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NEL - Presentation

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The Confident Teacher - Alex Quigley

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[This blog first appeared on the Huntington Research School website. Take a look HERE and sign up for our monthly newsletter HERE, so that you get access to the brilliant blogs ...

Year after the year, the same pressures attend exam revision. Each year teachers try the old favourites, alongside a few new revision strategies to keep our students interested. Happily, we now ...

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This blog first appeared on the Huntington Research School website. Take a look HERE and sign up for our monthly newsletter HERE, so that you get access to the brilliant blogs ... Year after the year, the same pressures attend exam revision.

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Head Guru Teacher - Tom Sherrington

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John Tomsett

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I have been a teacher for 30 years, a Headteacher for 15 years and, at the age of 53, this much I know about solving the teacher recruitment and retention crisis.
For a long time now I have been articulating this very simple argument:

We can take it as a given that we all want pupils to make good progress in their learning.

It is generally accepted that the quality of teaching is the most influential factor in determining the rate at which pupils make progress in their learning - broadly speaking, the better the teaching, the more progress pupils make over time.

The new curriculum at primary and the new specifications at GCSE & A level are significantly more academically challenging than their predecessors.

It follows, logically, then, that the best thing for our pupils is to be taught by well qualified, highly motivated, hard-working, happy, healthy, well trained, expert teachers.

School leaders need to create a culture where the staff are looked after first, because that will give us the best chance to recruit and retain well qualified, highly motivated, hard-working, happy, healthy, well trained, expert teachers, which is the best thing for our pupils.

If I am wrong, please someone correct me.

To attract well qualified, highly motivated, hard-working, happy, healthy, well trained, expert teachers to join the profession, we have to create working conditions which are something like those articulated below by the American educator Roland S. Barth, a copy of which I was given by a colleague at Hove Park, Wayne Jones; I have had it posted on my office wall for the last 25 years:

A Personal Vision of an Idealised School Culture

Roland S Barth

'I would welcome the chance to work in a school characterised by a high level of collegiality, a place teeming with frequent, helpful personal and professional interactions. I would become excited about life in a school where a climate of risk taking is deliberately fostered and where a safety net protects those who may risk and stumble. I would like to go each day to a school to be with other adults who genuinely wanted to be there, who really chose to be there because of the importance of their work to others and to themselves. I would not want to leave a school characterised by a profound respect for, and encouragement of, diversity, where important differences among children and adults were celebrated rather than seen as problems to remedy. For 190 days each year, I would like to attend an institution that accorded a special place to philosophers who constantly examine and question and frequently replace embedded practices by asking 'why' questions. And I could even reside for a while in a laundry dryer if accompanied by a great deal of humour that helps bond the community by assisting everyone through tough moments. I'd like to work in a school that constantly takes note of the stress and anxiety level on the one hand and standards on the other, all the while searching for the optimal relationship of low anxiety and high standards.'

At a time when there is a very real shortage of well qualified, highly motivated, hard-working, happy, healthy, well trained, expert teachers, school leaders would do well to review their organisations' policies and ask themselves whether their policies are conducive to recruiting and retaining well qualified, highly motivated, hard-working, happy, healthy, well trained, expert teachers; if they are not, then they might change the policies until they are conducive to recruiting and retaining well qualified, highly motivated, hard-working, happy, healthy, well trained, expert teachers.

Below are the first and last slides of a talk I am giving at the moment; at least some of the answers to the teacher recruitment and retention crisis are in school leaders' hands.

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I have been a teacher for 30 years, a Headteacher for 15 years and, at the age of 53, this much I know about solving the teacher recruitment and retention crisis. For a long time now I have been articulating this very simple argument: We can take it as a given that we all want pupils to make good progress in their learning.

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'Dylan Wiliam is wrong to imply that teachers should shut the door to evidence'

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'Dylan Wiliam is wrong to imply that teachers should shut the door to evidence'

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TES Opinion

13th April 2015 at 01:00

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Kevan Collins, chief executive of the Education Endowment Foundation, writes:
Dylan Wiliam raised some important points in his article on research-led teaching (). Of course, he's right that proponents of evidence in education should be careful not to overclaim: there is no perfect lesson plan or starter that engages every student.

But he's dead wrong to imply that the solution is to return to a time when teachers shut the door to evidence. For too long, too many teachers have been as guilty as politicians of acting on what they believe to work, rather than what has been shown to work. Instead, we need a middle way where teaching is informed by the best evidence so that their practice is improved, and collectively the teaching profession does more to improve results especially for poorer pupils.

That's not to say our research knowledge is complete: a big problem is that not enough education research to date has used data. There's been far too much qualitative research based on intangible outcomes. That's something the EEF is trying to remedy by using randomised trials comparing pupils in similar situations.

So, for example, Professor Wiliam rightly identifies that our current understanding of the impact of setting and streaming is incomplete. We're funding a project onbest practice in grouping, led by Professor Becky Francis from Kings College London, precisely for that reason. We hope it will show where setting works for all pupils, not just the most-able.

That will also inform our Toolkit, which tries to summarise a live evidence base, and as new findings are published on this and other issues, the Toolkit will change. Recently, we saw evidence ofhow teaching assistants could be deployed most effectively and we updated the Toolkit accordingly.

We also know that harnessing the power of feedback is challenging, and that's why we're pleased to be working with Professor Wiliam and 100 schools across England in another EEF trial to testways to embed formative assessment. The results of this study won't provide a formula that works in every classroom. But they should be relevant to many schools and the results could make it easier for the next generation of teachers to find their way.

Teaching can be a lonely profession, whether you are newly qualified or a senior leader. It is dangerous to assume that everyone can develop their own path; that's a route to isolation. That said, context matters, and teachers do need to try things out for themselves. But it is good sense to start by considering what has worked for some of those who have walked a similar path before. Research alone is not enough, but a teacher without it is missing a trick.

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'Dylan Wiliam is wrong to imply that teachers should shut the door to evidence'

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Kevan Collins, chief executive of the Education Endowment Foundation, writes: Dylan Wiliam raised some important points in his article on research-led teaching (). Of course, he's right that proponents of evidence in education should be careful not to overclaim: there is no perfect lesson plan or starter that engages every student.

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'If we're all "sick of experts" what hope is there...?' Alex Quigley at ResearchEd 2016

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'If we're all "sick of experts" what hope is there...?' Alex Quigley at ResearchEd 2016

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https://www.youtube.com/watch?v=F5jeZfcwJKs

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'If we're all "sick of experts" what hope is there...?' Alex Quigley at ResearchEd  2016

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Uploaded by Cambridge Assessment on 2016-09-11.