 Felly, rwy'n meddwl i'n meddwl i'r ysgolwyddiant, a'r ysgolwyddiant yma, Ross Morrison McGill. Rwy'n meddwl i'n meddwl i'n meddwl i'r ysgolwyddiant. Rwy'n meddwl i'n meddwl i'r ysgolwyddiant yma, yn ymddangos gyda'r ysgolwyddiant yn Lundain. R molds squares in two thousand and fifty he was nominated by the Sunday Times as one of the 500 most influential in Britain for his work in education and today he's going to talk to us about great teaching. How can we be the best educators we can possibly be, Ross. Okay, good, good morning everybody. Roeddwn i'n gweithio gyda'r gwrthoedd. Roeddwn i'r gwasanaeth. Roeddwn i'n Llywodraeth a Llywodraeth i'r Gwasanaeth 25. Roeddwn i'n gweithio. Roeddwn i'n gweithio'n gweithio yn blygu diolch o'r Gweithrwynt, boeddwn i'n gweithio yn 2000, roeddwn i y pwyddogwyd yn y web page, ac mae'n gweithio yn y dyfodol a'r ddweud. Roeddwn i'n gweithio mae'r iddofyn ni'n ei ffordd, roeddwn i'n ddweud oherwydd. ei wneud am wneud beth sy'n gwybod y peth yn ymlaen, dwi'n gwneud i ddweud ei fod yn y ddweud. Rwy'n gweithio i ddweud o'r ystod am ddweud yn y ddweud o'r ddaeth yn dweud y ffasgau ar y dyfodol. Rwy'n gweithio i ddweud i ddweud o'r ddweud. Mae oedd gennych ymlaen ar y ddweud o'r ddweud yn ddweud i'r ymliad, ac rwy'n gweithio i mi arweud i ddweud i ddweud, ac yn dweud i'r ddweud o'r prysgol sy'n gwneud yn dweud, ond rwy'n dweud i'r ddweud i'r ddweud i'r ddweud. Felly, yn dweud i'r ddweud i'r ddweud? Fyddwn ni'n ddweud i'r ddweud? Felly, ddim. Felly, ymwneud. Felly, mae'r llwyddoedd yma. Llywodd. Felly, e些 i fynd i'ch wneud i'w ddweud i'r ddweud, rwy'n dechrau awr i ddim yn rhan o'r ymdrydol i'r briforol i'r twffor o'u wlad, ar ac yn dweud i wneud i'r twffordg diolch o'r peol. Felly, rwy'n dechrau i'r crofydd i'r beigolol i'r teimlo yn y dweud, ac rwy'n meddwl i'r tymlaid yn dweud i'r gwaith o'r rhan o'r ddweud, i ddim yn ein bod yn saidr i'r ddweud i'r ddweud i'r ddweud. Felly, i'r gweithio brydau gwahanol, mae'n gwelwch o gwneud drwy'r gweithio bwysig, ac yn ddweud o'r cwmaint gan y gallwn, felly mae'n gofio yn gwneud drwy'r gweithio. Mae'n gweithio'n gweithio'r cyfnod, mae'n gweithio'n gwneud o'r swyddo ac mae'r dwyloedd yma yma. Ond efallai'n gweithio'n gweithio'n gweithio. If school budgets in England are stretched, the curriculum is incredibly busy and England PISA rankings standards are going up, then you could argue that our teachers are doing amazing work no matter how much they cry out for more funding. Now I'm sure you have, if you were a teacher too, will know that schools, particularly state schools, are desperate for cash. So I want to kind of just challenge some perceptions and highlight some of the work that some schools have done and how they deal with the same challenges. So if you grab that, take a picture, it needs a capital CPD, you can get all the slides. At the back end of the slides I've just essentially given you 50 ideas and if you send me an email I'll send you some PDFs to read later today or tomorrow, something like that. So capital CPD to work, you get the slides and a few links, it'll take you to just a landing page on my site. I'll show you that at the end. So State of the Nation, the working lives of teachers. Now I'm currently doing my doctorate at Cambridge and I'm looking at currently because I know your research focus changes quite a lot. But my current thesis topic is how teachers are using Twitter to enable teacher agency or teacher voice to influence education policy. We're all journalists, we can all put out a tweet or a photo on Instagram, it can go viral, we can be quoted in the news. And I've seen that happen to teachers over the last 10, 12 years since I've been using Twitter. So I want to unpick it in a deeper level and show you how teachers can influence policy. I believe if teachers can mobilize themselves, choose one topic so whether it's teacher pay and everyone shouts about it, they can make a big difference to government policy. The problem with teaching is that there's so many things to tackle and things get very thinly spread. This is just a back end of my website. So it's a screenshot from November. So it's just reached about 11.5 million readers. I started with one blog. Now I started my blog when I was made redundant teacher toolkit. I lost my job. I took voluntary redundancy. My boy was born premature at the same time. I found myself 90 miles away from home without a job in teaching after 18 years. And I just started to write a blog to update my family about his medical condition. That blog in 2007 went viral. Well, definition of a viral. But it reached lots of people in the premature community. Came home. My son was on oxygen. It wasn't in the classroom for the first time ever in September. So I found that very strange. So I started to write about teaching and after a couple of months got back into classroom. And you can see now, 12 years later, blogging is my life. It's a daily habit. And essentially I've been sharing, asking questions, trying to find out solutions. That's all I've been doing. And because it's become a habit, I've been consistent. I've been clear about what I've been wanting to achieve. And I've offered some clarity and understanding for people reading. It's grown into this huge audience. Now, I'll give you some insights into the website. The average reading time is a minute and 15 seconds. So you'll see lots of companies now stipulate how long it takes to read an article. Now, if you think of the life of a teacher when the bell rings every hour and you're coming home, kids to bed, you might sit on the sofa and then look at your phone. Lots of things pinging with