Ethic of Excellence | CLF Conference

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The following supports the “ethic of excellence” workshop at the CLF Conference, 2 November 2015…


It is probably true that:

“Once a student sees that he or she is capable of excellence, that student is never quite the same. There is a new self-image, a new notion of possibility. There is an appetite for excellence.” (Ron Berger)

It is also probably true that where an ethic of excellence runs through teaching and learning a child’s progress is accelerated and they outperform their peers. This maybe the most important aspect for driving up standards, accelerating progress, securing unusually good outcomes and giving all children a new sense of possibility; enhancing their life chances for the long term.

The following reflects some of the best practices across the Federation and identifies the key aspects for securing an ethic of excellence in all classrooms…


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What if… an ethic of excellence is measurable and tangible? That it can be judged from a short triangulation of teaching, books and student voice…and that where teachers have a strong ethic of excellence this is likely to be reflective of strong habits and a personal commitment to excellence.

What if… the ethic of excellence is revealed in the attitude of children toward their learning – that low-level disruption is not a feature – it is, in fact, socially unacceptable to not engage and seek to make progress in lessons.

“What if I fail to be the prophecy?” (Peter Pan)

“What if you fail to try?” (Tiger Lily)

(from the film Pan, 2015)

What if… the ethic of excellence is sought through the way the teacher and others inspire and inject passion around content (subject or age related) and learning; using language and praise to reinforce the expectation of excellence. (praise is not cheap).

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What if… the ethic of excellence is supported by the challenge and stretch that is evident in lessons supports children to reach beyond what they can do now, expecting students to work in their top 10% excellence zone.

What if… the ethic of excellence is seen in the quality of work and books; showing an  an attention to detail in the…

  • care and precision of presentation
  • quality and depth of writing and working
  • continuity and progression in the work over time that reflects a layered curriculum

What if Ofsted are right and that some of the key evidence of an ethic of excellence is seen in books.

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What if… the ethic of excellence is shown in a focus on depth rather than breadth and in routinely re-doing and re-drafting; seeking excellence. That teaching uses deliberate practice to inform teaching, so that:

practice (is) intentional, aimed at improving performance, designed for (a student’s) current skill level, (aimed at excellence), combined with immediate feedback and repetitious.” (Malcolm Gladwell)
excellence

What if… children do not produce their best work often enough? It might be that although students are capable of excellence we rarely support students to produce their very best work and that much of the work produced falls in the bottom quartile of what is possible for that individual. It might be true then that the opportunity to enable students to see what is possible rarely happens as students simply tread water in the mediocre.

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What if… students skewed their work right toward excellence (and teaching prioritised and supported this) and not left where it probably sits at present?

skewed

What if… there is an ongoing and accessible record of a child’s best pieces of work so that there is an immediate benchmark to build from.

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What if… the ethic of excellence is seen in the feedback that is built into tasks/lessons and is specifically targeted at securing concepts and unravelling mis-conceptions…expecting much and targeting specifically where chidden can improve?

feedback

What if… the ethic of excellence supported by assessment (all forms) that is a coherent element of teaching – formatively driving progress and improvement toward excellence? Using mastery to support all children to secure the foundations and core knowledge, skills and understanding that will allow them to be academically and personally successful in and beyond education.

What if… the ethic of excellence is supported where teachers are persistent, and unswerving in raising standards (pass marks etc.) and deliberate in lessons and over-time in catching-up and closing gaps for those students who fall behind?; making a discernible difference to those that fall behind. 

What if… the ethic of excellence is embedded through teacher passion, subject knowledge, pedagogical knowledge, exam or age-related understanding and an insightful understanding of concepts and mis-concepts that are the foundation for driving children toward excellence? This is also evident in the schemes of work – progression of lessons – and within the layered/spiralled/escalating curriculum. Avoiding the skimming of content and the shallow learning.

What if… the ethic of excellence is shown in questioning that immediately reveals the teachers desire to seek excellence, maintain a high bar and expect much from answers and discussion – expertly steering and intervening to maintain standards and encourage depth of pupil involvement? …the deliberate inclusion of explanation and modelling supports children in their quest for excellence.

What if… in seeking an ethic of excellence we borrowed much from Dan Coyle’s insights and establish the conditions for ignition, (moments that inspire an ignition of internal motivation) and provide the feedback of an expert coach from within tasks to breakdown tasks and specifically remove misconceptions and seek accelerated improvement.

