Welsh Assembly Government Department for Children, Education, Lifelong Learning and Skills

1. Welsh Assembly GovernmentDepartment for Children, Education, Lifelong Learning and Skills The School Effectiveness Framework A Framework for Action Thank you for the opportunity to talk to you today about the development of the SEF. Today I want to outline how the overarching framework SEF is actually going to translate into the work that goes on at school level and how it will lead to improved outcomes for children and young people. I want to spend sometime outlining our key priorities for educational reform in Wales and to outline how we are taking the SEF forward with schools, local authorities /consortia and Estyn. We must view the framework as the way we see the educational world in Wales. I must stress that it is not an initiative in itself or a discrete programme. It will probably be most useful to take questions at the end of the presentation where some time is available for us to discuss this information.Thank you for the opportunity to talk to you today about the development of the SEF. Today I want to outline how the overarching framework SEF is actually going to translate into the work that goes on at school level and how it will lead to improved outcomes for children and young people. I want to spend sometime outlining our key priorities for educational reform in Wales and to outline how we are taking the SEF forward with schools, local authorities /consortia and Estyn. We must view the framework as the way we see the educational world in Wales. I must stress that it is not an initiative in itself or a discrete programme. It will probably be most useful to take questions at the end of the presentation where some time is available for us to discuss this information.

2. Overview School Effectiveness Framework School Self Evaluation Systems Leaders Professional Learning Communities Core Professional Practice Firstly, the SEF is Wales� key government policy for school reform and the one to which all other education policies are to be aligned. It aims to achieve better learning outcomes and well being for all children and young people regardless of their socio-economic background. One of the key aims of SEF is to tackle and reduce the variation in learning outcomes within and between classrooms, schools and local authorities. Research shows us that in school variation is 4 times greater than between schools. In other words there is 80% variation within schools and 20% variation between schools. Over the past decade it has become evident that high-performing education systems display some of the following characteristics: Wide support for the importance of high standards for all learners in all schools Intelligent use of accountability systems Getting the right people to become teachers and leaders and assisting them in effective practice Focus on an appropriate curriculum and skills required for the 21st Century Professional collaboration, networking and innovation We now know what we need to do. Knowledge into practice is our next challenge so that all young people benefit in all schools � your school. Firstly, the SEF is Wales� key government policy for school reform and the one to which all other education policies are to be aligned. It aims to achieve better learning outcomes and well being for all children and young people regardless of their socio-economic background. One of the key aims of SEF is to tackle and reduce the variation in learning outcomes within and between classrooms, schools and local authorities. Research shows us that in school variation is 4 times greater than between schools. In other words there is 80% variation within schools and 20% variation between schools. Over the past decade it has become evident that high-performing education systems display some of the following characteristics: Wide support for the importance of high standards for all learners in all schools Intelligent use of accountability systems Getting the right people to become teachers and leaders and assisting them in effective practice Focus on an appropriate curriculum and skills required for the 21st Century Professional collaboration, networking and innovation We now know what we need to do. Knowledge into practice is our next challenge so that all young people benefit in all schools � your school.

3. The SEF Elements I am sure that you are familiar with the �pizza� and the aspects that comprise this model. Learning and wellbeing are placed at the centre recognising the drive towards improved outcomes for children and young people. Briefly, as a reminder of the key components: At the bottom are the 4 levels � classroom, whole school, LAs and WAG. Each of the levels is designed to contribute to improvement for learners with an emphasis here on the development of professional learning communities and collaborative support. The 5 core themes � systems thinking, bilingualism, high performance culture, equality and support and intervention are identified around the wheel. These themes permeate and cut across all aspects of the work of schools. The 6 elements ��leadership, working with others, networks of professional practice, improvement and accountability, curriculum and teaching, make up the slices of the pizza. The National purpose and Model of the School Effectiveness Framework stress the importance of improving teaching and leadership and it has always been the WAG and Estyn�s position that teaching and leadership are the principle levers for improving outcomes for learners. We need to start at the centre of the circle and move outwards. We need a transition from an era of prescription to an era of professionalism � where those in schools lead change. We are making progress but system reform requires us to embrace this agenda through building capacity and sharing effective practice within, between and across schools and consortia. So let us look at the centre of our �pizza� � the children and young people are at the centre. I am sure that you are familiar with the �pizza� and the aspects that comprise this model. Learning and wellbeing are placed at the centre recognising the drive towards improved outcomes for children and young people. Briefly, as a reminder of the key components: At the bottom are the 4 levels � classroom, whole school, LAs and WAG. Each of the levels is designed to contribute to improvement for learners with an emphasis here on the development of professional learning communities and collaborative support. The 5 core themes � systems thinking, bilingualism, high performance culture, equality and support and intervention are identified around the wheel. These themes permeate and cut across all aspects of the work of schools. The 6 elements ��leadership, working with others, networks of professional practice, improvement and accountability, curriculum and teaching, make up the slices of the pizza. The National purpose and Model of the School Effectiveness Framework stress the importance of improving teaching and leadership and it has always been the WAG and Estyn�s position that teaching and leadership are the principle levers for improving outcomes for learners. We need to start at the centre of the circle and move outwards. We need a transition from an era of prescription to an era of professionalism � where those in schools lead change. We are making progress but system reform requires us to embrace this agenda through building capacity and sharing effective practice within, between and across schools and consortia. So let us look at the centre of our �pizza� � the children and young people are at the centre.

