1.
Dr
P
K
Hazlewood
Headteacher,
St
John’s
Marlborough
Visi=ng
Fellow
University
of
Bristol

2. DfE’s
new
idea........the
English
Baccalaureate!
“Our
future
is
on
the
line.
The
na=onal
that
out-­‐
educates
us
today
is
going
to
out-­‐compete
us
tomorrow”
(Obama
2010)
“We
can’t
go
on
like
this..........nothing
else
will
do:
we
need
big
change
in
the
way
we
do
educa=on
in
our
country”
(Cameron
2010)

3. ....
is
this
the
last
human
century?
(Rees,
Astronomer
Royal)
or
is
it
on
the
brink
of
the
next
evolu=onary
step?
or
are
we
on
the
=pping
point
of
ecosystem
disaster?
death
of
civilisa=on__________
techno-­‐humanity

4. Is
to
prepare
people
for
the
future
–
but
what
future?
“All...........should
become
successful
learners,
confident
and
crea=ve
individuals,
and
ac=ve,
well
informed
ci=zens”
-­‐
successful
learners
-­‐
develop
their
capacity
to
learn
-­‐
are
crea=ve,
innova=on
and
resourceful....enterprising
and
use
their
ini=a=ve
-­‐
are
able
to
plan
ac=vi=es
independently,
collaborate
and
work
in
teams
-­‐
develop
personal
values
and
a]ributes
such
as
resilience
and
empathy
(Australian
Na=onal
Curriculum)

5. “The
largest
effect
sizes
on
student
achievement
occur
when
teachers
become
learners
about
their
own
teaching,
and
when
students
become
their
own
teachers”
(Ha`e)
NB:
Building
Agency
in
the
Face
of
Uncertainty
–
Keri
Facer
(2011)

6. Challenge
1
genera9ons
and
lifecourse
Understanding
trends
in
demographics,
family
structure,
intergenera=onal
rela=onships
and
ageing.
Challenge
2
iden99es,
ci9zenship,
communi9es
Understanding
the
development
of
cultural
iden=ty,
ci=zenship
and
community
in
the
context
of
globalising/localising
forces.
Challenge
3
knowledge,
crea9vity
and
communica9on
Understanding
trends
in
the
crea=on,
circula=on
and
communica=on
of
knowledge.

7. Challenge
4
work
and
employment
Understanding
trends
in
work
and
employment.
Challenge
5
state/market/third
sector
Understanding
trends
in
rela=onships
between
state,
private
and
third
sector
provision
of
public
services.
(Futurelab
2008)

8. Crea=ng
highly
confident,
capable,
independent
learners
q Managing
(Complex)
Informa=on
q Managing
(Difficult)
Situa=ons
q Rela=ng
(Extremely
Well)
to
People
q Learning
how
to
learn
(for
life)
q Global
par=cipa=on
(making
a
difference)

9. ¥ Change
lessons
every
hour
25
=mes
a
week
¥ See
12+
teachers
¥ Lack
of
con=nuity
¥ Lack
of
coherence
¥ The
disintegrated,
disengaging
curriculum

10. ¥ Developing
the
joy
of
learning
for
its
own
sake
where
learning
has
a
value
in
its
own
right
¥ Empowering
students
to
explore
and
develop
a
range
of
learning
skills
which
best
suit
them
¥ Engaging
them
fully
in
their
own
educa=onal
experience
¥ How
to
work
effec=vely
in
a
variety
of
unfamiliar
situa=ons
and
environments
¥ To
think
purposefully,
demanding
more
of
themselves
and
others
in
pursuit
of
their
challenges

12. ¥ Frequent,
con=nuous,
precise
talk
about
teaching
prac=ce
¥ Frequent
observa=on
of
classroom
prac=ce
¥ Planning,
designing,
evalua=ng
together
¥ Teaching
each
other
the
prac=ce
of
teaching

