Centre for High Performance: Difference between revisions
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==Study on performance== |
==Study on performance== |
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Between 2010 - 2015 The Centre observed progress made by 160 [[Academy (English school)|academy schools]] after they were put into [[special measures]] by [[OfSTED]]. The collected data was shared with [[The Future Leaders Trust|Andrew Day]], Executive Director (CEO) of [[The Northumberland Church of England Academy]]; Carolyn Robson CBE, Executive Principal of [[Rushey Mead Academy]]; David Bateson OBE, Chair of EMLC Academy Trust Strategic Board; George Gyte, Adviser to the [[Department for Education]] and [[Tony Blair]]’s Prime Minister’s Delivery Unit; Professor Sir George Berwick, CEO of [[London Challenge|Challenge Partners]]; Dame Sally Coates, Director of Academies for [[United Learning]] and Laura McInerney, [[The Guardian|Guardian]] columnist and Editor of Schools Week who described it as “some of the most powerful and engaging ever seen in education research”.<ref name="meet"/> The study was presented to the 2016 [[Global Education and Skills Forum]] conference in Dubai,<ref>{{cite web|url=https://educationandskillsforum.org/session/edtalk-alex-hill/|title=How to turn around a failing school|date=13 March 2016|work=Varkey Foundation}}</ref> and published the following day by [[The Times]],<ref>{{cite web|url=http://www.thetimes.co.uk/article/failing-academies-pay-to-offload-difficult-children-g2xrkpf5m|title=Failing academies ‘pay to offload difficult children’|date=14 March 2016|work=The Times}}</ref> the [[ |
Between 2010 - 2015 The Centre observed progress made by 160 [[Academy (English school)|academy schools]] after they were put into [[special measures]] by [[OfSTED]]. The collected data was shared with [[The Future Leaders Trust|Andrew Day]], Executive Director (CEO) of [[The Northumberland Church of England Academy]]; Carolyn Robson CBE, Executive Principal of [[Rushey Mead Academy]]; David Bateson OBE, Chair of EMLC Academy Trust Strategic Board; George Gyte, Adviser to the [[Department for Education]] and [[Tony Blair]]’s Prime Minister’s Delivery Unit; Professor Sir George Berwick, CEO of [[London Challenge|Challenge Partners]]; Dame Sally Coates, Director of Academies for [[United Learning]] and Laura McInerney, [[The Guardian|Guardian]] columnist and Editor of Schools Week who described it as “some of the most powerful and engaging ever seen in education research”.<ref name="meet"/> The study was presented to the 2016 [[Global Education and Skills Forum]] conference in Dubai,<ref>{{cite web|url=https://educationandskillsforum.org/session/edtalk-alex-hill/|title=How to turn around a failing school|date=13 March 2016|work=Varkey Foundation}}</ref> and published the following day by ''[[The Times]]'',<ref>{{cite web|url=http://www.thetimes.co.uk/article/failing-academies-pay-to-offload-difficult-children-g2xrkpf5m|title=Failing academies ‘pay to offload difficult children’|date=14 March 2016|work=The Times}}</ref> and the ''[[Daily Telegraph]]''.<ref>{{cite web|url=http://www.telegraph.co.uk/news/uknews/12192753/Unruly-pupils-excluded-by-failing-academies-to-boost-standards.html|title=Unruly pupils 'excluded by failing academies to boost standards'|date=14 March 2016|work=The Telegraph}}</ref> and [[BT Group|BT]]. The full findings were sent to The [[Department for Education]] and released as an [[SSRN]] academic paper titled 'Performance Metrics, Practice, and Implications: Lessons from Academy Schools in the UK.<ref>{{cite news|url=http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2769868|title=Performance Metrics, Practice, and Implications: Lessons from Academy Schools in the UK|date=25 April 2016|work=[[Oxford University]]}}</ref> Liam Young wrote in ''[[The Independent]]'' that the paper was "simply astonishing" because it concluded that schools achieving performance metrics set by the government made eight changes in sequence.<ref>{{cite news|url=http://www.independent.co.uk/voices/academies-are-excluding-poor-quality-students-yet-more-social-cleansing-from-the-conservative-a6993401.html|title=Academies are socially cleansing their student population|date=20 April 2016|work=[[The Independent]]}}</ref> The [[Department for Education]] later confirmed that [[special school]]s would be included in government proposals to turn every school into an academy<ref>{{cite news|url=http://schoolsweek.co.uk/excluded-pupils-will-still-count-in-schools-results/|title=Excluded pupils will still count in school’s results|date=24 March 2016|work=[[Schools Week]]}}</ref>. The [[Conservative Party (UK)|government]] subsequently published a [[white paper]] on excellence in education.<ref>{{cite web|url=http://schoolsweek.co.uk/the-6-secrets-of-school-turnarounds-as-revealed-by-study-of-160-academies/|title=What does the British Olympic boxing team and a successful academy have in common?|date=24 March 2016|work=Schools Week}}</ref> |
