09 July 2013

My Blog Manifesto

Filed in Leadership Issues, System Change

This post is merely a way to highlight the posts on my blog that, collectively, might represent a manifesto for change: 1. Reforming our Qualifications and Assessment Framework to provide a unifying, inclusive umbrella for the achievements of all learners: Towards a Proper English Bacc This…

My Blog Manifesto

This post is merely a way to highlight the posts on my blog that, collectively, might represent a manifesto for change:
1. Reforming our Qualifications and Assessment Framework to provide a unifying, inclusive umbrella for the achievements of all learners: Towards a Proper English Bacc

The Headteachers' Roundtable Bacc Framework

The Headteachers’ Roundtable Bacc Framework


This is connected to developing more intelligent and sophisticated assessment processes:
See Data Delusion, Data Delusion Solutions
With apologies to Richard Dawkins...

With apologies to Richard Dawkins…


I have also collected posts and added some specific recommendations on reforming examinations: Exam Reform: Another Blog Manifesto
2. Reforming our Accountability system so that schools and teachers are known, not measured by narrow data sets and inadequate drop-in inspections: Accountability We Can Trust
A bold claim....

A bold claim….


This links to developing intelligent longitudinal methods of evaluating the quality of teaching and learning:
Departmental Review: work in progress.

Departmental Review: work in progress.


3. Raising standards by directing policy and resources at the aspects of schooling that make the greatest difference rather than obsessing about the curriculum and deriding progressive teaching methods:  Improving pedagogical practice and Early Years Literacy. Raising the Bar
Raising the Bar: Ambition and Technique

Raising the Bar: Ambition and Technique


This is linked to promoting higher aspirations across our schools. The Anatomy of High Expectations
What do High Expectations for able learners look like?

What do High Expectations for able learners look like?


4. Raising the level of trust and trust-worthiness in the system:  Building a Trust Culture, It’s not all hugs tackles this from one angle, and ‘From Plantation Thinking to Rainforest Thinking’ tackles it from another.
The lush rainforest; diverse, unpredictable, evolving, daunting, exciting.

The lush rainforest; diverse, unpredictable, evolving, daunting, exciting.


5. Moving away from dichotomised discourse as described in  A New Currency of Educational Discourse
Time for a new currency.....

Time for a new currency…..


And looking more closely at effective pedagogy and leadership:
a) Teaching Great Lessons: as highlighted at a recent presentation at the Wellington Education Festival
b) Creating the Conditions for Great Teachers to Thrive.
c) Leading with vision and purpose: Getting the Scale Right; Attitudes before Systems  and Can you feel the force? A leadership model
Magnets 2

Strong leadership with strong automous individuals..


d) Embracing the best of contemporary thinking on teaching and learning:  Leading 21st C Learning
Dylan Wiliam and John Hattie both emphasise teacher development as the key

Dylan Wiliam and John Hattie both emphasise teacher development as the key


and embracing a research-engaged philosophy for CPD: Educational Lab-Rats and Research as CPD: CPD as Research 

3 Comments
  • behrfacts
    Posted at 07:12h, 10 July

    The General Election is only 2 years away and I don’t think we have an Education Party in the UK, though someone in the US has suggested one (with a bit of tongue-in-cheek, but humour often hides elements of the truth … ): http://www.principalspage.com/theblog/archives/the-education-party . Tell me if you want any help with campaign planning. 🙂

  • How might social media help teachers improve education? | Pragmatic Education
    Posted at 12:28h, 13 July

    […] My Manifesto – Tom Sherrington […]

  • Which cognitive traps do we fall into? | Pragmatic Education
    Posted at 09:12h, 19 October

    […] In this blog, I am beginning to build up a manifesto of ideas on what I think is most problematic in education (graded observations, national levels, inconsistent inspections, flashy gimmicks, snake oil, ineffective CPD) and what some of the solutions might be: a rigorous curriculum, mastery assessment, explicit instruction and practical CPD, based on cognitive science. Other education blogs, far ahead of me, have built up coherent manifestos of their own: for instance, Old Andrew and headteacher Tom Sherrington. […]