Why I would want to appoint you to my Leadership Team

  • View
    215

  • Download
    2

Embed Size (px)

Text of Why I would want to appoint you to my Leadership Team

  • Why should I appoint you to my Leadership Team?Geoff BartonHeadteacher, King Edward VI School, Suffolk

    www.geoffbarton.co.uk (48)

    *

  • - What are schools like now and what will they be like? - What kind of leaders will they need?- Why you?

    *

  • My approach

    *

  • What does Ofsted tell us about school leadership?

    *

  • Leadership and management are at least satisfactory in most schools and good or outstanding in over six in 10.

    Outstanding leaders analyse the quality and consistency of teaching across the full range of provision in order to ensure that the professional development provided for staff brings about improvement.

    HMCI 2006

    *

  • A recent survey by the Institute for Policy Studies in Education revealed that only 2.5 per cent of secondary teachers were considering headships, while 86 per cent of secondary heads in England are over 45.

    *

  • Average time from NQT to Headship = 20 years NCSL

    *

  • Who are the school leaders who have inspired you? What did they do? What didnt they do enough of?

    *

  • How is the landscape of schools changing?

    *

  • *

  • So what kind of leadership do schools need?

    *

  • *

  • Margaret Thatcher:Dont bring me problems; bring me solutions

    Never underestimate the power of an announcement, Kenneth

    *

  • Tony Blair:Saying yes is easy; its saying no thats tough

    Jeremy Irons:Which living person do you most admire, and why?Tony Blair, for living so publicly with the knowledge that he's not perfect.

    *

  • Bill Clinton:If we do what weve always done, well get what weve always got

    *

  • Homer Simpson:Youre a but man. Thats the difference between success and failure the use of the word but

    *

  • David Reynolds, University of ExeterHigh-Reliability Organisations

    *

  • Through fog, snow, computer-system failures, and nearby tornadoes, airlines show a remarkable level of performance reliability

    *

  • By contrast, in the U.S., one of the most highly educated nations on earth, within any group of 100 students beginning first grade in a particular year, approximately 16 will not have obtained either their high school diploma or a General Education Development certificate 12-13 years later.

    In Britain, just under half of all 16-year-old pupils will not have the benchmark of 5 or more high grade public examination passes in the national system. Obviously, many nations have even lower levels of educational performance.

    *

  • So what kind of people do we NOT need on our leadership teams

    *

  • People with the lingo

    People for whom leadership or management is via paper or emails

    People who think having an office is a key feature of the job

    People without credibility

    People who cant see that, ultimately its a job

    *

  • 1: Accept the inevitability of change: they ride with it and channel it rather than resisting it

    Leadership teams need people who

    *

  • 2 Are endlessly resilient

    Leadership teams need people who

    *

  • 3 Understand the symbolism of the job: how we present ourselves isnt cosmeticLeadership teams need people who

    *

  • 4 Know that the first job I should do today is the job Id rather not do

    Leadership teams need people who

    *

  • 5 Make life reassuringly simplerLeadership teams need people who

    *

  • 6 Understand that the job is about people, not systemsLeadership teams need people who

    *

  • 7 Recognise the changing nature of schools, teachers and young peopleLeadership teams need people who

    *

  • 8 Remain intolerant of mediocrity: good enough is rarely good enoughLeadership teams need people who

    *

  • 9Evaluate endlessly Leadership teams need people who

    *

  • Routine monitoring

    TUTOR GROUP:

    Do all students have coats off?

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    Are students wearing proper school sweatshirt/polo shirt?

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    Are all students wearing shoes (ie no trainers except with doctors notes)?

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    Is jewellery acceptable (ie no facial piercings, no bracelets, only thin metal necklaces)?

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    ( Yes

    ( No

    Is the tutor

    Talking to students?

    Signing planners?

    Taking the register?

    Doing admin?

    Other?

    *

  • Tutor group spot-check

    Week beginning 17 / 1 / 5

    24 tutor groups were visited

    Heads of Year have individual results

    YES

    Do all students have coats off?

    79%

    Are they wearing correct school sweatshirt/polo shirt?