“we are often taught that talent begins with genetic gifts – that the talented are effortlessly able to perform feats that the rest of us just dream of. This is false. Talent begins with brief powerful encounters that spark motivation (ignition) by linking your identity to a high performing person or group (or self image). This is called ignition, and it consists of a tiny, world shifting thought lighting up your unconscious mind: I could be them (or do that, or achieve that – in fact look at my best work… my near wins).” (Dan Coyle)

What if… the ethic of excellence was reinforced by teachers and others who have an  unswerving ambition for all children and expecting much from all children, every lesson.

What if… the ethic of excellence is reflected across the Academy in all that we do – in our day-to-day expectations? (from uniform to ‘finishing conversations’ to politeness).

What if… an ethic of excellence was allied to growth mindset that sets the conditions and ethos for a class, cohort or Academy to stretch for excellence? (Dweck)

“People with Growth Mindsets and who show GRIT achieve more when they engage in deliberative practice … it is this practice that achieve marginal gains (Steve Peters), inching toward excellence.”

What if… we focused more on the journey; on the “near win”?(Sarah Evans)

“The pursuit of mastery is an ever onward almost.” … “Grit is not just simple elbow-grease term for rugged persistence. It is an often invisible display of endurance that lets you stay in an uncomfortable place, work hard to improve upon a given interest, and do it again and again.”(Sarah Evans)

What if… the ethic of excellence is exemplified by the classroom environment that reflects learning, progress and supports excellence? Display is inspired, the walls are useful, all areas are tidy and reflective of excellence… boards (and IWB) reflect organised and logical presentation of information that is timely and focused on the key learning for the lesson?

What if… the ethic of excellence is seen in the routines that are shared and owned by all – they are systematic and reflects the desire to make progress and learn?


Maybe then…children would see that they are capable of excellence, that this would change them forever and raise their personal benchmark. They would have a new self-image, a new notion of possibility and an appetite for excellence. Maybe observation and education would value the outcome, the quality, the closeness to excellence and be less fixated on observed practice.

“If you’re going to do something, I believe, you should do it well. You should sweat over it and make sure it’s strong and accurate and beautiful and you should be proud of it” (Ron Berger)

Dan Nicholls

October 2015

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Disadvantaged children | think low attainment not low ability

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“What if… we view disadvantaged children as low attaining and not as low ability, instil a deep and widely held belief in what is possible and then set eye-watering targets that underline our ambition to overcome the inertia of context.”

It is probably true that… Primary and Secondary schools need to do more to close the gap in attainment between disadvantaged and advantaged children; perhaps seeing it more as low attainment and not low ability or delayed progress and not that there is a limit to a child’s potential. We know that gaps appear early (ages 0-4) and widen through a child’s education. All of which has a deep impact on the child’s life chance and success that ultimately leads to generational cycles of poverty and disadvantage.

Which begs the question… what does it take to close these gaps and disrupt the loop of unequal opportunity and outcomes?

believe-in-kids


What if… education reinforces early advantage and accumulated advantage for advantaged students and inadvertently creates conditions where early attainment gaps widen?… do we disadvantage the disadvantaged?

Malcolm Gladwell identifies in Outliers that we often perpetuate early advantage. He exemplifies through the Canadian Ice Hockey League where those children selected at 4 and 5 years old, are generally the oldest and largest children; having their birthdays in Jan, Feb and March. These children enter the hockey Academies, experience great coaching, many hours of practise (largely deliberate in nature) and of course they thrive, out-strip their slightly younger peers and go on to be professionals. Not because they are more gifted or talented than those children born later in the year, but because they were a quarter to fifth older and larger than their peers when selected…what happened next just served to prove the selectors and scouts right.

“Autumn born students showed higher attainment and made more academic progress over KS3.” (DfE, 2012)

What if… as educators and teachers we are complicit in the widening of gaps and perpetuating the early advantage of students from advantaged backgrounds?

“Within the complex landscape of differential attainment, socio- economic disadvantage appears to be the most consistent predictor of attainment, particularly for children and young people from white ethnic groups.” (Ofsted)

What if… we recognise that low attaining disadvantaged children on entry to Primary and Secondary school are actually low attaining and not low ability. What if we are actually see “delayed progress” and not fixed ability or limit our belief in what disadvantaged children can achieve.

What if… there is a wide-held and embedded belief in the ability of all disadvantaged to achieve and attain – life enhancing qualifications and skills that will break the generational cycle of poverty? What if… we did not assume that this belief exists? The type of belief that enables and levers success for disadvantaged students needs to be to depth and has to live and breath in the organisation – it has to be felt and ubiquitous in all that happens.