4. (Possible questions to ask) What is our school�s mission statement? What is our moral purpose? What do we want to achieve? We would, hopefully, agree that we want every learner to achieve their full potential. That they are literate, numerate and have the skills to play a positive role in our communities. We want better learning outcomes and wellbeing for all children and young people regardless of their socio economic background. This is at the centre of SEF. This is what SEF is all about. (Possible questions to ask) What is our school�s mission statement? What is our moral purpose? What do we want to achieve? We would, hopefully, agree that we want every learner to achieve their full potential. That they are literate, numerate and have the skills to play a positive role in our communities. We want better learning outcomes and wellbeing for all children and young people regardless of their socio economic background. This is at the centre of SEF. This is what SEF is all about.

5. Moral Purpose of Schooling We could ask our learners to translate this into their language and listen to what they see as the purpose of schooling. Professor Alma Harris in 2008 said: �The challenge is to transform the education system so that we ensure success for each student in each setting�. We will look at the involvement of learners later on in the presentation. We could ask our learners to translate this into their language and listen to what they see as the purpose of schooling. Professor Alma Harris in 2008 said: �The challenge is to transform the education system so that we ensure success for each student in each setting�. We will look at the involvement of learners later on in the presentation.

6. High Excellence High Equity �Raising the Bar and Narrowing the Gap The need for SEF is clearly demonstrated through inspection evidence and PISA statistics which show variations in performance:- - within schools; - between similar schools; and, - between local authorities. National & local government and schools all accept the need to:- - be more consistent; - raise standards of achievement for all; and, - narrow gaps in performance We want Wales to move into the high excellence high equity quarter. The Framework is about making the whole school based education system (schools, local authorities / consortia and the Assembly Government) more effective, to enable all of our children and young people to have the best possible start in life. It seeks to raise educational standards and transform provision in our schools over the next decade and ensure high equity and high excellence. It is underpinned by research into what makes schools effective and is based on the concept of whole system reform. This means all levels of the education system working collaboratively, for the common good of all children and young people in all schools. The need for SEF is clearly demonstrated through inspection evidence and PISA statistics which show variations in performance:- - within schools; - between similar schools; and, - between local authorities. National & local government and schools all accept the need to:- - be more consistent; - raise standards of achievement for all; and, - narrow gaps in performance We want Wales to move into the high excellence high equity quarter. The Framework is about making the whole school based education system (schools, local authorities / consortia and the Assembly Government) more effective, to enable all of our children and young people to have the best possible start in life. It seeks to raise educational standards and transform provision in our schools over the next decade and ensure high equity and high excellence. It is underpinned by research into what makes schools effective and is based on the concept of whole system reform. This means all levels of the education system working collaboratively, for the common good of all children and young people in all schools.