notifications. We're in an attention economy where people are competing for your attention. So I deliberately started to ensure that my blogs were no longer than three to four hundred words. So if you go on my site you'll see a range of blogs, about two and a half thousand blogs, almost two million words. Because teachers are busy, they're time-paw by default. So they need things that give them help very quickly. The biggest thing that gets the most clicks is marking. Marking drives teachers nuts across the world. So when I look at the analytics of where people are reading, what locations, I'm needing ideas for marking or lesson planning. The second biggest topic is differentiation. Now, I'm not sure if everyone in the room may be from different parts of the world understand this, but it's essentially meeting the needs of individual children in a class. The problem we have in England currently is that, or at least a dialogue ten years ago, was that there was a need for teachers to meet individual children's needs in one-off lessons. The by-product of that was 30 lolly sticks, seven or eight different translated worksheets and someone would be observing that teacher. It's a myth, it's not possible. And the narrative of the differentiation or the definition has been lost in translation. Differentiation is meeting needs of your children over an academic year. Teach to the top and then navigate your interventions. So marking and differentiation, the top clicks. Now I've had the real privilege, so I left my deputy headship two years ago. Being asked to share lots more things, so I committed to kind of training teachers and managing the blog full-time. So I've been to about 170 schools in the last two years. So I also want to share what I've seen on my travels. This is just an insight into my Twitter analytics. So that's a three-month screenshot. People in the room who are not familiar. So impressions, so 17 million people in three months see my tweets. Impression means, it doesn't necessarily mean someone reads your content but they see your information go past their screen. A click would be, you click on the photograph or the hyperlink so the stats will be much lower, you can see the stats there. So I know that I have a huge responsibility, almost kind of a social mobility moral, to entice the next generation of teachers into the profession, challenge policymakers, but at the same time try and support the teachers who are currently dealing with those challenges. And it's quite a hard balance to kind of strike. I guess my top tip, don't tweet after a glass of red wine. Okay, I've made that mistake. Every three or four months I do my own little Twitter survey and I ask who's to blame for teacher workload or not to blame where are the forces coming from. So you'll see here, Ofsted, which is, if you're not familiar from England, it's the inspection system we have here in England. Is it school leaders, so not just the head teacher but anyone in the school who is in charge of somebody else? The Department for Education moving the goalposts to different frameworks or is it teacher habits? I will mark all my books because it makes me feel good and then I'll go to the staff training session and then look at me, look at all my shiny books. I would like to work in a school where I can bring my worst books so that I can get help. And I need to work in a school where I've got the right soil where I can thrive as a profession. Teaching is a team sport. You cannot solve it on your own. You need experienced colleagues around you to help solve complex classroom problems. I often say on my travels there's a special place reserved in hell for teachers who don't share. And I think I would attribute my growth to sharing ideas, questions, helping people and helping solve problems. And if I didn't know, I got the answer back and it helped me. So you can see here at the top, 2017, school leaders and I was a bit frustrated. I was a deputy head at the time when I was analysing workload. And this is largely influencing a lot of my doctorate thoughts for my thesis. But you can see here, Ofsted just changed its new framework. So if you're not familiar, can I just have a show of hands rather than guessing it? If you're not based in the UK and you've come from overseas, can I just have a show? Okay, so I need to make sure that I give lots of context. So here is the inspection organisation in judges skills. I'm currently looking at my doctorate level that I think when you grade a school, so current term is called stuck schools, it puts that school into another decade of difficulty stroke poverty for the pupils and parents that it serves, rather than telling parents that's a good school. I believe every school is good. There are one or two that have extreme difficulties and serious safeguarding concerns or are illegal. But the vast majority of schools are doing good for their parents and pupils. More on that one later. So you can see there's been a shift. Now, I apologise for the small detail here. But this is the head count of teachers in England today. So a little snapshot, there's 32,000 schools in Britain. There's 23,000 schools in England. There are 453,000, so almost half a million, qualified teachers in England, when you include universities and tutors and things like that, it goes up to about a million. Every year, so this data goes back 20 years, every year we broadly get about 25,000 teachers every year. Two summers ago when the census data was collected in England the first time ever in 20 years we lost more teachers than we gained. And it's never happened before. So for me that rings an