- CSLL Seminar Series: Modelling Learning Dynamics – Shaofu Huang
- CSLL Seminar:John Scott – Transforming Tertiary Education in Bahrain
- SCLL Seminar Series: Modelling Learning Dynamics in an Authentic Pedagogic Setting
- SCLL Seminar Series: Practical Wisdom and the good RE Teacher
- SCLL Seminar Series: Parent Yarns—Learning Together: parent engagement in Australian schools
- SCLL Seminar series: Grounding Systems Modelling for Intervention
- SCLL Seminar series: Towards a Systems Model of Coaching for Learning
- It’s ‘complex’ – Workplace Bullying as a Wicked Problem
- Damian Stoupe: Systems Thinking and Workplace Bullying
- [Seminar] Systems Thinking and Workplace Bullying, Damian Stoupe
- Chris Goldspink: Emergence and Social Dynamics
- Complexity: The Next Frontier in Leadership Research
- Pathways To Impact Seminar, Tim Coburn and Tim Small
- Teaching for Effective Learning Seminar, Dr Chris Goldspink
- Emergence and Social Dynamics Seminar, Dr Chris Goldspink
- The importance of being process by David Blockley
- Web-based Reading Group
- “Learning for Employability and Performance” A Research and Development Day
- ViTaL Knowledge Exchange
- “Rethinking Corporate Leadership as Corporate Authorship”
- Towards a complex systems approach to educational transformation
- Systems Learning and Leadership Seminar Series 2010/11
- Dr Kai Ren and Dr Norlizza Kushari
- Centre for Systems Learning and Leadership is launched
- Centre for Systems Learning and Leadership strategy mtg 8/10/12 at UoB 1600 7 months ago
- goo.gl/hvwp2 pedagogy of hope 7 months ago
- bit.ly/LaN0DA EnquiryBlogger phase two is launched 10 months ago
- lets get cooking....authentic pedagogy and learning power bit.ly/LaMuWn 10 months ago
- #StormSLA the old chestnut about how we measure and the nature of truth 11 months ago
Category Archives: educational transformation
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.
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 email@example.com
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.