Kathy Mulvey, Head of Teaching and Kathy Mulvey, Head of Teaching and

Learning Development, South Essex Learning Development, South Essex

CollegeCollege

Introduction and contextIntroduction and context

• January 2010 merger of two FE Colleges

• Success rates falling and trends were negative

• Standard of teaching and

• Recognition of need to build new College culture

• Review of training and development implemented

• Impact of training and • Standard of teaching and

expectations not priority in either College

• KPI indicators used reactively

• Inconsistent quality of teaching and learning

• Impact of training and development on teaching and learning undertaken

• Review of T & L strategtyand links to College vision

Identifying the barriersIdentifying the barriers

• ‘Silo’ management of support and academic strategies

• No real central focus on learning and teaching

• College vision not communicated or used to set targets

• Little communication between departments

Self assessment outcomes based on efficiency of own • Self assessment outcomes based on efficiency of own area rather than stakeholder

• Changing priorities and focus

• Lack of meaningful appraisal

• Lack of performance management

• Reactive rather than proactive approach

ConsequencesConsequences

RealityReality

If you do not know where you are going, every road will lead nowhere.road will lead nowhere.

(Henry Kissinger)

The ChallengeThe Challenge

• To bring a workforce together with a shared

vision of learner success

• To move a process and system driven culture

to a learner focused organisationto a learner focused organisation

• To create a consistent message of expectation

• To impact positively on learner outcomes

Changing the CultureChanging the Culture

• Research conducted on culture change

• Recognition of College limitations and strengths

• Review of new Ofsted focus on learning

• Analysis of working relationships• Analysis of working relationships

• Analysis of impact of quality processes

• Review of performance management impact

• Agreed consistent expectations to be

implemented

The staff development journeyThe staff development journey

Phase 1: Create a team of Advanced Practitioners

Phase 2: Change the focus of staff development support to learning and teaching

Phase 3: Target all College development days on learning and teaching (support and Academic)and teaching (support and Academic)

Phase 4: Review quality and impact of appraisals and provide training and action plans for each manager

Phase 5: Plan and deliver ‘leading learning’ training for all academic managers and HR, ILT

Phase 6: Create a competency framework for teachers and for academic managers

Phase 7: link observation outcomes to targeted development and Advanced Practitioner support

Common Language for Learning and TeachingCommon Language for Learning and Teaching

• Staff Development day focused on learning and teaching for support and academic staff

• Launch of learning framework which included expectations for support staff to engage with learning and their role in successlearning and their role in success

• Teachers engaged in discussion – ‘what is learning?’, ‘what does a learning environment look like?’

• Launch of learning cycle and discussion sessions in rainbow groups

The Learning CycleThe Learning Cycle

Management of Learning & TeachingManagement of Learning & Teaching

Expectation for managers to lead learning identified development action:

–Some managers had not taught for a number of years and could not articulate learning

–Lack of performance management had fostered a –Lack of performance management had fostered a ‘no consequence’ culture; many teachers content with grade 3 outcomes for learning

–Focus was on teaching rather than on learning

–Appraisals ‘tick box’ activity rather than linking to CPD or to performance management

Leadership Leadership and Student Outcomes (Robinson, V. 2008 meta and Student Outcomes (Robinson, V. 2008 meta

analysis of 27 studies)analysis of 27 studies)

Dimensions Effect Size

1. Promoting & participating in teacher learning & development 0.84

2. Establishing goals and expectations 0.42

3. Planning, coordinating & evaluating teaching & curriculum 0.42

4. Resourcing strategically 0.314. Resourcing strategically 0.31

5. Ensuring an orderly and supportive environment (staff and

students)

0.27

Effect sizes based on Hattie’s guidance; 0.2 to be small and 0.6 to be large.

Keys to ImprovementKeys to Improvement

• Senior Leadership leading focus on learning

• Reviewing performance management processes and outcomes and changing where necessary

• Setting clear expectations for learning and teaching and linking to performance targetsteaching and linking to performance targets

• Analysing development needs from top down and implementing consistent approaches

• Sticking to the message

• Self assessment at all levels focused on learning and teaching

Where are we now?Where are we now?

• All managers trained in observations and feedback for development

• Managers trained to link appraisals to learning and teaching targets

• All managers trained to use the management competency framework linked to leading learning

• In-house leadership and management programme to ensure consistency consistency

• Development sessions held to support managers in SAR

• Supported experiments in learning and teaching linking support and academic staff

• Staff Development activities linked to College, team and individual improvement

• Themes followed throughout all development and training activities

• Advanced Practitioners work with managers to support teachers on six week programme (Learning graded at 3 or 4)

• Academic managers work with Staff Development to create skills analysis and CPD with impact

And finally….And finally….

It’s Important To Be Optimistic