kathy mulvey, head of teaching and learning development
TRANSCRIPT
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Kathy Mulvey, Head of Teaching and Kathy Mulvey, Head of Teaching and
Learning Development, South Essex Learning Development, South Essex
CollegeCollege
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Introduction and contextIntroduction and context
• January 2010 merger of two FE Colleges
• Success rates falling and trends were negative
• Standard of teaching and
• Recognition of need to build new College culture
• Review of training and development implemented
• Impact of training and • Standard of teaching and
expectations not priority in either College
• KPI indicators used reactively
• Inconsistent quality of teaching and learning
• Impact of training and development on teaching and learning undertaken
• Review of T & L strategtyand links to College vision
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Identifying the barriersIdentifying the barriers
• ‘Silo’ management of support and academic strategies
• No real central focus on learning and teaching
• College vision not communicated or used to set targets
• Little communication between departments
Self assessment outcomes based on efficiency of own • Self assessment outcomes based on efficiency of own area rather than stakeholder
• Changing priorities and focus
• Lack of meaningful appraisal
• Lack of performance management
• Reactive rather than proactive approach
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ConsequencesConsequences
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RealityReality
If you do not know where you are going, every road will lead nowhere.road will lead nowhere.
(Henry Kissinger)
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The ChallengeThe Challenge
• To bring a workforce together with a shared
vision of learner success
• To move a process and system driven culture
to a learner focused organisationto a learner focused organisation
• To create a consistent message of expectation
• To impact positively on learner outcomes
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Changing the CultureChanging the Culture
• Research conducted on culture change
• Recognition of College limitations and strengths
• Review of new Ofsted focus on learning
• Analysis of working relationships• Analysis of working relationships
• Analysis of impact of quality processes
• Review of performance management impact
• Agreed consistent expectations to be
implemented
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The staff development journeyThe staff development journey
Phase 1: Create a team of Advanced Practitioners
Phase 2: Change the focus of staff development support to learning and teaching
Phase 3: Target all College development days on learning and teaching (support and Academic)and teaching (support and Academic)
Phase 4: Review quality and impact of appraisals and provide training and action plans for each manager
Phase 5: Plan and deliver ‘leading learning’ training for all academic managers and HR, ILT
Phase 6: Create a competency framework for teachers and for academic managers
Phase 7: link observation outcomes to targeted development and Advanced Practitioner support
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Common Language for Learning and TeachingCommon Language for Learning and Teaching
• Staff Development day focused on learning and teaching for support and academic staff
• Launch of learning framework which included expectations for support staff to engage with learning and their role in successlearning and their role in success
• Teachers engaged in discussion – ‘what is learning?’, ‘what does a learning environment look like?’
• Launch of learning cycle and discussion sessions in rainbow groups
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The Learning CycleThe Learning Cycle
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Management of Learning & TeachingManagement of Learning & Teaching
Expectation for managers to lead learning identified development action:
–Some managers had not taught for a number of years and could not articulate learning
–Lack of performance management had fostered a –Lack of performance management had fostered a ‘no consequence’ culture; many teachers content with grade 3 outcomes for learning
–Focus was on teaching rather than on learning
–Appraisals ‘tick box’ activity rather than linking to CPD or to performance management
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Leadership Leadership and Student Outcomes (Robinson, V. 2008 meta and Student Outcomes (Robinson, V. 2008 meta
analysis of 27 studies)analysis of 27 studies)
Dimensions Effect Size
1. Promoting & participating in teacher learning & development 0.84
2. Establishing goals and expectations 0.42
3. Planning, coordinating & evaluating teaching & curriculum 0.42
4. Resourcing strategically 0.314. Resourcing strategically 0.31
5. Ensuring an orderly and supportive environment (staff and
students)
0.27
Effect sizes based on Hattie’s guidance; 0.2 to be small and 0.6 to be large.
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Keys to ImprovementKeys to Improvement
• Senior Leadership leading focus on learning
• Reviewing performance management processes and outcomes and changing where necessary
• Setting clear expectations for learning and teaching and linking to performance targetsteaching and linking to performance targets
• Analysing development needs from top down and implementing consistent approaches
• Sticking to the message
• Self assessment at all levels focused on learning and teaching
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Where are we now?Where are we now?
• All managers trained in observations and feedback for development
• Managers trained to link appraisals to learning and teaching targets
• All managers trained to use the management competency framework linked to leading learning
• In-house leadership and management programme to ensure consistency consistency
• Development sessions held to support managers in SAR
• Supported experiments in learning and teaching linking support and academic staff
• Staff Development activities linked to College, team and individual improvement
• Themes followed throughout all development and training activities
• Advanced Practitioners work with managers to support teachers on six week programme (Learning graded at 3 or 4)
• Academic managers work with Staff Development to create skills analysis and CPD with impact
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And finally….And finally….
It’s Important To Be Optimistic