appointed the founding Director/CEO of Wanganui Community Polytechnic in 1983 and then CEO of Christchurch Polytechnic (CPIT) in 1993, a position he held until “retiring” in 2006 and moving to his position in Bahrain. After 27 years leading tertiary educational institutions, he currently works as an educational consultant.
Transforming tertiary education in Bahrain – John Scott – 16 May 2013
When: 12th June 2013
Time: 17:00 – 18:15
Where: Rm 2.17, Graduate School of Education, University of Bristol
Who: Dr Janet Orchard and Dr Hugo Whatley
Practical wisdom and the good RE teacher: possibilities for change to ITT in RE in England
This study argues for a new approach to Secondary ITT/E in RE in England, drawing on evidence compiled from a combination of empirical and philosophical research methods. The study describes and analyses the double bind currently facing providers of ITT in RE. The status of RE is being down graded, while the established place of ITT in the university is being challenged by reforms to the sector as a whole. Overall, allocated places have been reduced radically and several courses have already closed.
We agree that radical change is needed but question the particular direction current proposals for change are taking. We argue that the account of the good teacher assumed in policy documents, which justify those changes, is unrealistically and unhelpfully ‘thin’. We find the notion of the good subject teacher which ITT in RE providers offer (constructed from their answers to questionnaires and semi-structured interviews and checked against the perceptions of a subject-specific focus group), to be much ‘thicker’ and more helpful. We note the additional demands these higher expectations place, not only on initial teacher training but ongoing subject specific professional development, and agree with the assessment of the RE Council for England and Wales in 2011 that longstanding shortages in high quality CPD in RE have affected standards in the subject.
However, even the richer account of the good RE teacher from providers seems relatively “thin” when held against conceptions of the good teacher being articulated in an emerging literature in teacher education and the philosophy of education. Rooted in the Aristotelian tradition, this model assumes that it is “practical wisdom” which distinguishes the very best teachers from others; we sketch the good RE teacher who combines high levels of technical competence, theoretical and academic rigor, as well as the capacity to make sound moral decisions to their regular classroom practice. We conclude by outlining the kind of ITT and CPD that practically wise RE teachers need, thus demonstrating why current policy changes and even established notions of best professional practice fall short of the genuinely ‘world class’ education system English young people need.
We are priveledged to have Tess McPeake from the Smith Family Foundation, Australia providimnhg a Christmas Sseminar for us:
Parent Yarns—Learning Together: parent engagement in Australian schools
When: 20th December 2012
Time: 16:30 – 18:00
Where: Rm 4.10, Graduate School of Education, University of Bristol
During 2012, Australia’s largest children’s’ charity—The Smith Family—organised a series of parent/school engagement activities in Northern Territory schools that aimed to skill parents to confidently communicate with each other and collaborate with school staff to resolve student issues. Known as Parent Yarns—Learning Together, these sessions were facilitated by ViTaL partners, Julianne Willis and Marilynn Willis, who introduced the concept of ‘effective lifelong learning’ in considering how parents can best support their children to succeed at school. This seminar will explain The Smith Family’s vision and approach to improving life outcomes for disadvantaged Australian children, with a particular focus on the challenges of working in Northern Territory schools where over 40 per cent of students are Indigenous. Program Coordinator, Tess McPeake, will explain why a ‘school at the centre’ approach has been implemented to increase the rate of attendance, retention and academic achievement among Indigenous students, particularly girls. Qualitative findings from evaluation surveys collected at 16 Parent Yarns and a Parents’ Voices in Education forum will be augmented by a short documentary featuring school principals, teachers and parents who participated in the workshops.
Booking is required for the seminar; please contact firstname.lastname@example.org
A study that has inspired us and laid a foundation on which we hope to build in our research programme is Bryk et al’s longitudinal study of school reform in Chicago. Check it out here…well worth a read.
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning?
The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.