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AHDS 2015 Graeme Logan

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Page 1: AHDS 2015 Graeme Logan
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Document title Transforming lives through learning

AHDS Annual Conference 2015Graeme Logan

Education Scotland@GLoganEd

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Document title Transforming lives through learning

2. Anything that's invented between when you’re fifteen and thirty-five is new and exciting and revolutionary and you can probably get a career in it.

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Document title Transforming lives through learning

Who is your namesake? Scotland made me. I was born 47 years ago as Graeme Logan. I was adopted 4 months later by an Aberdeen couple – Ernest and Christine – who decided to rename me. Thanks to their love and kindness I enjoyed a secure and happy childhood shaped by Scotland’s very special institutions.

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Document title Transforming lives through learning

Who is your namesake? Scotland made me. I was born 47 years ago as Graeme Logan. I was adopted 4 months later by an Aberdeen couple – Ernest and Christine – who decided to rename me. Thanks to their love and kindness I enjoyed a secure and happy childhood shaped by Scotland’s very special institutions.

Rt Hon Michael Gove MP

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Document title Transforming lives through learning

Overview• Learning, teaching and the Scottish Attainment

Challenge• How Good is our School 4 • National Improvement Framework • Workshop discussions throughout

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Document title Transforming lives through learning

The ambition “The most advanced education systems now set ambitious goals for all students, with a clear focus on equity, and are clear about what students should be able to do.”

“Excellence and equity in student performance are less related to a country’s income or expenditure on education than to how those educational resources are allocated, and to the policies, practices and learning environments that determine the conditions in which students work.”

Equity, Excellence and Inclusiveness in Education Policy: Lessons from Around the World’ , Andreas Schleicher, OECD, 20149

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Document title Transforming lives through learning

Attainment

Time

Disadvantaged learnersOther learners

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Document title Transforming lives through learning

The priorities

Excellenceand

Equity

Raising attainment (universal)and

Closing the gap (selective intervention)

Generic/ universal improvement planning won’t close the gap (eg raise attainment in writing)

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Document title Transforming lives through learning

Raising attainment for all through….• Non-negotiable high expectations for all • Zero tolerance of underperformance • Relentless optimism • Poverty and performance should not be linked• Constantly talking about standards • Forensic focus on children’s progress: keep shining the spotlight

on this • Celebrating achievement, challenging underachievement• Help everyone find their unique genius

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Document title Transforming lives through learning

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Document title Transforming lives through learning

Evaluating equity as leaners move through CfE…

• Attainment • Choices• Opportunities

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Document title Transforming lives through learning

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Document title Transforming lives through learning

P1 vocabulary gap – top initial priority

• Up to 18 months difference in vocabulary of children from the most and least advantaged areas

• Curriculum model/ curriculum flexibility in early years• Working with partners such as Speech and Language services• If we can reduce the vocabulary gap the attainment gap won’t

continue to widen as children move through school• Assess it, plan the right curriculum, assess again

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Document title Transforming lives through learning

Curriculum design and rationale • Are we being bold and brave enough?• What do you see when you look at your

timetables?

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Document title Transforming lives through learning

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Document title Transforming lives through learning

Curriculum toolkit now includes: • Video workshop and professional learning activities (linked to

GTCS standards)• Short clips of 5 headteachers describing the main drivers for the

curriculum in their school• Examples of planning, tracking and monitoring • Short 2-3 minute video clips of key messages for the primary

sector 2015/16

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Document title Transforming lives through learning

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Document title Transforming lives through learning

POLAAR!

Primary One Literacy Assessment and Action Resource • Based on a staged intervention model of ‘observe-action-observe’.• Teachers identify and assess most at risk of developing later difficulties with

reading and writing.• Identifies the most effective intervention to use.

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Transforming lives through learningDocument title

Challenge limiting beliefs and casual assumptions which kill aspiration

‘We’ve tried that…’‘We already do that…’

‘I’d love to do that but…’‘It won’t work …’

‘It won’t work with our children…’‘It won’t work with these children…’

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Identifying the barriers to learning for disadvantaged pupils

Each school must ask:

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What are the barriers to learning for our

disadvantaged pupils?

