Virtual staff College

Providing challenge and support to schools: The emerging role of education officers: 

Providing challenge and support to schools: The emerging role of education officers Tony Townsend ICSEI, Sydney 6 January, 2003

New Imperatives: 

New Imperatives Increasing prescription Decentralisation Competition Privatisation

What Helps Students Learn?: 

What Helps Students Learn? Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994, Educational Leadership, pp 74-79) Analysed 179 chapters, conducted 91 research sysntheses, interviewed 61 educational researchers, considered 11,000 findings. Identified 28 areas grouped into 6 categories

Slide4: 

What Helps Students Learn? Student Aptitude 54.7 Classroom Instruction/Climate 53.3 Context 51.4 Program Design 47.3 School Organisation 45.1 State/District Characteristics 35.0

Slide5: 

What Helps Students Learn? 1. Classroom Management 2. Metacognitive processes 3. Cognitive processes 4. Home Environment/Parental Support 5. Student/Teacher social interactions 6. Social/behavioural attributes 7. Motivational/Affective attributes 8. Peer Group 9. Quantity of Instruction 10. School Culture 11. Classroom Climate 12. Classroom Instruction 13. Curriculum Design 14. Academic Interactions 15. Classroom Assessment 16. Community Influences 17. Psychomotor skills 18. Teacher/Administrator Decision Making 20. Parent Involvement Policy 21. Classroom Implementation and Support 22. Student demographics 23. Out of Class Time 24. Program Demographics 25. School Demographics 26. State Level Policies 27. School Policies 28. District Demographics

What helps students learn?: 

What helps students learn? 1. Classroom Management 2. Metacognitive processes 3. Cognitive Processes 4. Home environment/parental support 5. Student/Teacher social interactions 26. State Level Policies 27. School Policies 28. District Demographics Wang, Haertel & Walberg, 1993

General Issues: 

General Issues New and challenging times for individual schools create new issues at LEA level The role of LEAs is not to control schools, but to challenge all schools to improve and support those which need help to raise standards (DfEE, 1997) Changing roles for Education Officers as accountability moves more towards the school level

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Virtual Staff College The mission of the VSC is to promote the professional development and competence of all staff working in education management in local authorities and to increase the capacity of LEAs to respond to change.

Slide9: 

Virtual Staff College Development of a competence framework and national standards for education managers policy and planning improving standards service provision management and administration

Virtual Staff College: 

Virtual Staff College University of Exeter University of Surrey, Roehampton University of Glamorgan University of Manchester

University of Exeter: 

University of Exeter Education officers as reflective practitioners Capacity to play a significant role in school improvement Establish the qualities needed by education officers. The need for practical wisdom Balance between academic study and real-life work situations

University of Glamorgan: 

University of Glamorgan Improving LEA capacity in Wales Considerable variation in organisational structures Partnership between the university, the Virtual Staff College and LEAs Analysis of Management culture Professional development needs of LEA staff identified

University of Manchester: 

University of Manchester Chief Education Officer Mentoring Scheme Retirement and turnover rates for CEOs have increased significantly Difficulties of mentoring the most senior person in the organisation. CHEOMS provides brokerage to bring together CEOs and mentors from other organisations

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University of Manchester Development of a mentoring framework The use of a self-assessment instrument Findings: The scheme was seen to be valuable Matching of mentor and mentee was important A non-judgemental approach was important CEO needs we individual as well as generic

University of Surrey, Roehampton: 

University of Surrey, Roehampton Develop training programs in conjunction with the education authority. Support reflective practice through the engagement in small scale research into their own practice with a view of developing it. Development of generic models of training focusing on developing skill capacity, particularly in a team approach.

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Issues Framework of capabilities Capacity building Partnerships Resources for professional development Articulation Workloads and responsibilities Succession planning Reflective practice Mentoring

From Effective Schools to Effective Teachers: 

From Effective Schools to Effective Teachers Modern teachers need to be developed as capable which is seen as moving ‘beyond’ initial competencies. The Capable Teacher is what we should be seeking to develop, encourage and honour as the hallmark of our profession. Cairns, 1998: 1

LEA Capability: 

LEA Capability Capability is… having justified confidence in your ability to: take appropriate and effective action communicate effectively collaborate with others learn from experiences in changing and unfamiliar circumstances. Stephenson, 1993

Capability Learning Model: 

Capability Learning Model Three intertwined elements: Ability (describes both competence and capacity) Values (the ideals that govern the use of ability) Self-efficacy (the way people judge their capability to carry out actions effectively)

System Issues for Capability Learning Model: 

System Issues for Capability Learning Model Ability (improved by structured professional development) Values (improved by establishing a common code of values - professionalism) Self-efficacy (improved by providing teachers with professional support)