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SENIOR LEADERSCONFERENCE 2013

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IntroductionOften the question is asked as to whatis distinctive about the English SchoolsFoundation. For me, there is no one, specificfeature but rather the cumulative effect of ourstrengths within and across our schools and thebroader organisation. Importantly, we are ableto draw from and build upon a commitment tocollective professional responsibility focused onquality and on performance. While there maybe strength in numbers, this only counts wherethose numbers represent highly skilled, trained,committed and professional practitioners.

Last years Senior Leaders Conference wasframed around the ESF Leadership CapabilityFramework; this year the conference has as its

reference point the ESF Teaching CapabilityFramework. It is the role of the senior leaderas the instructional leader which provides theimpetus for our shared learning and drives the2013 programme. That visible instructionalrole is crucial in setting the highest standards,challenging the limits, fostering that culture ofprofessional responsibility it is the exerciseof the capabilities deeply and broadly as wecontinue to improve individual and collectivepractice.

In my view we are fortunate in being in asituation where we are able to shape andinfluence our own destiny and thus the futureof the Foundation but we are also in the excitingposition of being able to reach well beyond ourown organisation and influence the professionmore broadly. There is no question thatthrough ESF Education we have the capacity tobe empowering professional practice throughcollaboration and innovation.

Pam RyanDirector of Education

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SIMON BREAKSPEARB Psych (Hons), B Teach, MSc. (Oxford), PhD (Candidate)

Simon is recognised internationally as a leadingthinker on educational futures, innovationand change leadership. As an educationalresearcher, consultant and acclaimed keynotespeaker, Simon works with school and systemleaders to challenge the status quo, inspirefresh thinking and leverage new solutions inorder to radically improve learning.

Simon is the co-author of Talent Magnets(2008) a highly practical and acclaimed whitepaper on attracting, retaining and developingquality teachers. He is also the founder andcurator of the Global Educational EmergingLeaders Summit, which seeks to incubate thenext-generation of educational change-agents.

Simon holds a first class honours degree inPsychology, a Bachelor of Teaching and a MSc. inComparative and International Education fromthe University of Oxford, which he completedas a Commonwealth Scholar. He is currently a

Gates Scholar at the University of Cambridge,UK. Simons research and work with cutting-edge conferences internationally has equippedhim with an understanding of both the trendsimpacting on education and the practices ofthe highest-performing schools and educationsystems globally. He has also worked with thePISA team at the OECD in Paris investigatinginternational comparisons of school systemperformance globally.

He has delivered presentations to over 45,000people globally and has worked with clientsacross all sectors of education early childhood,school, vocational and tertiary.

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YONG ZHAO

Dr. Yong Zhao is an internationally knownscholar, author and speaker. His works focus onthe implications of globalization and technologyon education. He has designed schools thatcultivate global competence, developedcomputer games for language learning, andfounded research and development institutionsto explore innovative education models. Hehas published over 100 articles and 20 books,including Catching Up or Leading the Way:American Education in the Age of Globalization

andWorld Class Learners: Educating Creativeand Entrepreneurial Students. He is a recipientof the Early Career Award from the AmericanEducational Research Association and wasnamed one of the 2012 10 most influentialpeople in educational technology by the Tech &Learn Magazine. He is an elected fellow of theInternational Academy for Education. His latestbook World Class Learners has won severalawards including the Society of Professors ofEducation Book Award (2013), Association ofEducation Publishers (AEP) Judges Award and

Distinguished Achievement Award in EducationLeadership (2013).

Zhao was born in Chinas Sichuan Province.He received his B.A. in English LanguageEducation from Sichuan Institute of ForeignLanguages in Chongqing, China in 1986. Afterteaching English in China for six years, he cameto Linfield College as a visiting scholar in 1992.He then began his graduate studies at theUniversity of Illinois at Urbana-Champaign in

1993. He received his M.A. in Education in 1994and Ph.D. in 1996. He joined the faculty at MSUin 1996 after working as the Language CenterCoordinator at Willamette University and alanguage specialist at Hamilton College.

