Tuesday, 14 October 2014

The Role of the HoD within Whole-School Planning

Presentation that forms part of the Strategic Planning module Independent Schools Qualification in Academic Management (ISQAM) Level Two course run by HMCPD and GSAPD in partnership with the IoE. 

Tuesday, 7 October 2014

The Advantages of Single Sex Teaching from 11-16

My interview with Nicola Woolcock of The Times published today:

Boys ‘easier to control in single-sex classes’ 
Teachers can impose tougher discipline on boys who are in segregated classrooms, an independent school head teacher has said in defence of single-sex education. Many experts extol the benefits for girls, but Mark Steed, principal of Berkhamsted School, said that boys thrived in a single-sex environment because teachers could be more “black and white” about discipline.
His views contradict Sir Michael Wilshaw, the head of Ofsted, who said last week that children were best taught in mixed classes. Mr Steed runs a “diamond” school, with girls and boys taught together until 11, separated on different sites during adolescence, and brought together for sixth form. “Boys manage without girls because the key to their academic success is discipline; it’s that simple,” he said. “It’s much easier in an all-boys environment to say, ‘That’s where the line is’. Whereas girls don’t like black and white, boys just need it. “It’s easier to manage boys’ performance between 14 and 16 by just saying ‘That’s how it is, son. That’s where the line is. Don’t cross it’. The massive strides [made at the school] in boys’ performance has been down to strong discipline and clear expectations.”
Girls benefited because they go through puberty earlier than boys, Mr Steed said. “For girls in years 8 to 9 (aged 12 to 14), it’s a very difficult period to have boys on the scene as well. “The other thing about single-sex schools is you can keep them younger for longer. They can just be themselves and grow up at their own rate. They’re less giggly, more focused on their work and slightly more competitive because of it. “We have roughly the same A-level take-up for sciences between the sexes, although slightly more girls do combined science and more boys choose physics.”
Mr Steed also said that achieving a top grade at GCSE was easy if you just “followed the instructions”, adding: “Girls are very good at taking stuff in and reproducing it and GCSE in its current form commends itself to that. Girls are more likely to follow the instructions than boys, but that doesn’t work at A level.” He said that he expected girls to become more stressed with the introduction of linear GCSEs this term, which are examined after two years and have no coursework.
When reunited at A level, boys and girls learn from each other’s styles of working, he said, with boys having to adapt to a less “nannying” approach than they were used to.
The school takes children from 5 months to 18. It also runs a separate prep school and sponsors an academy.

Tuesday, 23 September 2014

e-Safety for Teachers

A presentation on e-Safety for Teachers given to the Berkhamsted School teaching staff on 24/09/2014.

Wednesday, 17 September 2014

A personal tribute to a Wartime Headmaster and those Berkhamstedianswho died in WW1

Any Headteacher who has been in a school at the time of the death of a pupil or of a recent leaver will know the sense of loss and helplessness that grips a community.  Every headteacher dreads the time when they have to stand up and announce to the school that a pupil or former pupil has died. Death is an alien concept to young people, who on the whole still think that they are immortal. The young are not equipped to cope with death - and rightly so. It is different for the Common Room - death in a community hits them hard.  Teachers, with the distance that comes both the age and role, know how to mourn and grieve, but grapple with the 'why?'s and 'what might have been's more than most.  Schools are no place for the dead.
So when I reflect on the impact of World War One on Berkhamsted School, my mind turns to what it must have been like for Charles Greene, who was Headmaster at that time . . .
Charles Greene (Headmaster 1911-27) had the unenviable task of reading out to the school in chapel the names of those former pupils who had died throughout the course of the war - and indeed beyond. Some 232 Old Berkhamstedians died in those years. He almost certainly knew personally the majority of the boys who died, as had been at Berkhamsted since 1889 as a teacher, Housemaster of St John’s Boarding House and Deputy Head, prior to becoming Headmaster. 
Charles Greene annotated the Prefects’ Book, which each prefect signed on taking office, in red ink recording the military career and when each boy fell. No one can read those words without feeling his pain and that of the community that he led.  
Those of us who have had on occasion to lead a school through the death of a pupil can only imagine the pain that Charles Greene felt as week after week he walked to the lectern to deliver more tragic news. Furthermore, there is little doubt that this will have had a significant impact on Charles Greene's home life and thus on the formative years of his youngest son, Graham (b. 1910), Berkhamsted's most famous Old Boy, growing up as he did in the Headmaster's accommodation in School House.
It is perhaps no surprise that Greene's is the darkest gloomiest portrait that hangs in Old Hall.  The shadow of WW1 falls over 
This week I started a personal tribute to the Old Berkhamstedians who died in WW1. A hundred years on, like Charles Greene before me, I shall be announcing the deaths of OBs in the assembly following the day they fell. 
We have set up a Berkhamsted School WW1 Twitter feed @BerkhamstedWW1 to commemorate individually those who fell on the anniversary of their death in the instances where the details are known.
And so "we shall remember them."