7. The School Effectiveness Framework and theNational Purpose for Schools It describes the purpose of schools as being to: enable all children and young people to develop their full potential; promote a culture of social inclusion; establish strong professional learning communities in schools; offer children and young people a curriculum that engages and motivates them to learn; provide a learning community for all engaged in school life; deliver integrated services for children and young people to improve their wellbeing; and ensure that all schools are community focussed. We know that school effectiveness requires an ethos in our schools where children are expected to succeed and achieve a personal standard of excellence. The ethos of our schools needs to reflect the values inherent in Wales, including the importance of the Welsh language within the context of a bilingual country with its unique culture and traditions. We need to provide the right support for our learners so that they have equal opportunities to succeed. A statement of national purpose for schools has been agreed and the SEF seeks to draw together the challenges facing schools. See � School Effectiveness Framework � building effective learning communities together.� How will the purpose be translated into practice? We have identified six key enablers that will support our national priorities.We know that school effectiveness requires an ethos in our schools where children are expected to succeed and achieve a personal standard of excellence. The ethos of our schools needs to reflect the values inherent in Wales, including the importance of the Welsh language within the context of a bilingual country with its unique culture and traditions. We need to provide the right support for our learners so that they have equal opportunities to succeed. A statement of national purpose for schools has been agreed and the SEF seeks to draw together the challenges facing schools. See � School Effectiveness Framework � building effective learning communities together.� How will the purpose be translated into practice? We have identified six key enablers that will support our national priorities.

8. Six key enablers will support the national priorities: robust use of data strengthening teaching and learning strengthening distributed leadership within schools and local authorities development of Professional Learning Communities within, between and across schools; clear lines of accountability for schools, governors, local authorities and WAG; capacity building at school, local and national level and the development of system leaders. Six key enablers have been identified that will support the national priorities. These are: robust use of data (including Estyn inspection) to benchmark performance and to signal areas for development and improvement; strengthening teaching and learning through a coherent menu of opportunities for continuing professional development (CPD); strengthening distributed leadership within the schools and local authorities through customised and focused leadership development; development of Professional Learning Communities within, between and across schools; clear lines of accountability for schools, governors, local authorities and WAG; capacity building at school, local and national level and the development of system leaders (local authorities are working collaboratively, via consortia, to develop system leaders at the school and local authority level. These must be our six areas for development in order to meet our three priorities.Six key enablers have been identified that will support the national priorities. These are: robust use of data (including Estyn inspection) to benchmark performance and to signal areas for development and improvement; strengthening teaching and learning through a coherent menu of opportunities for continuing professional development (CPD); strengthening distributed leadership within the schools and local authorities through customised and focused leadership development; development of Professional Learning Communities within, between and across schools; clear lines of accountability for schools, governors, local authorities and WAG; capacity building at school, local and national level and the development of system leaders (local authorities are working collaboratively, via consortia, to develop system leaders at the school and local authority level. These must be our six areas for development in order to meet our three priorities.

9. The Assembly Government�s Three Priorities for Action Literacy Numeracy Reducing links between poverty and educational attainment There has to be a relentless focus on the three inter-related priorities: improved literacy levels, improved numeracy levels and reducing the gaps in achievement between learners and schools. The SEF will be used to bring together key WAG policies and approaches so that they can support the raising of standards and tackle underperformance systematically within the three priorities. Schools, local authorities/consortia and WAG will work together to develop a national plan to deliver the priorities. Local authorities and consortia will determine local and regional delivery against this framework but will be guided by the overarching national policy direction. Our vision for empowering system wide reform is based on schools, consortia and WAG working together to bring about change within. It underscores the central role that teachers play in transforming learner outcomes. Schools will need to look at the six key enablers and what they need to do in terms of developing their own and interdependent approaches to effectiveness. A key enabler will be the quality of the self evaluation process that the school uses to capture effective practice and knowledge but critically identifies the challenges and addresses them effectively. There has to be a relentless focus on the three inter-related priorities: improved literacy levels, improved numeracy levels and reducing the gaps in achievement between learners and schools. The SEF will be used to bring together key WAG policies and approaches so that they can support the raising of standards and tackle underperformance systematically within the three priorities. Schools, local authorities/consortia and WAG will work together to develop a national plan to deliver the priorities. Local authorities and consortia will determine local and regional delivery against this framework but will be guided by the overarching national policy direction. Our vision for empowering system wide reform is based on schools, consortia and WAG working together to bring about change within. It underscores the central role that teachers play in transforming learner outcomes. Schools will need to look at the six key enablers and what they need to do in terms of developing their own and interdependent approaches to effectiveness. A key enabler will be the quality of the self evaluation process that the school uses to capture effective practice and knowledge but critically identifies the challenges and addresses them effectively.