What if… we build in greater ambition for disadvantaged students? At the start of secondary why do we not set low attaining disadvantaged children a full level of progress each year?

What if… we understand that this higher ambition and action seeks to close early gaps in literacy and numeracy for example – because these gaps disenfranchise children from their education and maintain the loop of poor outcomes, with each generation.

What if… we understood that disadvantaged students are prone to “self de-selection”. They are more likely to see an opportunity, chance or activity as not for them and de-select themselves. What if we had a policy of “meeting them there” – to ensure that disadvantaged children attend extra-curricular events and attend trips etc. … and to deliberately plan lift the cultural capital for each child.

What if… we understand that disadvantaged students are more likely to have an external locus of control and more likely to assume that their experiences and opportunities in life are determined by others and that they are not in control of their own destiny (internal locus of control). All of which links to the self-esteem and self-confidence that is more prevalent in advantaged households, where there is an assumed progression and a greater internal locus that expects individuals to take control of their future; making things happen.

What if… we understood that not all disadvantaged students are disadvantaged and that there are many advantaged students who are disadvantaged? Do we use our own understanding and soft intelligence to identify our actual disadvantaged cohort?

What if… we sense-checked our pupil premium spending to ensure that the strategies we are using are not in fact enabling advantaged students to flourish further,(obviously no bad thing) but that they targeted at enabling disadvantaged to close the gap and achieve. This can only be born out of a deep understanding of what being disadvantaged really means.

What if… we realise that pupils premium spending should be proportionate to the numbers of disadvantaged and that only by measuring impact can we truly understand what and how we close the attainment gaps?

What if… we gained a deeper understanding of what it means to be disadvantaged – not because we intend to mis-understand the complexity of socio-economic disadvantage by creating unhelpful generalisations, but so we can find a language, approaches, strategies and teaching that unlocks and reverses the disadvantaged inertia that slows/delays progress.

Key factors can include: worklessness, low parental education, lower ambition, less well informed choices, poor home study routines, poor diet, overcrowding, alcoholism, violence, chaotic homes, lower access to books, tables, further resources, reduced cultural capital, visits, newspapers, discussion, debate… (obviously these are generalisations – there are many disadvantaged backgrounds that support and provide conditions for children to thrive and achieve beyond that achieved in advantaged households.)

“Students’ academic attainment and progress are strongly influenced by the education level of their parents. Influence of Fathers’ qualification levels only half as strong as mothers. Positive parenting experiences, especially the early years Home Learning Environment (HLE) helps to promote better longer term outcomes.” (DfE, 2012)

By understanding context we can inform the quality of provision that enables all children to exploit their one chance.

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What if… we understood that gaps in attainment happen early ages 0-4 and that these gaps typically widen through Primary and Secondary education. “Success is what sociologist would call accumulative advantage.” (Gladwell, 2008)

“Overall, attainment gaps are present from the early stages of education and progressively worsen during transition and through each phase.” (Ofsted)

What if… we understood that these gaps widen because of the Matthew Effect: “it is those who are successful, in other words, who are most likely to be given the kinds of special opportunities that lead to further success.” (Gladwell, 2008)

Differences in academic attainment and social-behavioural development related to background emerged early (at age 3) and remained fairly stable to age 14. (DfE, 2012)

What if…  the quality of Nursery education is a key determining factor. It is not uncommon for gaps to be significant at Reception and that this often directly relates to whether the child has attended Nursery and then whether this is of good quality.

What if… we understood that the summer holiday break (in this instance in the US) has a greater impact on disadvantaged children than advantaged children exemplify the home-advantage of advantaged children…

“The wealthiest kids come back in September and their reading scores have jumped more than 15 points. The poorest kids come back from their holidays and their reading scores have dropped almost four points. Poor kids may out-learn rich kids during the school year. But during the summer, they fall far behind.” … “Virtually all of the advantage that wealthy students have over poor students is the result of differences in the way that privileged kids learn while they are not in school.” (Gladwell, Outliers, 2008)

What if… we took seriously our collective system leadership responsibility for supporting families and by extension all children to make strong progress between 0 and 4. Fully exploiting the potential offered by all-through Academies. This connects the dots and works to remove/improve damaging transitions.

What if… all leaders and teachers are leaders of learning? And that this is never divorced from an on-going and deep dialogue about how we best-teach and support all children to close gaps. Indeed we have a moral obligation as leaders to close these gaps, because only then do we enhance life chances, break the generational cycle of poverty and leave a legacy that we can be proud of.