alarm bell. What are the reasons? I also think social media, the way that you can teach, you can coach online, you can create resources, make an income from your desk at home. I think with the world of ed tech and this environment here today, there are different ways that we can all work. And I think schools, particularly teaching, this is those challenges in the next decade. Every year, I apologize for this being blurred, but that's 64, 62, 60, it goes down 2% every year you're in the profession. So 25 years, for me I was off the scale, 38% of chance of staying in the teaching profession. Your own country should have this data. My argument here is we often hear in the press or from the media, from politicians that teachers leave within the first five years. In America, it's 60% attrition. In England, it's 40%. But it's not true. The greatest attrition happens in the first two or three years of teaching. I go into the school. It's not why I expected or I'm not supported or the workload is incredible and I leave the profession altogether. Never mind leave that school. And also, including myself here, there are 350,000 qualified teachers in England who don't work in schools. And that data goes back 10 years. So we have enough teachers. We can't keep them or get them to come back in to work in the profession. So these are the kind of things that I've been looking at. I'm going to skip this just because I'm conscious of the technology not working, the irony. And just show you the workload survey. So this was from our Secretary of State in 2013, Nikki Morgan. She conducted a workload challenge report in 2013. You'll see at the top 44,000 teachers responded. 56% said we're sick of putting data on software. He says as an ed tech event. Second event, marking, which confirms what I've seen on my website and on my travels. And then I often say here, hands up if you like a meeting in your place of work. Does anyone like a meeting? OK, in school, a couple of people. No one likes meetings. Research is clear, have a stand up meeting that's going to go quicker. If you work in a school after a five period day, you need a cup of tea and maybe a donut, a bit of sugar. And don't keep me for an hour with a to-do list. Let me go and get on with them, make the meeting brief. Also mental health, walk about meetings, face-to-face conversations, walk around the school environment. Really good for your mental health. Why do teachers leave? Work loads the biggest reason. There's the inspection pressure there again. Behavior features and so does teacher salary. We've just had an announcement in England a couple of days ago with another kind of minimum pay rise for teachers. I've got a colleague at Cambridge, Jude Brady. She's analysed the differences between independent teachers and state school teachers and the differences. So I've highlighted here marking. So it's quite low there, about a thousand teachers surveyed in state schools markings right at the top. She found that both types of teachers work in excess of 50 hours per week to keep on top of their day job. But the biggest difference between working in the state sector to independent was the state school teachers believed they were always asked to complete meaningless tasks. Things that didn't add value to them as a professional or to their children. It was often for monitoring purposes. Now I don't believe this research but I do trust the think tank education policy institutes. The average working hours of teachers apparently teachers are working fewer hours last academic year. You can all laugh if you don't believe it. I'm not sure. But you can see there 10 years, teacher, 45, school leader, anything between 55 and 70 hours a week. Despite contracts at 32.5 hours. This is one more interesting slide I want to show you. A lot of schools have been tackling these topics to reduce workload. But the interesting point I want to point out here is these two areas here, those teachers say it's actually had the opposite impact. So yes, tackle these topics on workload but actually it's made my job harder. Okay, so let's move on. So I said earlier, reduced budgets, tougher exams, crad a curriculum. We're getting better and PZF, we believe in that methodology. So teachers must be doing something right. So on my travels research. This is just a snapshot of England. I've been to about 13 countries last two years. It's been the most fascinating thing ever and I want to share it. So, top 10 issues. So I'm ignoring funding because every school needs more cash. I'm just going to talk about the things that all schools face. These are the schools that I selected. I had to choose schools beyond my own narrative, beyond my own bias of the schools in here, in different parts of the country, small, big, independent, primary grammar, all sorts of things. These are the topics on the right that all schools face. Behind the scenes with a head teacher, we had a bit of a fist fight and they all said we do this one thing really well. I'm going to write about this in your research. So these are the topics. Now I'm going to give you all the slides. I'm going to skip these because I was going to get you to some voting and it's not working so I'm going to skip past this. He says now it's all going to crash. The data I've collected, so from the 10 head teachers and the 250 teachers that I interviewed, I collected about 10,000 points of data. These are what the head teachers say are their strengths. Managing pupil mental health, curriculum and teaching and learning. Where head teachers struggle is not only being really confident, but the challenges of having less funding, managing