10. School Self Evaluation The development of the All Wales Core Data set packs ensures that everyone � teachers, head teachers, governors, inspectors, local authority officers � can use the same data. The data sets allows schools and individual subject areas to consider their performance against that of similar schools. The aim is to share good practice, this could be amongst �families� of schools, school clusters, consortia, local, national and international networks. . Reducing the inequality between groups of learners is a key principle of the School Effectiveness Framework. This aligns with the new CIF which includes a new �aspect� under the first �quality indicator� on standards that focuses on inequality. Schools and departments are expected to refer to this data in their SE reports. A rigorous analysis of this data should enable schools to identify good features as well as areas for improvement that will inform the development of Professional Learning Communities in schools. It is expected that due consideration of a school�s or department�s performance against that of other schools or other departments is undertaken. Investigating the learning and teaching approaches used within high performing but contextually similar schools in the family or other higher performing departments in a school may reveal strategies that would help the school or a department to improve. This is of course linked to the involvement in professional learning communities. The development of the All Wales Core Data set packs ensures that everyone � teachers, head teachers, governors, inspectors, local authority officers � can use the same data. The data sets allows schools and individual subject areas to consider their performance against that of similar schools. The aim is to share good practice, this could be amongst �families� of schools, school clusters, consortia, local, national and international networks. . Reducing the inequality between groups of learners is a key principle of the School Effectiveness Framework. This aligns with the new CIF which includes a new �aspect� under the first �quality indicator� on standards that focuses on inequality. Schools and departments are expected to refer to this data in their SE reports. A rigorous analysis of this data should enable schools to identify good features as well as areas for improvement that will inform the development of Professional Learning Communities in schools. It is expected that due consideration of a school�s or department�s performance against that of other schools or other departments is undertaken. Investigating the learning and teaching approaches used within high performing but contextually similar schools in the family or other higher performing departments in a school may reveal strategies that would help the school or a department to improve. This is of course linked to the involvement in professional learning communities.

11. School Self Evaluation The School Effectiveness Framework endorses the use of the CIF for self-evaluation and the production of an annually updated SE report. The advice is that the SE report should be a sharply focused report. Advice and guidance is available on the Estyn website. The School Effectiveness Profile is one of the tools that can be used to evaluate leadership within departments and in schools , which links closely to KQ3. An electronic version of this document is in the final stages of development. One of the more distinctive features of the SEF is the tri-level emphasis on the interdependence between classroom work and activity at the local authority / consortia and central government levels. As part of the Local Authorities Partnership Agreement the Local Authority already provides a view of how their schools are performing. This process enables LA�s to provide differentiated support. It is recognised that some departments within a school or schools will require differing levels of support in order to improve. The SEF aims to develop this support from within schools through the use of Systems Leaders and the establishment of PLC�s. The School Effectiveness Framework endorses the use of the CIF for self-evaluation and the production of an annually updated SE report. The advice is that the SE report should be a sharply focused report. Advice and guidance is available on the Estyn website. The School Effectiveness Profile is one of the tools that can be used to evaluate leadership within departments and in schools , which links closely to KQ3. An electronic version of this document is in the final stages of development. One of the more distinctive features of the SEF is the tri-level emphasis on the interdependence between classroom work and activity at the local authority / consortia and central government levels. As part of the Local Authorities Partnership Agreement the Local Authority already provides a view of how their schools are performing. This process enables LA�s to provide differentiated support. It is recognised that some departments within a school or schools will require differing levels of support in order to improve. The SEF aims to develop this support from within schools through the use of Systems Leaders and the establishment of PLC�s.