Friday, 8 August 2014

The Alliance: Managing Talent in the Networked Age - Book Review

The Alliance is a remarkably concise management book that  has some simple concepts and well-thought-out advice about managing talent in a competitive economy. At its heart is an argument for a new relationship between employers and employees. The traditional model of lifetime employment that was fostered in the relatively stable economy of the 1950s and 1960s was replaced in the 1970s and 1980s by a view that increasingly saw employees and jobs as a short-term commodity.  The consequence of 'increased shareholder value' was a breakdown trust between employers and employees, The consequence of firms shedding labour at the first sign of trouble is that employee loyalty is at an all-time low. The present state of affairs is not good for employers because employees leave mid-project; or for employees because there is no longer job security. [The only winners are the head-hunters]. The new model advocated in The Alliance is a 'middle way' between the two previous approaches:

The Alliance believes that there needs to be greater transparency and openness between what employers and employees about what they want from their working relationship:
"The business work needs a new employee framework that facilitates mutual trust, mutual investment and mutual benefit."  (p.7)  "In an alliance, the manager can speak openly and honestly about the investment the company is willing to make in the employee and what it expects in return. The employee can speak openly and honestly about the type of growth he seeks (skills, experiences, and the like) and what he will invest in the company in return by way of effort and commitment. Both sides set clear expectations." (p.9)
The authors use the analogy of a military 'tour of duty'.  Employers need employees who sign up for a 'tour of duty' whereby firms have a flexible workforce but with workers who are committed to seeing the latest project through to its end; and employees have experiences which will develop them professionally. At the end of a 'tour' there is scope for employers and employees to commit to another tour, or to part company knowing that it had been profitable for both sides.
A second dimension of this new relationship between employers and employees relates to the importance of developing and leveraging personal networks. Networks have always had an important part to play in business, but in the connected social media age, these have become one of the greatest assets both collectively of firms and of individuals. Both firms and employees through their relationship develop the brand: firms develop the company brand and employees   their own 'personal brand'. The authors argue for a symbiotic relationship, whereby the firm encourages the individual to develop their personal professional network, which in turn can help the organisation develop and flourish. This may be through bringing in business, opening up new markets, by providing the firm with 'non-public' sector/ market information, or by helping with offering solutions to challenges.  
The final aspect of the new relationship is the importance of a professional alumni network whereby the firm keeps in touch with former employees after they have move on to a new post. Lifelong employment might be a thing of the past but a lifelong relationship might be a reasonable expectation for those who complete a successful tour of duty. This alumni group can provide useful support for the firm in a number of ways, including a source of recruitment, making recommendations to others who are thinking of joining the firm and acting as critical friends.

Monday, 7 July 2014

Squaring the Circle - The Greatest Educational Challenge

"One of the greatest challenges facing leading schools in this country is how best to prepare you, young people, for what is an increasingly competitive market place for top jobs. To some extent it was ever thus, but the difference between your generation and that of those of us who are parents is that you are competing in a truly global marketplace. You are not just competing with the best in the UK – you are competing with the best in the world. There are more A* and outstanding pupils in China than there are pupils in Britain, so if you are going to be the movers and shakers of the next generation then you will need to raise your game.
It is not so much “Berko’s Got talent” or even “Britain’s Got talent” – but it’s “The World’s Got Talent”. How will you compete? And how will your education here at Berkhamsted prepare you for that world? Britain has long since abandoned any pretence of having an economy based on making things. As Richard Sykes of Imperial College, formerly Chief Executive of Glaxo-Wellcome puts it:
 'We can’t compete against the manpower of India and China: we have to use our brains.' 
"Independent Schools like Berkhamsted have a long and distinguished history in producing world-class leaders in their various fields and they have an important role to play if UK PLC is going to remain competitive on the international stage. In the global employment market, you have a number of advantages – you are native speakers of the new global language and you have relatively cheap and easy access to some of the best universities in the world, but this is not enough – you need more – you need world-class schooling.

"The problem that we face in schools is that there is a growing dislocation between the standard school curriculum and the world of work. I believe that the exam system is the greatest obstruction to preparing young people for the world of work because it is completely out of kilter with what people actually do in the workplace. At no point in any job do people ever work alone, in silence, without technology or collaboration; and no one ever writes a handwritten essay. 
"Changes in working patterns and the increasing use of technology in business combined with subtle shift in our A-level system are making this dislocation even greater. In the past somebody who had a bit of flair could write an essay and be given an ‘A’ for it even if it was not the approach the examiner expected, because they had written it in an interesting way. But in recent years exam boards have tried to automate their marking processes and that approach has been drummed out of the system because examiners do onscreen marking with a checklist of all the key words which need to be there. The consequence is that we are coming up with a generation of people who are very accurate and don't make mistakes, but who also don't take risks. 
"So, at a forward-looking school like Berkhamsted we have to try to square the circle: we need to teach young people to pass examinations so that they can get the grades to gain places at top universities to have the start that we want them all to have in life; but we also need to nurture young people who can think for themselves, who are creative, who can solve problems, who can think out of the box, who can be an effective part of a team, who have passions and interests, who make connections, who are articulate, who are good with people, who have a sense of community and of service; and who, above all, develop the values that will enable them to make a difference in the world.