“Disrupt the loop of unequal outcomes.” (Ofsted)

What if… targets for disadvantaged students were set to close gaps (not to maintain them)? Too often we set targets that simply maintain the gap (for example 4 levels progress for all). And in this moment we limit what is possible and set our ambition for disadvantaged students – we are confirming previous disadvantage – we are seeing disadvantaged students attainment as their potential and limiting our ambition for them. Disadvantaged students need the opposite of this … to be offered a deep belief in them and their ability and that with the appropriate provision delayed progress can be reversed – not least because we should see low attainment not ability and that progress is delayed not a reflection on the child’s ability or potential.

What if… we understand that quality first teaching is what matters for exploiting potential and enabling accelerated progress of disadvantaged students? Indeed quality teaching has a disproportionate impact on disadvantaged children (and in contrast to summer holiday progress, above)…

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…underlining that disadvantaged students make greater progress than advantaged students when they receive quality teaching – perhaps highlighting the appetite of disadvantaged children to learn, again reflecting delayed progress not innate ability.

“The effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds: over a school year, such pupils gain 1.5 years’ worth of learning with very effective teachers, compared with 0.5 years with poorly performing teachers … For poor pupils the difference between a good teacher and a bad teacher can result in a deficit of a whole year’s learning.” (Ofsted)

What if… we realised that where Academies only go as far as identifying disadvantaged students on seating plans (or similar) that this could be limiting potential of disadvantaged students; as teachers make unhelpful assumptions about the child’s potential and become content that this child is keeping pace (or slightly behind the progress of advantaged children!)? Quite the opposite is required; disadvantaged children need to outstrip the progress of advantaged children – targets need to reflect greater gains in progress.

What if… we enabled a continuous discussion and strategy-sharing between teachers and pastoral staff to identify strategies and approaches that specifically support disadvantaged children – and that these are made explicit and employed to support students to make accelerated progress.

What if… we recognised that it is the quality of feedback (built-in, not after the event – that is particularly important for disadvantaged children) and what is done with it as well as the quality of differentiation that has the strongest opportunity to accelerate the progress of disadvantaged students.

“To build a better world we need to replace the patchwork of lucky breaks and arbitrary advantages today that determine success–the fortunate birth dates and the happy accidents of history–with a society that provides opportunities for all.” (Malcolm Gladwell)

What if… we considered the language that we use in lessons and across the Academy when talking about children with low attainment or delayed progress? How often do we talk about ability as if it is fixed or imply that there are limits and ceilings for some children. How far do we employ a growth mindset approach and a language of effort and opportunity?

What if… we remember that effort and opportunity are the greatest determinant on success in almost every area of life? Dweck, Coyle and Gladwell provide compelling evidence that learning and progress is achieved through effort, deliberate practice and the development of myelin within the brain. Disadvantaged students are not wired differently or born less clever…all of which demonstrates that (almost) all gaps can be closed and rates of progress increased. (Accepting that extreme neglect in early childhood can create physical changes in the brain).

Perhaps all of this will help to disrupt the loop of unequal opportunity that hold disadvantaged children back; reversing the cycle of poverty.

“Children experiencing poverty face multiple disadvantages that often continue throughout their lives and all too often continue on to the next generation.” (Child Poverty Strategy 2014-17)


Maybe then…

  • There would be a deep and wide-held belief in the possibility of closing all gaps. That there is eye-watering ambition for all students.
  • We would not equate low attainment as low ability. Such that our targets should reflect an acknowledgement that this is delayed progress.
  • We would develop  a greater understanding of what it means to be disadvantaged.
  • We understand that the educational system actually reinforces and perpetuates gaps, because cultural capital and early advantage enables advantaged students flourish.
  • We use system leadership and connections to equalise access to early advantage when children are 0-4 and through Primary into Secondary.
  • We no longer set targets for disadvantaged that simply maintain or worse open gaps wider for disadvantaged students.
  • We would realise that we often put into place strategies and approaches (perhaps through pupil premium funding) that simply enable advantaged students to continue their “accumulated advantage.”
  • We continue to invest in quality first teaching (particularly feedback and differentiation) so that disadvantaged children are freed and supported to make progress.
  • We remind and promote that ability is not fixed and that through effort and deliberate practise everything is possible.

“Education and organisations should be judged by how well it supports its most vulnerable and disadvantaged to achieve and feel success.”

May 2015