12. School Self Evaluation Pupil participation is a significant part of the SEF and has a very strong place in the CIF. Listening to Learners through a wide range of strategies is clearly an area that needs developing in all schools and this should not only be the School Council but include a wider range groups of learners. This may include more able and talented learners or those with English as an additional language. A key strategy for the delivery of the SEF is the development of Professional Learning Communities. This will require a significant shift in the traditional leadership role from top-down leadership to shared leadership or distributed leadership. This links back to the core themes and elements of SEF � systems thinking and leadership. A school should concentrate on developing PLC�s in-house and sharing best practice across the school to tackle any inconsistencies. PLC�s should then be created between schools in order to spread best practice more widely. Sharing of practice through PLC�s will be identified as good educational practice � practice that demonstrably works in a specific context. Schools will need to demonstrate that they are sharing their practice with other schools to be judged sector leading. Together the last three slides have highlighted some of the key features of the SEF and I would now like to look more specifically at Systems Leaders and PLC�s. Pupil participation is a significant part of the SEF and has a very strong place in the CIF. Listening to Learners through a wide range of strategies is clearly an area that needs developing in all schools and this should not only be the School Council but include a wider range groups of learners. This may include more able and talented learners or those with English as an additional language. A key strategy for the delivery of the SEF is the development of Professional Learning Communities. This will require a significant shift in the traditional leadership role from top-down leadership to shared leadership or distributed leadership. This links back to the core themes and elements of SEF � systems thinking and leadership. A school should concentrate on developing PLC�s in-house and sharing best practice across the school to tackle any inconsistencies. PLC�s should then be created between schools in order to spread best practice more widely. Sharing of practice through PLC�s will be identified as good educational practice � practice that demonstrably works in a specific context. Schools will need to demonstrate that they are sharing their practice with other schools to be judged sector leading. Together the last three slides have highlighted some of the key features of the SEF and I would now like to look more specifically at Systems Leaders and PLC�s.

13. The real challenge we all face is to move the system from National Prescription to Schools Leading Reform. Working from the inside of the SEF pizza outwards. As the Minister says, to move from a situation where Government delivers policy to one that builds capacity. This is about changing the system and this takes time, but we want to shift the balance from national prescription to schools leading the reforms. The aim is to go from a) National Prescription through b) Building Capacity to c) Schools Leading Reform so that every school is a great school. When we reach c) we will have achieved High Excellence High Equity. The real challenge we all face is to move the system from National Prescription to Schools Leading Reform. Working from the inside of the SEF pizza outwards. As the Minister says, to move from a situation where Government delivers policy to one that builds capacity. This is about changing the system and this takes time, but we want to shift the balance from national prescription to schools leading the reforms. The aim is to go from a) National Prescription through b) Building Capacity to c) Schools Leading Reform so that every school is a great school. When we reach c) we will have achieved High Excellence High Equity.

15. But, to effectively implement the SEF, System Leadership needs to be reflected at four levels: System leadership within schools � with, in essence, colleagues supporting the professional development of other staff. System leadership at the school level � with, at essence, school Heads becoming almost as concerned about the success of other schools as they are about their own. System leadership at the local level � with practical principles widely shared and used as a basis for local alignment with specific programmes developed for the most at risk groups. System leadership at the national level � with social justice, moral purpose and a commitment to the success of every learner providing the focus for transformation and collaboration system wide. Systems leadership is about helping others to adapt the four drivers of system reform within the context that they are working (personalised learning, developing professional practice, building intelligent accountability and promoting innovation and collaboration). This approach requires staff in schools and in local authorities / consortia to actively engage in sharing good practice in school and between schools in order to build capacity and bring about system transformation. System leaders will need to adopt a wider system role to support success and attainment of learners which may be in schools other than their own. Part of the systems leadership role will be the development of professional learning Communities based on the WAG guidance being developed by Professor Alma Harris and Michelle Jones. Systems leadership is about helping others to adapt the four drivers of system reform within the context that they are working (personalised learning, developing professional practice, building intelligent accountability and promoting innovation and collaboration). This approach requires staff in schools and in local authorities / consortia to actively engage in sharing good practice in school and between schools in order to build capacity and bring about system transformation. System leaders will need to adopt a wider system role to support success and attainment of learners which may be in schools other than their own. Part of the systems leadership role will be the development of professional learning Communities based on the WAG guidance being developed by Professor Alma Harris and Michelle Jones.

16. In order to support schools on this journey, Local Authorities and their Consortia through their �System Leaders� will: Support schools so that they can achieve the national model of school improvement; Challenge schools and governing bodies by continuous monitoring of performance; Create and support networks of effective practice within, between and across schools focusing on teaching and learning, with a drive to improve outcomes for all; Bring together effective head teachers as part of the team focussed on school improvement and head teacher performance management; Provide training to ensure that schools make the best use of data to improve performance; and Work with governing bodies and other local authorities to achieve the above. Systems leaders will operate at a number of different levels: Lead intra and /or inter school PLC�s Act as a pedagogic / curriculum innovator in another school Participate in a departmental review Partner another department in another school Work with a school which requires support This will be an exciting opportunity for all staff to lead work in their school and also in partnership with LA School Improvement Services that form the consortium. There is clear evidence that well implemented PLC�s produce learning results for learners in schools and in networks of schools and consortia. The process for the establishment of the focus of a PLC should be based around the well established process of self evaluation and strategic development planning. PLC�s must be sharply focused on learning and teaching in order to make a difference to learner outcomes.Systems leaders will operate at a number of different levels: Lead intra and /or inter school PLC�s Act as a pedagogic / curriculum innovator in another school Participate in a departmental review Partner another department in another school Work with a school which requires support This will be an exciting opportunity for all staff to lead work in their school and also in partnership with LA School Improvement Services that form the consortium. There is clear evidence that well implemented PLC�s produce learning results for learners in schools and in networks of schools and consortia. The process for the establishment of the focus of a PLC should be based around the well established process of self evaluation and strategic development planning. PLC�s must be sharply focused on learning and teaching in order to make a difference to learner outcomes.