    96%

    Are they wearing shoes (not trainers)?

    100%

    Is jewellery acceptable?

    88%

    Is the ethos positive and purposeful?

    88%

    *

  • Cover work set on appropriate form

    Cover work left in staffroom tray

    Work was clear to follow for you

    and for students?

    Necessary materials were available

    Lesson objective set

    Work seemed appropriate

    Any comments (eg student behaviour / display / clarity of instructions, etc):

    *

  • Planners

    Name

    TG

    Cover clean*

    H-S-A signed

    All dates completed

    Parent signed

    last 3 weeks

    Tutor signed

    Last 3 weeks

    Letter / hwk boxes used

    Homework consistently written in

    Comments on homework

    No of commendations

    Liam Askew

    9WD

    No

    Yes

    Yes

    Yes

    No

    Occasionally

    Yes

    English - none for 4 weeks

    Bio none for 5 weeks

    Tech none for 4 weeks

    67 but lots without stickers

    Leon Brown

    9WD

    No

    Yes

    Yes

    Yes

    Yes

    Occasionally

    Yes

    Maths none for 6 weeks

    66 - ditto

    Simon Crack

    No

    Yes

    No

    Yes

    Yes

    Rarely

    No

    Bio none since November

    Hums erratic

    18

    *

  • Book sampling

    Name

    Year / Set

    Teacher

    Cover clean

    Y N

    Homework evident

    Y N

    Homework marked

    Y N

    Presentation

    G F P

    Types of writing

    General comments

    Kate Elsom

    HISTORY

    9

    WD

    Y

    Y

    Y

    G

    Thinking

    Notes

    Extended

    Clearly sequenced, challenging, high-level; exemplary feedback positive, precise, personal

    Thomas Robotham

    HISTORY

    9

    WD

    Y

    Y

    Y

    G

    Thinking

    Notes

    Extended

    V different ability of student but same strong expectations; tangible progress in students work; supportive, positive marking

    Chesney Ward?

    GEOGRAPHY

    9

    YE

    Y

    Y

    Y

    G

    Notes

    Exercises

    Good positive feedback; evidence of regular marking; good range of writing

    Scott Simpson

    GEOGRAPHY

    9

    HS

    Y

    Y

    Not consistently

    G

    Notes

    Exercises

    Some extended work

    Clear and well-used overall; good to note some extend worrk; marking appears to end in late Sept

    *

  • Faculty reviews

    1 Do you feel supported in your work within the Faculty?

    very

    mostly

    not very

    not at all

    2 Do you feel supported in your work within the school as a whole?

    very

    mostly

    not very

    not at all

    3 Do you feel that there is a clear vision within the Faculty?

    very

    mostly

    not very

    not at all

    4 Do you feel involved in the development of the Faculty?

    very

    mostly

    not very

    not at all

    5 What currently impedes your work?

    6 What should be the Facultys main priority over the coming year?

    *

  • Always

    Usually

    Sometimes

    Never

    1. My teaching approaches and planning have taken account of the presence of TAs

    2. The work of TAs has encouraged student independence in my classroom

    3. TAs working in my classes have ensured that students remained engaged throughout the lesson

    4. TAs have been encouraged to offer feedback to me about classroom arrangements

    5. I know and have taken account of the curriculum strengths of TAs

    6. TAs have been involved in the planning of specific lessons

    7. I have hade the opportunity to meet outside the classroom with TAs who work in my classroom

    8. TAs have contributed positively to the management of the class

    9. I have been pleased with the work of TAs in my class

    10. I am aware of the special needs of the student(s) who have been supported by TAs

    *

  • Strongly agree

    Agree

    Disagree

    Strongly disagree

    Dont know

    1 My child likes school

    43

    50%

    -

    7%

    -

    2 My child is making good progress

    57%

    36%

    7%

    -

    -

    3 Students behave well

    23%

    57%

    14%

    -

    7%

    4 My child is not bullied or harassed at school

    22%

    64%

    -

    6%

    6%

    5 Teaching is good

    29%

    64%

    -

    -

    7%

    6 I am kept well informed about how my child is getting o