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Document title Transforming lives through learning

Curriculum for Excellence Implementation Plan 15/16 and the Inspection Advice note

What range of data do you use to improve outcomes? What evidence is your curriculum model based on? Clear plan in place for raising attainment in literacy and numeracy: which strategies and approaches are you using? Know the gap at class and school level: what is the difference in the progress and achievement between the most and least socially disadvantaged children?

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Choosing school strategies

What strategies will produce these desired outcomes and help the school to achieve these success criteria?

“Individual need, classroom rigour”

Use evidence of what works

Train staff in depth on chosen strategies

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Transforming lives through learningDocument title

Support your Parents‘Analysis reveals that parents education, social status, race, or wealth are not as important to children’s IQ levels as how much they talked to

their children and interacted with them in other ways.

Parents who talk to their children the most tend to praise the children's accomplishments, respond to their questions, provide guidance rather

than commands, and use many different words in a variety of combinations. This type of interaction can… “accurately predict the

vocabulary growth, vocabulary use, and IQ scores of children.’

Hart and Risley, Meaningful Differences in the Everyday Experiences of Young American Children, 1995, Baltimore

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Transforming lives through learningDocument title

Know what impacts Metacognition

Effective Feedback and MarkingSkilled Questioning

Informed Task Design Collaborative Learning

Memorability Expectation (Growth Mindset)

Education Endowment Fund website

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Transforming lives through learningDocument title

Learning behaviours for infantsNoticingExplaining things Asking good questionsLearning something new Practising hard till you get it rightThinking carefullyListening carefullyTrying different ways of doing thingsBeing a learning friend who helps others learnMaking someone else happyBecoming better at sharingReading every day

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Document title Transforming lives through learning

The evidence

Seek out excellent practice in other schools www.pupilpremiumawards.co.uk

Use the Education Endowment Foundation toolkit http://educationendowmentfoundation.org.uk/toolkit/

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EEF Toolkit

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Sources of support • Education Endowment Fund teaching and learning toolkit• Closing the attainment gap in Scottish education – Joseph Rowntree Foundation • New Scottish Attainment Challenge website

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National Hub for the Scottish Attainment Challenge

.

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Document title Transforming lives through learning

Collaborative content and professional learning

.

Join the Scottish Attainment Challenge GLOW online community http://bit.ly/saccommunity

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Document title Transforming lives through learning

“The education community in Scotland needs to get better at creating and sharing knowledge in ways that focus on outcomes for children in poverty. Better evaluation will help practitioners distinguish between proven, promising and unproven approaches and decide how to make curriculum design and planning decisions that raise attainment for economically disadvantaged groups.”

Closing the attainment gap in Scottish Education,

Joseph Rowntree Foundation, May 2014

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Document title Transforming lives through learning

Which strategies are currently helping most to raise the attainment of disadvantaged students?

In schools? Across the Local Authority?

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12 areas of focus in successful schools

Excellent collection, analysis and use of data relating to individual learners and groupsUnerring focus on the quality of teaching Identification of the main barriers to learning for disadvantaged learners Frequent monitoring of the progress of every disadvantaged learner When a learner’s progress slows, interventions are put in place rapidly Every effort is made to engage parents and carers in the education and progress of their child

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Document title Transforming lives through learning

12 areas of focus in successful schools Evidence (especially the EEF Toolkit) is used to decide on which strategies are likely to be most effective in overcoming the barriers to learning Staff (teachers and support staff) are trained in depth on the chosen strategies 100 per cent buy-in from all staff to the importance of the agenda All staff convey positive and aspirational messages to disadvantaged learners Performance management is used to reinforce the importance of raising attainment of disadvantaged learnersEffectiveness of teaching assistants is evaluated and, if necessary, improved through training and improved deployment

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Document title Transforming lives through learning

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Document title Transforming lives through learning

Equality is the process, equity is the outcome

• You need to fill the gap before you close the gap

• Who is quietly underachieving in your school?

• Low attaining children often spend a lot of time with support staff – are you monitoring the impact of this?

