��������������������� A Work in Progress: Developing a culture of Leadership, Self�evaluation and Aspiration Moore Dickson Wynn Graham Geoff Brown
��������������������� Leadership Raising Standards Self�evaluation Aspiration Wynn Graham Geoff Brown Head of English Head of Mathematics Senior Teacher Senior Teacher
��������������������� The Task: “Raising Standards” � How to do it? � Where to start? � Target those in immediate need � Start from the bottom up
��������������������� Immediate priority � GCSE � Examinations imminent � Need to close the gap
��������������������� Disseminate Assess current good practice status Self�evaluation Leadership Aspiration Target Departmental The Pastoral Support Approach
��������������������� Outcome of evaluation � Adapt existing strategies � Key role of middle management � Staff knowledge and experience � Collective effort required
��������������������� Dissemination of good practice What? : What makes good practice? � different strategies/different subjects � Practical/Theoretical How? : Cascading information � Curriculum/Subject leaders � Pastoral leaders � Website: guide to learning
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��������������������� Departmental Support � Whole School PRSD focus on Learning � Revision programmes within each department � A clear structure for all learning � Communicated to pupils/teachers/parents � Underachievers � Targeted departmental revision sessions � Sharing summary notes/supplementary material
��������������������� The Pastoral Approach � Tailored approaches – girls and boys � Identification of pastoral inhibitors � Targeted help for underachievers/ low performers � Head of Year: existing relationship � small group sessions to build self�esteem and confidence
��������������������� Form 1/Year 8 – a fresh start � The bottom up approach � Transition – a challenge and an opportunity � Progression throughout the School � A long term project: a new culture of learning
��������������������� Disseminate Assess current good practice status Self�evaluation Leadership Aspiration Target Departmental The Pastoral Support Approach
��������������������� Process of evaluation � Trial measures � Form 1/Year 8 and Form 2/Year 9 2009�10 � Form 2/Year 9 and Form 3/Year 10 2010�11 � Coherent roll out for Form 1/Year 8 2010�11
��������������������� Dissemination of good practice How? � PRSD � Assessment for Learning � CEIAG � Web Study Guide � Whole School Literacy/ Numeracy targets � Connected Learning � Progress Files
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��������������������� Departmental Support Example 1: Literacy � 2009�10 Audit � Target set 2010�11 � Library Self�evaluation project Literacy Target 2010�11: Develop pupils’ ability to use information texts and to locate, extract and use relevant information to assist learning
��������������������� Departmental Support Example 2: Connected Learning
��������������������� The Pastoral Approach Example 1: Learning support � Form 1/Year 8 Homework Club � Form 1/Year 8 Pupil Mentoring Scheme � follow up to Personal Development lessons � supported by Class Tutors � delivered by Senior pupils
��������������������� Example 2: Progress Files/Target�setting Targets negotiated Targets set in with classroom two subjects teachers Progress File Internal examinations Self�assessment (January and June) Reflection
��������������������� The Collective Vision: Joining the dots
��������������������� The Collective Vision Example 1:Learning Support Mentoring Form 3/Year 10 – low achievers identify problem subject; matched with mentor by Head of Department; programme co�ordinated by Head of Year
��������������������� The Collective Vision Example 2: Target�setting Target�setting Form 2/Year 9 – organised by Class Tutor; monitored and reviewed within Departments
��������������������� What difference has it made? Form 1/Year 8 � At an early stage � A long term project; howeverD � Positive preliminary indicators � Pupil/teacher evaluations � Pupil interpersonal skills � Parental feedback
��������������������� What difference has it made? GCSE � Cohort 2010 � Missed target; however D � Data showed weaker cohort � Cohort exceeded teachers’ predictions – an accurate barometer across groups
��������������������� A work in progress: What next? Continue to monitor, evaluate and review support of pupil learning � Learning and Teaching � Teacher/pupil mentoring for Sixth Form � Pupil/pupil mentoring � HoY/HoD support � Study skills evenings � Communications to parents Outside agencies �
��������������������� A work in progress: What next? Continue to use data to develop appropriate support � Each pupil across each subject per half�term � SIMS mark�sheets � Traffic light systems
��������������������� A work in progress: Areas to consider � Curriculum – right subjects � Pastoral – role of Class Tutor � Managing change
��������������������� Managing Change � Connected Learning � Assessment for Learning � Embedding of: TS and PC, CC Skills, CEIAG � Learning Areas including LLW � Assessment at KS3 � Specification changes/ modular examinations � Progress files/ Target�setting
��������������������� Changing perceptions � Focused subject teachers � Under pressure of time � Sceptical of benefits � Prioritising other changes � Curricular change is province of SLT
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��������������������� A work in progress: Key Lessons � Self�evaluation: need to evaluate and refine/ Keep an open mind � Leadership: recognition of key role of middle management develop capacity and involve � Aspiration enable all members of the School community to realise their full potential: a collective effort
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