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THURSDAY, 28TH NOVEMBER 2013DAY 1

8:15amCoffee available on arrival

8.30amWelcome and IntroductionBelinda Greer and Pam Ryan

TELLSession 19.00am 10.30am

Keynote Address - Simon BreakspearInnovation in teaching and learning - Global trends

10.30am 11.00am Caf networking

SHARESession 211.00am 12.30pm

Pecha Kucha model The Personal side of leadership - Personalstory of Innovations in teaching and learning. Sharing prototypesbased on leadership of innovation L1.1

1. A) Mina Dunstan- Cohesive school culture - one step at a timeB) Marc Morris- The Process Of Change - structural changes

at Sha Tin College

2. A) Jamie Schmitz - Design Thinking

B) Tim Carrell & Stu Lowe(Google Docs - the vision, strategies andmanagement behind driving a major shift in toolset, habits, andbehaviour in schools and across ESF)

12.30pm 1.30pm Lunch connections

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THURSDAY, 28TH NOVEMBER 2013CONTINUED...

DAY 1

Session 31.30pm - 3.00pm

Workshop A - 1.30pm 2.10pm

Workshop B - 2.20pm 3.00pm

Approaches to leading teaching and learning L1.1 and T2.1

The importance of leadership in ensuring quality for students is secondonly to quality teaching in terms of impact. Leaders at all levels of ESFplay a crucial role in achieving this (ESF, LCF)

The focus of Session 3 break out groups is to provide examples of howleadership influences student learning outcomes. We recognize that all

school reform aims to improve teaching and learning but there are manydifferent ways to do this.

WORKSHOP A

1. QBS - Building Teaching and Learning Leadership Capacity withMiddle Leaders (Sue Yee and Neil Ringrose)

Focus: How we moved from a Leadership Development Program with thefocus on our Year Leaders to a Teacher Learning Community with the focuson impact on learning in classrooms across the school, as well as links to PMand the Leadership and Teaching Capability Frameworks.

Outcomes: Participants will understand how we have created the time andspace for innovation and collaboration and the process we are using.

2. SJS - Visible Learning (Karen Hubbard and Andy Eastwood)

Focus: How we developed a common understanding of what a good learneris and analysis and evaluation practices and structures to cultivate effectivelearners.

Outcomes: Participants will understand our multi-faceted approach whichincludes: extensive use of student voice evidence, classroom observationsand feedback, sharedexamples of effective practice in different contextsand the performance management system to focus whole-school energyand support on desired outcomes3. Rapid Prototyping at KGV (Mark Poulsum)

Focus: How a rapid prototyping initiative has been used to further developa culture of sharing best practice and build teaching capacity to support ourchanging approach to Y7-9.

Outcomes: participants will understand how the approach is used, itseffectiveness to build teacher capacity and the effect it has on studentoutcomes.4. SEN across the Foundation (Alan Howells)

Focus: How advisers and key leaders in SEN have designed a strategy tolead development of SEN in all schools.

Outcomes: Participants will understand the approach that SEN teams inschools and advisers have used to connect and implement key strategiesto develop the provision of SEN in all schools.

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THURSDAY, 28TH NOVEMBER 2013CONTINUED...

DAY 1

Session 3 (Continued..)

1.30pm - 3.00pm

Workshop A - 1.30pm 2.10pm

Workshop B - 2.20pm 3.00pm

WORKSHOP B

1. DC - Professional Learning Communities (Lyn Coote and Donna Ellery)

Focus: At Discovery College, we have identified a college wide target to,Build a culture of professional learning that is rigorous, evidence-based,collaborative and autonomousthrough a commitment to teacher inquiry.We will share how we are working as a team to raise teacher capacity inrelation to this aspiration.

Outcomes: Participants will have a deeper understanding of the essentialelements of effective professional learning and greater familiarity withand understanding of how to implement teacher inquiries as a model forprofessional learning.

2. Creating a coaching culture around concept-based learning(Bec Clements, Sam Rodgers, Sandra Hite and Jason Boon) - Ed team

Focus: How an instructional and coaching approach to concept-basedlearning can be implemented at a school-wide level to develop learningin the classroom.

Outcomes: Participants will understand ways to develop teachers understandingof concept-based learning, rubrics of what to look for in a concept-based lessonand coaching strategies for a post-observation discussion.

3. Outdoor learning at Abacus Kindergarten (Flora Winter)

Focus: Shifting from the traditional playground into the developmentof an outdoor learning environment: Same space, New focus.

Outcomes: Participants will understand the ways in which the outdoorlearning environment has impacted positively on childrens learning andthe journey the school community has travelled in achieving this.4. STC Innovative use of data for school improvement

(Neil Hodgson and Gareth Morgan)

Focus: At STC we have focused on two areas a Year 11 case study anda Hattie style intervention with Year 13 IB Physicists.

Outcomes: Participants will understand

(1) How a knowledge of student data and current performance comparedwith baseline level can lead to interventions which lead to schoolimprovement; and

(2) How the effect of an intervention on student learning can be measuredand evaluated for its effect on school improvement Hattie style.

