TT1617 Evaluation Report

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By contrast, for less established schools, the reasons for their choices are still based on the fact that the teacher has an interest in the arts or an arts responsibility. When asked to consider how they are sharing knowledge, they have mainly cited opportunities to develop skills and knowledge within their schools (excepting those on the LiCL course). However, that dissemination is now much wider, with whole staff and departmental INSET being a standard follow on from Trailblazer CPD. “knowledge gained through CPDs and projects are shared during staff meetings and uploaded onto the staff shared drive.” Woodside Primary Academy Investment in the Cultural Champions has continued with the LiCL course. Selected participants were invited to join this ‘test bed’ development programme that ran over 8 sessions. 4 The progress made by this group was rapid, substantial and inspiring. The LiCL candidates presented at the Managing Change workshop, led by Hilary Carty and were described as ‘inspiring’ by the other Cultural Champions. “the LiCL course has been invaluable in driving and leading Trailblazer in school. As a ‘Champion’ I was able to lead and train staff back at school and boost morale.” Thameside Primary School It will be interesting to compare the work of the other two models and whether they are able to move as quickly to such a productive, bonded dynamic. Each of these Cultural Champions were nominated by the team on the basis of potential shown during the first two years of Trailblazer. They have already experienced the leadership training led by Hilary Carty, the twilight programme, one to one consultant support, Artsmark development and action research strategy. This progression is acknowledged in feedback about the course. “LiCL course - wow! I’ve learnt a lot and had some great successes, building on the last two years with Trailblazer.” Beacon Hill Academy The LiCL candidates have worked as a supportive peer network, developing individual ‘theory of change’ models for their own settings. The culmination of the course brought their vision together into a Thurrock wide statement of intent. These teachers are empowered, galvanised and ready to make change that is felt across the borough, addressing issues that they have identified as priorities. Increasingly, the Cultural Champions can be seen as a leadership force that can support the development of other schools. 4 This is one of three models commissioned by ROH Bridge. 16
“I have always believed in arts in education and the impact it can have on teaching and learning, yet as a fairly newly qualified teacher I lacked the confidence and leadership experience to affect change. I had made small victories during my time as Cultural Champion, but it wasn’t until the LiCL course that I really felt empowered. The whole process led me through exploring leadership styles, identifying my strengths and weaknesses and developing reflective practice. The support and wisdom I gained from honest and frank discussions with Katherine, other teachers and the rest of the LiCL team was invaluable. It led to real clarity for me in what I was trying to achieve and how to achieve it. Developing a theory of change enabled me to think strategically about how to capitalise on the Trailblazer offer in my setting and the leadership skills I developed have resulted in motivated and committed staff…There is a whole school push on embedding the arts into our curriculum – I don’t think I would have been able to have such a strong influence without LiCL.” Thameside Primary School There is a great deal of scope for them to contribute to strategic development through the Thurrock Local Cultural Education Partnership (LCEP), working with interests from across sectors to secure cultural opportunities for Thurrock pupils. The LiCL cohort’s draft vision certainly matches the LCEPs’ aims both in scope and ambition. 5 Senior Leaders in discussion at the Thurrock Trailblazer Leadership Conference (Photo: Cathy Al Ghabra) 5 The Thurrock Local Cultural Education Partnership was established in 2015. It is part of a national response to the Cultural Education Challenge, launched by the Arts Council in October 2015 17
Page 1: Thurrock Trailblazer - Changing Cul
Page 4 and 5: Aims of the evaluation This evaluat
Page 6 and 7: Champions encouraging those new to
Page 8 and 9: Thurrock Trailblazer and how it has
Page 10 and 11: Key developments The programme cont
Page 12 and 13: Changing the educational landscape
Page 14 and 15: 2. Providing challenge and high-qua
Page 16 and 17: Trailblazer schools recognise that
Page 20 and 21: 4. Encouraging and nurturing collab
Page 22 and 23: Champions across the trust. They ar
Page 24 and 25: 5. Programming ambitious celebratio
Page 26 and 27: Change in schools - the Trailblazer
Page 28 and 29: Conclusion Opportunities for develo
Page 30 and 31: ● Routes and pathways for inter-s
Page 32: Appendices Appendix 1 - progress ov
Page 36: Appendix 2 - Influence Thurrock Tra
Page 40: • Reflective practice and evaluat
Page 44 and 45: Appendix Three Case Studies from a
Page 46 and 47: Name of School- William Edwards Sch
Page 48 and 49: School: Thameside Primary School Pr
Page 50: Thurrock Trailblazer is supported b

TT1617 Evaluation Report

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