• Training and professional learning for support staff: are they helping to create independent learners or ‘velcro’ children’ ?

• Avoid ‘intervention add-ons’ We need well planned pathways

• This is a social mobility agenda: what about highly able children living in poverty?

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What is the Scottish Attainment Challenge?

Programme of activities to bring a greater sense of urgency and priority for everyone involved in Scottish education to focus their efforts on narrowing the attainment gap between those children living in Scotland’s least and most deprived areas.

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Document title Transforming lives through learning

What is new?

Universal Support

Scottish Attainment Challenge 

Attainment Scotland

Fund

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Document title Transforming lives through learning

What is new about it?

National Hub

Attainment Advisors

Universal support for the Scottish Attainment Challenge 

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What is our capacity for continuous

improvement?

How Good is our School 4 Framework

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How are we doing?

How do we know?

Stop looking up and start looking out more!Collaboration within, between and beyond schools

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Document title Transforming lives through learning

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Document title Transforming lives through learning

How Good is our School 415 revised quality indicators include:•Teaching, learning and assessment •Personalised support•Raising attainment and achievement•Family learning and engagement •Curriculum: courses and programmes replaced with learner pathways

Translates and connects all current policy priorities into a clear set of indicators/ areas of actionThere are more ‘good bits’ of schools than there are ‘good’ schools!

Launch date: 23 September 2015

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Document title Transforming lives through learning

New QI on ‘Raising attainment and achievement

Attainment in literacy and numeracyAttainment over timeOverall quality of learners’ achievementEquity for all learners

Use the Challenge Questions for professional dialogue in your school

Implications for inspection, self-evaluation and improvement planning

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Document title Transforming lives through learning

The National Improvement Framework - vision

• Excellence through raising attainment: ensuring that every child achieves the highest standards in literacy and numeracy and the right range of skills,qualifications and achievements to allow them to succeed; and

• Achieving equity: ensuring every child has the same opportunity to succeed. The Scottish Attainment Challenge will help to focus our efforts and deliver this ambition.

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Document title Transforming lives through learning

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Document title Transforming lives through learning

National Improvement Framework  Our Priorities

• Improvement in attainment, specifically in reading, writing and numeracy

• Closing the attainment gap between the most and least disadvantaged children

• Improvement in children and young people’s health and wellbeing

• Improvement in sustained school leaver destinations for all young people

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Document title Transforming lives through learning

Standardised assessment and the new dashboard

• Strengthening support for moderation and professional judgement • Teachers continue to make professional judgement based on a range of

assessment evidence • More specific advice for teachers on achievement of a level • Benefits of new national development of a standardised assessment • Aim to streamline, clarify and reduce the burden of assessment • Dashboard will bring together all the data needed for improvement, learning

lessons from Insight in the senior phase

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Document title Transforming lives through learning

Achieving Curriculum for Excellence Levels

Curriculum Level Stage

Early The pre-school years and P1

First To the end of P4

Second To the end of P7

Third, Fourth S1 to S3

Senior phase S4 to S6

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Document title Transforming lives through learning

CfE data collection exercise

• The data collection requested that local authorities report the percentage of pupils in P1, P4, P7 and S3 who achieved their respective CfE level for 2014/15 in:

- reading - writing- numeracy

• Local authorities were also requested to collate this information for those children living in the 20% most deprived areas

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Document title Transforming lives through learning

Notes on data recording

• There was considerable variation in the recording of data. Contributing factors include:

- the interpretation of ‘achieving’ a level varied- a number local authorities recorded other measures

instead, such as working within the level- some provided data for only overall literacy or languages- some local authorities submitted data based on a sample

of schools or pupils

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What we will do now

• Greater clarity on achieving a level • Cut down the guidance on assessment and provide final

versions of the ‘significant aspects of progress’ • Improve moderation at local and national level (focused and

ongoing)• We all need to understand standards and be confident in

professional judgements • What can be done to improve confidence and quality of CfE

level judgements?

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 Thank you!@GLoganEd

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“Mankind owes to children the best it has to give. Their life is fragile. If they are to have a tomorrow their needs must be met today. Many things can wait but not the children”

Gabriela Mistral