17. What is a PLC? engage in collaborative work participate in decision making have a sense of purpose accept joint responsibility for the outcomes of their work PLC�s are where there is a clear focus on outcomes for the learner it is not an institutional process � there must be a clearly identified need for the establishment of a PLC based on the outcomes of robust self evaluation procedures. Existing working groups, collaborations, partnerships and networks are not PLC�s by default and if they are to be effective then there are clearly some non-negotiables. Michael Fullan (2010) stated that the evidence is clear. Well implemented PLC�s produce learning results for students...in schools and in networks of schools or whole local authorities who use PLCs across their schools. The reason is also clear ...PLCs develop the capacity of teachers to improve teaching practices that get results which means that PLCs can contribute to system transformation in Wales PLC�s are where there is a clear focus on outcomes for the learner it is not an institutional process � there must be a clearly identified need for the establishment of a PLC based on the outcomes of robust self evaluation procedures. Existing working groups, collaborations, partnerships and networks are not PLC�s by default and if they are to be effective then there are clearly some non-negotiables. Michael Fullan (2010) stated that the evidence is clear. Well implemented PLC�s produce learning results for students...in schools and in networks of schools or whole local authorities who use PLCs across their schools. The reason is also clear ...PLCs develop the capacity of teachers to improve teaching practices that get results which means that PLCs can contribute to system transformation in Wales

18. PLCs Non Negotiables Focus on Learning and Learner Outcomes Use of evidence, data, current research � enquiry driven Professional Empowerment, Accountability and Change The first meeting of a PLC must be around setting up and agreeing its future activities. There should be a clear focus in terms of expected outcomes. A clear structure to the meetings and an agreement on the enquiry or research activities that need to be undertaken. In subsequent meetings each member of the PLC should report on progress made and opportunities provided to discuss specific issues or difficulties. Then there should be a review of agreed activities make changes and agree what members will do before the next meeting. In between meetings members of the PLC will undertake agreed activities: What research is there on�.? My practice Other teachers� practice What do I want to find out about my learners? The first meeting of a PLC must be around setting up and agreeing its future activities. There should be a clear focus in terms of expected outcomes. A clear structure to the meetings and an agreement on the enquiry or research activities that need to be undertaken. In subsequent meetings each member of the PLC should report on progress made and opportunities provided to discuss specific issues or difficulties. Then there should be a review of agreed activities make changes and agree what members will do before the next meeting. In between meetings members of the PLC will undertake agreed activities: What research is there on�.? My practice Other teachers� practice What do I want to find out about my learners?

19. A PLC provides the opportunity to include a wide range of staff and potentially students. It is an opportunity to support the development of all colleagues. There will be a collective responsibility for improved outcomes. The PLC must be based on collaboration and not competition. It will focus on the needs of the learners and must focus on producing improvements in learner outcomes and sustainable improvements beyond the boundaries of the school. PLC�s must engage in a process of enquiry in order to improve learner outcomes. Through using evidence from school self evaluation, including data and teacher assessments, members of a PLC identify the strengths and needs of a group of learners and then determine the knowledge and skills required to improve outcomes. There must be a focus on pedagogy and the core professional practice of teachers and staff. The intelligent use of data / evidence must be used to inform the direction of the enquiry driven / action based research so that there is a clear focus on improvements in outcomes for the learners. A PLC provides the opportunity to include a wide range of staff and potentially students. It is an opportunity to support the development of all colleagues. There will be a collective responsibility for improved outcomes. The PLC must be based on collaboration and not competition. It will focus on the needs of the learners and must focus on producing improvements in learner outcomes and sustainable improvements beyond the boundaries of the school. PLC�s must engage in a process of enquiry in order to improve learner outcomes. Through using evidence from school self evaluation, including data and teacher assessments, members of a PLC identify the strengths and needs of a group of learners and then determine the knowledge and skills required to improve outcomes. There must be a focus on pedagogy and the core professional practice of teachers and staff. The intelligent use of data / evidence must be used to inform the direction of the enquiry driven / action based research so that there is a clear focus on improvements in outcomes for the learners.

