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The Emerging Specialist System Elizabeth Reid

The Emerging Specialist System Elizabeth Reid. Specialist schools – the first 20 years. 1987 – origin in City Technology Colleges 1997 – centrepiece of secondary education reform 2007 – 95% specialist schools (or academies with a specialism) In this talk:

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The Emerging Specialist System Elizabeth Reid

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  1. The Emerging Specialist SystemElizabeth Reid

  2. Specialist schools – the first 20 years • 1987 – origin in City Technology Colleges • 1997 – centrepiece of secondary education reform • 2007 – 95% specialist schools (or academies with a specialism) In this talk: • Process of becoming a specialist school • Key features of specialist schools programme • Emerging specialist system

  3. 1. Becoming a specialist school… Audit of strengths and weaknesses (as basis for specialist planning…) • Centre of excellence (building on strength) • Whole school ethos (inc. whole school targets) • Community plan (embraces local schools and wider community) • £50,000 from business and community (sponsorship valuable but business and community partnership the main goal) Funding follows submission of qualified bid (reviewed after 4 years)

  4. 2. Key features of specialist programme • Schools-driven (“bottom up”) • Funding linked to planning and performance (“something for something”) • Schools empowered through independence and collaboration Making a difference on timescale of practical interest

  5. Key features of specialist programme (cntd) • Distinctive ethos in every school (excellence is infectious…) • Advancing subject pedagogy (“model teaching excellence” … “raise expectations about what constitutes good ‘science’ or ‘arts’ teaching”) • External partnerships (national subject resources, business and employers, cultural institutions, community groups and organisations) • Collaboration and networking (within and between schools)

  6. Key features of specialist programme (cntd) Arising out of the specialist programme (nurtured by SSAT): Networks of enterprising and outward-looking schools and practitioners Basis for a system of school-to-school support and challenge … and beginnings of a self-improving schools system

  7. 3. Emerging Specialist System Three main strands to building a specialist system (discussed in turn): • Developing specialisms • Local collaboration between specialist schools (and academies) • Working towards a self-improving school system

  8. A. Developing specialisms • Deepen and expand specialism networks (inc. international component) • Support high quality vocational learning in specialisms • Seek large scale collaborations with national businesses, universities, cultural institutions (to impact whole specialism cohort) • Strategic direction through head teacher steering groups and Expert Panels (wide national representation) (e.g. partnerships between science colleges and university science departments to address shortage of science graduates)

  9. B. Local collaboration between specialist schools Policy derives from Five Year Strategy (further developed in 14-19 White Paper and Implementation Plan and 2006 Education Bill) “… we expect to see specialist schools, colleges and training providers forming partnerships to deliver a broad and flexible choice of courses across education and training. Young people will be based in one institution, which will have responsibility for their pastoral care and for managing their learning; but they may do the learning in a variety of places” Five Year Strategy

  10. Local collaboration (cntd)… clustering • Specialist school serves as a centre of excellence for local area (leading subject provision across a cluster of local schools – and linked into national expertise) • Commissioning of provision between schools to meet student needs (with quality assurance, expectations of outcomes…) • Clusters of local schools, colleges and training providers offer a wide 14-19 curriculum to local students

  11. Local collaboration (cntd)… shared provision Clusters provide opportunities for: • Coordinated curriculum (e.g. jointly managed and staffed sixth form provision) • Collaboration between subject faculties across cluster (basis for ongoing CPD and focus on professional standards) • Shared provision for groups of students with exceptional needs • External partnerships at cluster level (Challenges differ between rural and urban areas – different emphases on teacher/student movement, ICT solutions, extended school provision etc.)

  12. Local collaboration (cntd)… external partnerships External partnerships (operating at cluster level) offer powerful extension of specialist system… • with Local Authority to manage provision of school improvement functions (including secondment of LA staff to cluster?) The EIP model… • with major local employers (e.g local hospital and PCT to support delivery of health and social care diploma) • with regional university on widening participation • with regional bodies that have skills and regeneration remits (e.g. boosting post-16 participation)

  13. Local collaboration (cntd)… business engagement And lastly… Increased opportunities for business engagement at level of cluster unit • Mentoring, enterprise schemes, internships, business and management expertise (as well as cash sponsorship) • Support for subjects and skills areas of strategic importance to business (including in context of specialised diplomas) Rethinking of corporate social responsibility (and wider value to business) Recognition of need to engage with system to change it (e.g. Prudential)

  14. C. Towards a self-improving school system • School-based capacity for system improvement (mentor schools, high-performing specialist schools, leadership programmes, ICT register…) • Systems of school-based research and development… to generate best/next practice • Evidence base (robust systems for validating and accrediting practice)

  15. Towards a self-improving school system (cntd) By schools, for schools: • Experience has shown that schools sharing good practice and providing mutual support and challenge is an effective means of raising standards • Approaching 3000 schools now affiliated to the Trust, and participating in Trust-enabled programmes, activities and networks.

  16. Towards a self-improving school system (cntd) Role for SSAT: • Generating knowledge (in partnership with profession) • Providing conceptual leadership (in partnership with profession and academia) • Informing policy process

  17. In sum… Specialist schools characterised by: • High attainment and value added (“specialist dividend”) • Outward-looking and enterprising attitudes • Openness to educational innovation • Partnerships beyond traditional boundaries of school system • Growing international interactions

  18. In sum… An emerging specialist system: • Specialist schools continue to develop as centres of excellence (for local area and linked into national resources and networks) • Clusters of specialist schools and colleges offer wide 14-19 curriculum and opportunities to combined student and staffing body • Growing capacity for schools-led raising achievement • System is globally aware and engaged (performing strongly against international benchmarks) Foundation for – and beginnings of – a self-improving school system Continuation of specialist dividend

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