13.
New
Triplisa,on
Paradigm
Tradi,onal
Site-­‐Bound
Paradigm
Individualised
Student
and
Learning
Reproduced
Students
and
Learning
¥ student
is
centre
of
educa=on
¥ student
is
follower
of
teacher
¥ individualised
programmes
¥ standard
programmes
¥ self-­‐learning
with
guidance
¥ absorbing
knowledge
from
teacher
¥ self-­‐actualising
process
¥ receiving
process
¥ focus
on
how
to
learn
¥ focus
on
how
to
gain
¥ self-­‐rewarding
and
enjoyable
¥ externalised
rewards

14.
New
Paradigm
Tradi,onal
Site-­‐Bound
Paradigm
Individual
Teacher
and
Teaching
Reproduced
Teacher
and
Teaching
¥ teacher
is
the
facilitator
to
support
¥ teacher
is
the
centre
of
educa=on
students’
learning
alidkskljdf
¥ mul=ple
intelligence
teacher
¥ par=ally
competent
teacher
¥ individualised
teaching
style
¥ standard
teaching
style
¥ teaching
is
to
arouse
curiosity
¥ teaching
is
a
disciplinary,
delivering,
¥ teaching
is
a
process
to
ini=ate,
training
and
socialising
process
facilitate
and
sustain
students’
self-­‐ akjdkldj
jasdlkasdjklsjklsdjklsd
learning
and
self-­‐actualisa=on
lkjadklf
¥ sharing
joy
with
students
¥ achieving
standards
in
examina=ons
¥ teaching
is
a
lifelong
learning
process
¥ teaching
is
a
transfer
and
applica=on
process

15. ¥ Distributed
leadership
–
High
trust
team
based
structure
¥ Rich
dialogue
about
learning
–
Shared
meaning
and
vocabulary
¥ High
expecta=ons
and
aspira=ons
–
Culture
of
success
and
recogni9on
¥ Focus
on
rela=onships
and
behaviour
–
Emo9onal
literacy,
consistent
strategies
¥ Learning
to
learn
–
Cogni9ve
enrichment
¥ Rich
pormolio
of
learning
and
teaching
strategies
–
Reconciling
teacher,
learner
and
topic
¥ Personalisa=on
of
learning
–
Learning
styles,
personal
learning
plans
¥ Assessment
for
learning
-­‐
Forma9ve,
developmental
¥ Reflec=on,
review,
monitoring
and
evalua=on

16. ¥ School
leadership
commi]ed
to
individual,
organisa=onal
and
personal
training
¥ Widely
shared
leadership
based
on
high
trust
¥ Explicit
leadership
responsibility
for
learning
¥ Shared
knowledge
crea=on,
learning
focused
research
and
CPD
¥ High
quality
personal
rela=onships,
networks
¥ High
levels
of
student,
family
and
community
involvement
¥ Leadership
underpinned
by
systema=c
management
¥ A
culture
of
enthusiasm,
energy
and
joy
in
the
learning
of
others

17. ¥ teaching
and
pedagogy
will
need
to
change
¥ the
majority
of
teachers
are
not
prepared
¥ the
majority
of
leaders
in
educa=on
are
not
focussed
on
the
‘big
picture’
¥ professionalism
is
in
need
of
redefini=on
h]p://www.youtube.com/watch?v=B4g5M06YyVw&NR=1

18. If
we
want
our
learners
to
be:
¥ inquirers
¥ principled
¥ knowledgeable
¥ open-­‐minded
¥ thinkers
¥ caring
¥ communicators
¥ risk
takers
¥ reflec=ve
Then
how
do
we
prepare
our
teachers?

19. ¥ crea=ng
a
system
for
world
class,
globalised
teacher
educa=on
¥ the
subject
issue
is
irrelevant
¥ as
with
student
self-­‐learning,
teachers
need
to
be
learning
throughout
their
career.
Inspiring,
challenging
at
the
foremost
of
thinking

20. ¥ systems
for
teacher
learning
will
be
complex
and
mul=faceted
involving
many
organisa=ons
and
communi=es
¥ global
networks
for
exchanging
experiences,
ideas
and
accredita=on
¥ web-­‐based,
interac=ve
environment
as
a
compulsory
forum