teacher well-being and research. There's been a huge boom with research in England. I think it's fantastic. The trouble is teachers are time poor, sometimes the research is inaccessible, it's expensive and one, can we trust it? And two, it doesn't even tell us what to do. It gives us recommendations, but in practice it doesn't tell teachers. Hallelujah, teachers say teaching and learning is their strength. So that's good. But where they struggle is managing their own well-being, managing pupil health with reduced funding, maybe losing a teaching assistant in the classroom and managing complex special educational needs. So the conclusions I have for you. This is what I think I've seen on my travels. And I just want you to think just for a moment, where do you see your own, if you work in a school, where do you see your organisation on this chart? Because I've tried to articulate in the book where I've seen skills getting it right. I've seen lots of teachers leave the UK, go over to Dubai, Australia and what have you. I've met one teacher who hasn't been observed for eight years. I think that's quite a lonely place to be if no one's checking in on your practice. You come back to the UK, you're way behind pedagogy. I do believe we need a small dose of this to achieve that. And we need that coherence and clarity, because if you're working in a school with 30 teachers or 100 teachers, one interesting point I want to make is not one school can claim to have 100% consistency, but yet school leaders are desperate to achieve it. And then if I come to inspect your school and you've written something in a non-statutory document such as a teaching and learning policy, I might beat you over the head about it if you say your teachers will mark with a purple pen. And I look in your book and there's no purple pen evident. So all sorts of things. So schools that are getting it right in my opinion have a dose of this to get to here and the struggle is to try and stay there. CPDs protected, research about long-term memory as kids need to be regularly quizzed to support their long-term retention, then so do teachers. The bog standard model is five in set days a year and the schools that are getting it right have abolished this and have staggered professional development throughout the academic year. Why? It allows me to talk to colleagues to share and solve complex problems, practice it in my classroom, come back a couple of weeks later share and compare and look, it didn't work for me, look at my worst books, don't beat me up, I'm just trying to work out what works. And it's research informed and that position where coaching is starting to immerse classrooms rather than grading teachers and teachers are now starting to open their doors. I also am a huge advocate for teachers filming themselves teach and I don't think there's enough of it and I really hope at some point whether it's the research head or the chartered college of teaching can get a huge bank of British teachers teaching kids in British classrooms so we can learn from one another. The teacher minds it as I can only see a week ahead. That's their work in life. They may be able to think half a term in terms of a scheme of work but they're limited because they lack time. So what we now see is teachers accessing professional development in the evenings on Twitter or Saturday, organising their own events. The problem is the quality of CPD isn't good enough in their own schools for lots of reasons. And that's how I see schools that are doing a great kind of cultural shift in professional development for teachers. We all have choices. I know life gets in the way, bereavements, redundancy, broken legs, those types of things, location and travel but we do to a degree have a choice and we want to work. And I think with the use of social media now particularly younger teachers entering the profession if they can see Ross tweeting some great ideas about what they do in their school I'm going to move down the country and go and work in that school because I like what I see and I know I'll be supported. And it's a hard balance between schools to promote use of social media without it damaging not only pupil mental health but teacher mental health. So back in your schools when last did your school talk about teacher mental health because we all have it we all need to manage our mental health whether it's walking the dog or not marking books on a Sunday night and I think that's the skills that are starting to protect their teachers I think that's the framework or methodology to achieve it. So just kind of sign post it and I'll take some questions I've written a book just one of the things as a result of the blog you can download the poster which is a summary of the schools here it is here you can blow it up to A2 stick it in your staff room if you're interested at the back end of all the slides you've got all the 50 ideas in the book and if you send me an email I'll give you an insight into the 10 schools case studies but essentially that's how the book is framed much of the content or ideas are on the blog also teachers are time poor they don't have a lot of cash they don't necessarily want to spend £15 on a book I shouldn't be saying that my publisher will tell me off but I'm doing a sign post here's one sample chapter at the back end of the slides there's another 10 of these this is the mark in an assessment chapter and I've tried to look at a system level rethinking homework, comparative assessment whole class assessment AI, artificial intelligence all over this event today and the use of verbal feedback I've just published