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==Study on leadership== |
==Study on leadership== |
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Revision as of 09:40, 9 July 2016
The Centre for High Performance is a research group of senior faculty at Oxford University and Kingston University, which conducts research on organisational performance and works with Eton College, John Lewis, NASA, The New Zealand All-Blacks, Royal Academy of Music, Royal College of Art, and Royal Shakespeare Company.[1] Led by Alex Hill, Associate Professor at Kingston University and Ben Laker, Lecturer at Kingston University, contributions are made from Liz Mellon, Executive Director at Duke Corporate Education; Jules Goddard, Fellow at London Business School; Richard Cuthbertson, Senior Research Fellow at Saïd Business School, Oxford University and Terry Hill, Emeritus Fellow at Green Templeton College, Oxford University.[2]
Study on performance
Between 2010 - 2015 The Centre observed progress made by 160 academy schools after they were put into special measures by OfSTED. The collected data was shared with Andrew Day, Executive Director (CEO) of The Northumberland Church of England Academy; Carolyn Robson CBE, Executive Principal of Rushey Mead Academy; David Bateson OBE, Chair of EMLC Academy Trust Strategic Board; George Gyte, Adviser to the Department for Education and Tony Blair’s Prime Minister’s Delivery Unit; Professor Sir George Berwick, CEO of Challenge Partners; Dame Sally Coates, Director of Academies for United Learning and Laura McInerney, Guardian columnist and Editor of Schools Week who described it as “some of the most powerful and engaging ever seen in education research”.[2] The study was presented to the 2016 Global Education and Skills Forum conference in Dubai,[3] and published the following day by The Times,[4] and the Daily Telegraph.[5] and BT. The full findings were sent to The Department for Education and released as an SSRN academic paper titled 'Performance Metrics, Practice, and Implications: Lessons from Academy Schools in the UK.[6] Liam Young wrote in The Independent that the paper was "simply astonishing" because it concluded that schools achieving performance metrics set by the government made eight changes in sequence.[7] The Department for Education later confirmed that special schools would be included in government proposals to turn every school into an academy[8]. The government subsequently published a white paper on excellence in education.[9]
Study on leadership
In 2016 The Centre investigated the impact of different types of leaders on performance, beginning with the so-called "superhead" system of executive head teachers.The findings of this study were published by Schools Week[10][11] and The Times.[12] Hill concluded “when a school emerges from a period with a superhead, you’ve lost three years, sometimes longer, and you’ve spent a load of money you didn’t need to. You are now behind where you could have been both in terms of the impact on students but also on your community.”[10]
References
- ^ "The school of high performance". dialoguereview.com.
- ^ a b "Meet the people behind school gaming research". Schools Week. 31 May 2016.
- ^ "How to turn around a failing school". Varkey Foundation. 13 March 2016.
- ^ "Failing academies 'pay to offload difficult children'". The Times. 14 March 2016.
- ^ "Unruly pupils 'excluded by failing academies to boost standards'". The Telegraph. 14 March 2016.
- ^ "Performance Metrics, Practice, and Implications: Lessons from Academy Schools in the UK". Oxford University. 25 April 2016.
- ^ "Academies are socially cleansing their student population". The Independent. 20 April 2016.
- ^ "Excluded pupils will still count in school's results". Schools Week. 24 March 2016.
- ^ "What does the British Olympic boxing team and a successful academy have in common?". Schools Week. 24 March 2016.
- ^ a b "Superheads: the true cost to schools". Schools Week. 15 April 2016.
- ^ "Why asking school leaders to be superheads is a really bad idea". Schools Week. 15 April 2016.
- ^ "Superheads boost results but leave schools in chaos". The Times. 29 March 2016.