20. PLC Change Process The process of development of a PLC can be illustrated as a three phased process as illustrated above. Phase 1 � a shared direction as a team to address an issue that has been identified from robust self evaluation � this could include issues identified by learners. Phase 2 � action research into effective practice using a variety of approaches such as learning walks and action enquiry. Evidence shows that children and young people learn most effectively when they are involved in decisions about their learning. They should be active participants in improving school effectiveness. Phase 3 � sharing the outcomes of the work and building this into practice. The process of development of a PLC can be illustrated as a three phased process as illustrated above. Phase 1 � a shared direction as a team to address an issue that has been identified from robust self evaluation � this could include issues identified by learners. Phase 2 � action research into effective practice using a variety of approaches such as learning walks and action enquiry. Evidence shows that children and young people learn most effectively when they are involved in decisions about their learning. They should be active participants in improving school effectiveness. Phase 3 � sharing the outcomes of the work and building this into practice.

21. So how do we create powerful learners. We need to develop the ability of learners to respond successfully to the tasks they are set, as well as the task they set themselves. In particular, to: Integrate prior and new knowledge Acquire and use a range of learning skills Solve problems creatively individually and in groups Think carefully about their successes and failures Accept that learning involves uncertainty and difficulty All this has been termed �meta-cognition� � it is the learners� ability to take control over their own learning processes. We need to define what we mean by our core professional practice and how we can create powerful learning. So how do we create powerful learners. We need to develop the ability of learners to respond successfully to the tasks they are set, as well as the task they set themselves. In particular, to: Integrate prior and new knowledge Acquire and use a range of learning skills Solve problems creatively individually and in groups Think carefully about their successes and failures Accept that learning involves uncertainty and difficulty All this has been termed �meta-cognition� � it is the learners� ability to take control over their own learning processes. We need to define what we mean by our core professional practice and how we can create powerful learning.

22. Research shows that increases in student learning occur only as a consequence of improvements in the level of content, teachers� knowledge and skill and student engagement. If you change any single element of the core, you have to change the other two to affect student learning. The tasks students do predict their performance; so the real accountability lies in the tasks the students perform. Research indicates that 8 out of 10 students say tasks are easy, that they prefer more challenging tasks and that they learn more when that are in more challenging zones of learning. Vgotzsky�s zones of proximal learning. In terms of our own skills development we learn to do the work by doing the work: people have to engage in sustained description and analysis of instructional practice before they can acquire either the expertise or the authority to judge it. We need to be continuously engaging in developing our skills. In developing a practice around the core - description comes before analysis, analysis before prediction, and prediction before evaluation. Research shows that increases in student learning occur only as a consequence of improvements in the level of content, teachers� knowledge and skill and student engagement. If you change any single element of the core, you have to change the other two to affect student learning. The tasks students do predict their performance; so the real accountability lies in the tasks the students perform. Research indicates that 8 out of 10 students say tasks are easy, that they prefer more challenging tasks and that they learn more when that are in more challenging zones of learning. Vgotzsky�s zones of proximal learning. In terms of our own skills development we learn to do the work by doing the work: people have to engage in sustained description and analysis of instructional practice before they can acquire either the expertise or the authority to judge it. We need to be continuously engaging in developing our skills. In developing a practice around the core - description comes before analysis, analysis before prediction, and prediction before evaluation.