"Education is about so much more than passing examinations. It is not about cribs and shortcuts. It is about broadening the mind. It is about making connections. It is about abandoning the motorway and taking the scenic route. It is about making discoveries. It is about a deeper understanding that comes from really knowing something well. It is about kicking around ideas with like-minded people. It is about taking yourself out of your comfort zone. It is about taking risks. It is about taking time. I am not arguing this out of a romantic view of how education was in the past. I believe that these things are important for individuals and for us as a nation. Britain’s traditions in the creative arts, in science and innovation have been fed by an education system has led the world. Schools like these and our top universities have led the world by teaching young people to “think”. If all that teachers do is to teach to the exam, and if all pupils do is to learn what they need to know to pass the exam, then we are failing to educate. If we fail to educate, we will lose the Nation’s greatest asset. That is how we square the circle – that is the Berkhamsted vision for Education."

Part of my address at the Berkhamsted School Speech Day on Thursday 3rd July, 2014

Friday, 20 June 2014

Independent Schools, Elite Sport and University Entrance

Letter to the Daily Telegraph
Published Saturday 21st June 2014

Sir Michael Wilshaw, the head of Ofsted, argues that a disproportionate number of independent school pupils represent Britain at elite sport. So what do we do? Do we have quotas of state pupils who represent GB at the Olympics or England at Rugby? No of course we don't. We aspire to bring sport in the maintained sector up to standard of sport in independent schools.
Independent schools also provide a disproportionate number of pupils to Oxford and Cambridge and Russell Group universities, so why is Offa seeking to impose a system of quotas? Why not try to raise academic standards amongst the most able in state schools?
Both TeamGB and UKplc need the best proven talent to compete on a global stage and quotas aren't going to help - a broader talent base will.

Mark S Steed
Principal, Berkhamsted School
Berkhamsted, Herts

Monday, 9 June 2014

Soapbox: The exam system is seriously hindering efforts to prepare young people for the workplace.

Testing young people's ability to work alone in silence without access to technology is outdated and irrelevant, the Principal of Berkhamsted School tells Rachel Bridge
The present British examination system is seriously hindering efforts by schools to prepare young people for the workplace, says Mark Steed, Principal of Berkhamsted School, a highly regarded independent school in Hertfordshire. It stifles the very qualities that British businesses need and urgently needs reforming, he said. Steed said: "The exam system is the biggest obstruction to preparing young people for the world of work because it is completely out of kilter with what people actually do in the workplace. At no point in any job do people ever work alone, in silence, without technology or collaboration. And handwritten essays are just not something that anyone produces in the workplace."
The exam system is completely out of kilter with how people work in the workplace, says Mark Steed 
He said that while teachers have been quick to respond to the changing needs of the workplace by introducing technology and collaboration into the classroom, their ability to do more is being seriously inhibited by the need to prepare young people for exams which bear no resemblance to the way the workplace actually operates. He said: "Education is embracing new technologies at an extremely fast rate.
Teachers are using laptops and iPads and tablet devices in lessons and they are encouraging students to work collaboratively through software such as Google Docs. But the problem is that we have still got a 19th century examination system which involves sitting in rows in silence without technology or collaboration."
Steed warned that the present examination system also inhibits creativity and flair, the very things that we as a society should be encouraging in young people - not just for their personal development, but because they help drive the economy forward.
He said: "In recent years exam boards have tried to automate their marking processes so we have ended up with tick box marking of A levels. In the past somebody who had a bit of flair could write an essay and be given an A for it even if it was not the approach the examiner expected, because they had written it in an interesting way." "But that has now been drummed out of the exam system because examiners do onscreen marking with a checklist of all the key words which need to be there. The consequence is that we are coming up with a generation of people who are very accurate and don't make mistakes, but who also don't take risks."
He added: "The competitive advantage of Britain as a nation is based around problem solving and creativity but the exam system at the moment mitigates against both of those things. It punishes people who are creative or quirky or whose answers aren't the exact ones on the sheet. That means teachers end up having to rein in students' creativity and problem solving skills in order to prepare them to sit these exams."
Steed called on the government to urgently overhaul the examination system so that it rewards rather than stifles qualities needed in the workplace, saying: "We need an exam system that encourages creativity, and rewards students who come up with nonstandard answers. Creativity is one of the UK's great strengths - we produce brilliant designers and scientists, engineers and architects and we have some of the most creative and best problem solvers in the world. But unless we sort out the exam system we are in danger of losing that."