some research with UCL on verbal feedback teachers that head and heart conflict I know when I speak to kids it makes a difference but there's not much academic research to back that up so with UCL 13 teachers, 7 state schools very disadvantaged schools in England we published some research in September last year the headline message from me was with structure and routine when teachers use scripted verbal feedback it has no detrimental impact on pupils' outcomes and the response I always get is so how can I damage, how can I evidence verbal feedback well the point being if you've got kids that are struggling with attendance or high exclusions there's some data if that shifts because teachers are talking to kids not a lot of teachers know the etymological meaning of the word assessments does anybody know, hands up assessment, what's its root meaning its Latin origins assessment, look it up to sit beside we need our teachers to be equipped to sit beside children why, relationships immediate feedback understanding I engage and I improve the work edtech gives a solution because we do that immediately and the kids get grades and quizzes but some schools don't have the technology so we rely on thumbs up, thumbs down on many whiteboards and those types of traditional methods there's the link folks capital CPD, there's another ten of those ideas at the back if I could just summarise the things that I've been seeing it'd be these types of things so I think I've got nine on here ok, all leaders must reduce workloads if you're a key stage 3 coordinator in charge of literature you're responsible for workload pressure on somebody else habits and perceptions teachers don't leave in the first five years they leave in the first two we need to challenge the narrative if I go to your school and your marking policy says mark once a week I think that's not a good idea because all I'll be bothered about as a teacher is the assessment driving the curriculum rather than the curriculum driving when I need to assess so if you say mark once a week use the purple pen of progress it's not going to be helpful there's loads of other things there I'm going to pause for some questions thank you for coming I hope you've learnt one or two things please connect on Twitter or send me an email I've got loads of things I want to share 30 minutes is not long enough but thank you for your time and also take some questions thank you everybody thank you Ross that was fantastic actually to hear it's not reinventing the wheel but rethinking how we do things thank you does anybody have we've kind for one question does anybody have a question they would like to ask I've got someone here on the screen okay there you go what inspired you to start teaching I love design technology hence Toolkit and it was for most people it's often the relationship you have with a teacher that makes a difference so for me it was my love of design technology my mother and father were Salva Shinami officers working in homeless hostels so my entire home environment for the first 19 years of my life I'd come home from school and I would be in an environment with drug addicts, schizophrenics, alcoholics I'd play pool with them after school I don't think that would happen today with all the safeguarding checks but that was 40 years ago and I had this teacher that could see my potential seven schools if you're familiar with Hattie and his effect sizes one effect size you move schools well there's no surprise you don't get good exam grades so I had to reset my GCSE qualifications in order to get the ticket to the next step thank you and I think we have time for one more how do you see the future of education changing in the next ten years I think the notion of a school building is going to change physically you know virtual schools for example kids can learn online ed tech and artificial intelligence all these bits of software out here has not I know they'll consider teacher workload but government level if I'm salaried to work 32 and a half hours of working week no one's considered how many times I have to read an email or log on to Sims to input some data and I think the emergence of ed tech is making the job as a teacher not only better but harder because there's lots more things to do in terms of logging in tracking information producing reports and not necessarily telling me what to do next or I have even less time so you'll find all of us emails on our phone despite us paying for our own phone contract deleting emails on the bus home just to keep up with the dialogue getting frustrated because Ross replies to all when he doesn't need to all sorts of things and I think we need to tackle the technology aspects of teacher workload in the next decade because I do think it's going to drive our own mental health and our own use of screen time for the last three months I've been leaving my phone downstairs in the house and I've seen a big difference to my own mental health from doing it I get four or five thousand notifications a month just on Twitter alone I can't keep up with them all I can't manage that myself thankfully I'm in a position where I can do that but our children can't and maybe young inexperienced teachers who come into the profession having always known a mobile phone they will need that support so I think the notion of a building is going to be a challenge in ten years and the ed tech revolution that fourth industry I do see there's going to be a few problems with it OK thank you Ross again that was fantastic Ross if you want to influence policy tweet constantly about one thing only OK thank you Ross Thank you everybody