Tees Valley Education CEO Katrina Morley speaks at the SSAT National conference 2017
SSAT National Conference 2017 - Illuminating learning
How do you really know that what’s happening in your school is making a difference? Are your leaders as effective as they can be? Are you confident that your teachers are having the biggest impact possible and how do you develop them further?
The SSAT National Conference 2017 was all about shining a light on what happens in our classrooms. As school leaders, you have more evidence than ever before about what we know makes a real difference to young people’s learning, and about how your students are progressing as individuals. How do you make sense of this evidence and understanding to improve outcomes for all learners?
Over twenty years ago, Dylan Wiliam described the classroom as a black box; with little clarity about what goes on inside. And yet despite the new evidence available, how much has this metaphor actually changed. How do we illuminate the process of learning in every one of our classrooms, across our schools, and across our trusts and collaborations?
The SSAT National Conference 2017 explored how school leaders can be truly evidence-informed in making strategic decisions, how a culture of evidence and research can be embedded across a school or MAT, and the implications of some of the latest research on what we do in schools.
At the heart of the conference is a commitment to being solution focused, by systematically and strategically analysing what will really make a difference for young people. Solution-focused leadership requires both an analytical and creative focus creating radical, empowering solutions.
Katrina Morley, CEO of Tees Valley Education Trust, will explain how she challenged perceived orthodoxies and practices at the organisations she has led, using a mixture of skills, expertise and styles.
Katrina will outline how optimising performance is achieved through a mixture of robust systems, careful planning and regular monitoring along with inspiring the hearts and minds of those who they serve and lead.
The practice and influence needed to do this traditionally comes in terms of research, data analysis, internal and external evaluations, pedagogical orthodoxies and ultimately in mechanisms that are both quantitative and qualitative in nature. But it can also come in terms of ‘real life’ evidence: relationships, reflections from individuals, feedback comments, remarks, and conversations within the whole learning community.