23. Some methods of enquiry/research Peer observation Lesson study Learning walks Instructional rounds Peer coaching - triads Other forms of action research ��. It could be as simple as one member of the group doing some reading and telling the rest of the group about it. It could be as complicated as the whole group setting up a cross-phase research project. Peer observation � opportunities to observe each other and feedback on skills Lesson studies � observation of learning Learning walks - undertaking a walk with observation and dialogue; looking inwards into classroom practice for new ideas / inspiration / validate one�s own practice. Instructional rounds � skills reviews of classroom practice. Observe lesson (s) and de-construct skills used and identify effective practice and areas for development. Peer coaching / triads � 3 staff who all teach the same groups but in different subjects. Build lessons collectively and support each other in their teaching either by observing or team delivery. Other forms of action research could include feedback from students; analysis of information; experimental implementation (trialling a new idea and feeding back to the group). It could be as simple as one member of the group doing some reading and telling the rest of the group about it. It could be as complicated as the whole group setting up a cross-phase research project. Peer observation � opportunities to observe each other and feedback on skills Lesson studies � observation of learning Learning walks - undertaking a walk with observation and dialogue; looking inwards into classroom practice for new ideas / inspiration / validate one�s own practice. Instructional rounds � skills reviews of classroom practice. Observe lesson (s) and de-construct skills used and identify effective practice and areas for development. Peer coaching / triads � 3 staff who all teach the same groups but in different subjects. Build lessons collectively and support each other in their teaching either by observing or team delivery. Other forms of action research could include feedback from students; analysis of information; experimental implementation (trialling a new idea and feeding back to the group).

24. Feedback from students through formal and informal systems: School Councils and other committees / forums Surveys / questionnaires Researchers Co-constructors of their learning � deciding upon their personalised learning pathway / lessons.Feedback from students through formal and informal systems: School Councils and other committees / forums Surveys / questionnaires Researchers Co-constructors of their learning � deciding upon their personalised learning pathway / lessons.

25. Joined up learning and teaching� in Schools Make space and time for �deep learning� and teacher enquiry Use the research on learning and teaching to impact on student achievement Studying classroom practice increases the focus on student learning By working in small groups the whole school staff can become a nurturing unit Invest in school-based processes for improving teacher�s pedagogical content knowledge There is national and international interest in levering improved student outcomes through a massive effort to understand learning and improve teaching. When there is both a top-down and a bottom-up interest of this magnitude, then big things are likely to happen. We should feel empowered, excited and optimistic about what cognitive scientists, neurologists and educational researchers are going to find out over the next few years, but equally by what staff working in our schools are going to create in terms of a new kind of pedagogical content knowledge that has the capacity to transform teaching and learning. There is national and international interest in levering improved student outcomes through a massive effort to understand learning and improve teaching. When there is both a top-down and a bottom-up interest of this magnitude, then big things are likely to happen. We should feel empowered, excited and optimistic about what cognitive scientists, neurologists and educational researchers are going to find out over the next few years, but equally by what staff working in our schools are going to create in terms of a new kind of pedagogical content knowledge that has the capacity to transform teaching and learning.

26. �You must be the change you wish to see in the world� In �Systems Thinkers in Action� Michael Fullan argued that: If we are ever to achieve sustainable education change it must be led by those close to the school. It must have a systemic focus That �systems leadership� is a concept that we can develop in our schools to bring about change. Implementing the SEF is a challenge and an opportunity for the profession in Wales. We are well on our way to showing how system reform works in practice and this will secure large scale improvement by involving everyone who works in and with our schools. Thank you very much for listening and I am happy to answer any questions that you may have as a result of this presentation.. In �Systems Thinkers in Action� Michael Fullan argued that: If we are ever to achieve sustainable education change it must be led by those close to the school. It must have a systemic focus That �systems leadership� is a concept that we can develop in our schools to bring about change. Implementing the SEF is a challenge and an opportunity for the profession in Wales. We are well on our way to showing how system reform works in practice and this will secure large scale improvement by involving everyone who works in and with our schools. Thank you very much for listening and I am happy to answer any questions that you may have as a result of this presentation..

27. Questions to Consider� How well do we know our school ? Have we got the right information and data to inform our strategy in improving outcomes for our learners ? What is our overall school improvement/effectiveness strategy ? Who might be our System Leaders ? What Professional Learning Communities do we need to establish? How effective are we and how will we share professional practice? How central is the focus on the �core of professional practice� to the work of our System Leaders? Do we listen effectively to our learners? How do we evaluate the impact of PLCs? These questions are suggestions to prompt further discussion following the presentation.These questions are suggestions to prompt further discussion following the presentation.

28. The above diagram illustrates some of the activities that are currently being undertaken to improve the effectiveness of the education system across Wales. Further updates will be provided.The above diagram illustrates some of the activities that are currently being undertaken to improve the effectiveness of the education system across Wales. Further updates will be provided.