3.00pm - 3.30pm Caf networking afternoon tea

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FRIDAY, 29TH NOVEMBER 2013DAY 2

6.30am - 8.30am Breakfast - available from this time

8.30am - 8.45amDebrief and Re-Launch David Fitzgerald and Matt Baron

(social media reflections and group reflections)

Session 58.45am - 10.30am

Keynote Address: Yong ZhaoWhat really defines high quality students in the 21st Century?

How well are our schools situated to deliver to these students? Explore innovative schools and school systems who have taken

up this challenge

10.30am 11.00am Caf networking

Session 611.00am 11.40am

Yong Zhao and Simon Breakspear exploring the topic:Technology - Why do we need a teacher?

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FRIDAY, 29TH NOVEMBER 2013DAY 2

Session 711.40am - 12.45pm

Empowering teachers through instructional leadership Harvard Business SchoolStyle Scenarios on approaches to instructional leadership L1.1

The Harvard Business School Case Method is a profound educational innovation that presentsthe greatest challenges confronting leading organisations. Students are presented with acase, and acting as the decision-makers, analyse the situation, probe underlying causes andissues, propose options and suggest actions.

1. West Island School by Jane Foxcroft (Whole Audience - 20 mins)

WIS has developed a collaborative structure to allow teachers in different faculties to sharepedagogy through lesson sharing focused on specific whole school goals.The structure has now been in place for the second year. How do we deepen the impact ofthe lesson sharing to impact significantly on student learning and achievement?

Breakout groups: 20 minutes

1) Glenealy School has used a variety of creative CPD models both within and outside of theschool to enable quality learning and engagement. Some of these have worked well butthere are still challenges.

How do we best balance teacher-chosen CPD that has relevance and interest to their ownpersonal growth versus CPD that ensures we are moving together as a collective towardsachieving whole school areas of focus. What time effective structures or strategies can weemploy to ensure CPD has direct impact on learning and teaching over time?(Brenda Cook, Dianne Best, David Buckley)

2) Clear Water Bay School conducted a pilot project last year using Lesson Study as a meansof focusing on quality teaching practice to improve student learning. Pairs of teachersundertook two rounds of lesson study targeted at identified school priorities in readingand mathematics.

How do we broaden and embed this successful trial project as part of a school culture ofreflective practice that delivers high quality teaching that impacts student learning?(Chris Hamilton and Ruth Johnson)

3) Should the ESF be the new Goldman Sachs of International Education?One of our goals is for the ESF to be recognized as a Centre of Excellence in InternationalEducation here in Asia, primarily through innovation in teaching and learning practice. Asa result, we would be able to attract top practitioners on the basis of there being currencyin having worked for the ESF (Institutional Currency), rather than competing with otherInternational Schools around salary and packages.

In this endeavour and modelled on the Goldman Sachs human capital management,how do we manage strategically the balance between fostering innovation and initiativeswhilst assuring the continuity and the quality of our core programmes?What mechanisms do we put in place to transact Intellectual Property (IP) both buyingit and selling it? (Jacques Perche)

4) Discovery College is developing a differentiated Performance Management system thatintegrates both developmental options and evaluative expectations for teachers, whilealso addressing school priorities and improving student outcomes. How do we strike thisbalance? How do we ensure all cultures, experience levels and learning styles of teachers arecatered for? How are other schools using the PM process to motivate teachers and developteacher capacity. How do we avoid the mindset that PMs are being done to teachers?(Vania Tiatto and Matt Baron)

5) Therapy Centre - Leading Emotional well-being across the Foundation

(Nicki Holmes and Tim Conroy-Stocker)The development of consistent provision to support wellbeing across the Foundationis in its infancy. How can we ensure that we:

Get buy-in from stakeholders across the Foundation? Support the embedding of a tiered approach to provision in all our schools? Ensure that colleagues feel supported enough in their own wellbeing

that they are confident and competent to support students.

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FRIDAY, 29TH NOVEMBER 2013DAY 2CONTINUED...

12.45pm - 1.45pm Lunch connections


School Action Planning What are we going to do withwhat we now know? (Each school allocated a Coach)


Panel Discussion facilitated by Pam Ryan(Simon Breakspear, Yong Zhao, Belinda Greer)

Topic: Reflections on the conference and ESF and challenges/opportunities going forward.

REFLECTION3.45pm - 4.00pm

Reflection, Review and Next StepsBelinda Greer

4.00pm Conference closes buses depart

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