St. Peter

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St. Peters Training School

• Welcome to
• Leading for Learning
• Friday 4 May 2007

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Session 1 Setting the Scene

• By the end of the morning you will have
• an overview of the role of subject leader and
  that of the Head of Year
• an overview of leadership styles and behaviours
  and how these impact on others
• identified the effect leadership styles have on
  the learning culture of a school
• further understood the impact of leadership
  behaviours on the development and empowerment
  of others
• developed experience of working in coaching
  mode, giving and receiving effective feedback
• reflected on how we can refine and develop our
  assessment and reporting procedures in order to
  help raise achievement
• identified your personal priorities for
  leadership development.

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Programme for the morning
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Professional Standards for teachers on UPS

• The framework of professional standards for
  teachers defines the characteristics of
• teachers on UPS. Professional standards are
  statements of a teachers professional
  attributes, professional knowledge and
  understanding, and professional skills.

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• Teachers who have gone through the threshold
  would be expected to continue to meet the main
  scale and post-threshold standards and to broaden
  and deepen their professional attributes,
  knowledge, understanding and skills.
• Post threshold teachers are able to act as role
  models for teaching and learning, make a
  distinctive contribution to raising standards
  across the school, continue to develop their
  expertise post threshold and provide regular
  coaching and mentoring to less experienced
  teachers.

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Framework of Professional Standards

• Professional Attributes
• Contribute significantly, where appropriate, to
  implementing workplace policies and practice and
  to promoting collective responsibility for their
  implementation.

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Framework of Professional Standards

• Professional Knowledge Understanding
• Have an extensive knowledge and understanding of
  how to use and adapt a range of teaching,
  learning and behaviour management strategies,
  including how to personalize learning to provide
  opportunities for all learners to achieve their
  potential.

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Framework of Professional Standards

• Professional Knowledge Understanding
• Have an extensive knowledge and well-informed
  understanding of the assessment requirements and
  arrangements for the subjects/curriculum areas
  they teach, including those related to public
  examinations and qualifications.
• Have up-to-date knowledge and understanding of
  the different types of qualifications and
  specifications and their suitability for meeting
  learners needs.
• Have a more developed knowledge and
  unders5anding of their subjects/curriculum areas
  and related pedagogy including how learning
  progresses within them.
• Have sufficient depth of knowledge and
  experience to be able to give advice on the
  development and well-being of children and young
  people.

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Framework of Professional Standards

• Professional skills
• Be flexible, creative and adept at designing
  learning sequences within lessons and across
  lessons that are effective and consistently
  well-matched to learning objectives and the needs
  of learners and which integrate recent
  developments, including those relating to
  subject/curriculum knowledge.
• Having teaching skills which lead to learners
  achieving well relative to their prior
  attainment, making progress as good as, or better
  than, similar learners nationally.
• Promote collaboration and work effectively as a
  team member.
• Contribute to the professional development of
  colleagues through coaching and mentoring,
  demonstrating effective practice, and providing
  advice and feedback.

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Session 1 TTA National Standards for Subject
Leaders

• A subject leader plays a key role in
  supporting, guiding and motivating teachers of
  the subject, and other adults. Subject leaders
  evaluate the effectiveness of teaching and
  learning, the subject curriculum and progress
  towards targets for pupils and staff, to inform
  future priorities and targets for the subject.

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Session 1 The importance of subject leadership
in the National Strategy

• Role change from managers of resources to
  managers and leaders of people

Managers do things right Leaders do the right
thing (Bennis and Nanns)
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Session 1Leadership and Management

• 
  
  Leadership
• 
  Have a long-term view
  Inspire
  and enthuse colleagues
• 
  Support professional development
• 
  Evaluate Key Stage 3 schemes of work
• Agree
  targets for raising pupils attainment
• Interpret pupil
  attainment data
• Analyse
  pupil attainment data
• Feedback to
  colleagues on the outcomes of
• observations of teaching
• Ensure that school policies are
  applied in the department
• Report to Governors on
  standards in the department
• 
  Observe teaching
• Meet with parents to
  discuss pupil issues
• Set agenda for
  department meetings
• Report to Governors on standards in the
  department
• Minute department
  meeting
• Ensure that internal examinations are set
  and marked
• Monitor spending of departmental funding
• Management

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Session 1The impact of management and leadership

• Management is focused on maintenance
• Leadership is focused on improvement

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Session 1The National Strategy requires subject
leaders to

• Judge standards of pupils work
• Evaluate teaching and learning
• Lead the improvement strategy

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Judging standards tasks

• Analyse and interpret data on pupils attainment
  in the subject
• Review with teachers their assessments of
  progress for classes, identified groups and
  individuals
• Sample pupils work
• Discuss work, progress and attitudes with pupils

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Evaluating teaching and learning tasks

• Evaluate schemes of work to ensure that they
  focus on effective teaching and learning
• Observe teachers and feed back to colleagues
• Review teachers planning

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Leading sustainable improvement tasks

• Lead the department in discussion about
  priorities
• Agree targets for raising pupil attainment
• Develop a strategy for improvement
• Lead the improvement of teaching quality
• Lead the review, construction and resourcing of
  the curriculum

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Session 2Definition of Leadership styles

• Hay Group research defines leadership styles as
  patterns of behaviours adopted by the leader
  across a wide range of situations.
• Research has shown that there are a limited
  number of behavioural patterns that explain the
  majority of behaviours

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Session 2Patterns of Leadership Behaviour

• These include activities such as
• listening
• setting standards and targets
• developing action plans
• directing others
• giving feedback
• supporting and challenging others and
• developing members of the team.
• These behaviours affect how followers feel and
  the degree to which they are motivated to
  perform. Effective subject and year leaders use
  a range of styles according to the demands of the
  situation.

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ActivityLeadership Behaviours

• Work in a pair. Using the resource sheet of
  questions, share with a partner the behaviours
  and attributes of a colleague (past or present)
  in a leadership role who had a positive impact on
  you.
• (1) What do you hear the leader SAY that has a
  positive impact on you?
• (2) What do you see the leader DO that has a
  positive impact on you?
• (3) What made this leader stand apart?
• (4) What would you emulate from him/her?

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Feedback

• What do you hear the leader SAY that has a
  positive impact on you?
• You can.
• Talk me through it
• What do you think?
• With hind sight.
• Yes.
• Well done!
• Great job
• Calm tone
• Ill sit and listen to you
• Can I help?
• Keep the job in perspective
• Don t try to do too much

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What did the leader DO?

• Communicate
• Support
• Lead by example
• Always has time
• Developing action plans
• Was prepared to carry the buck when it stopped
• Made me feel appreciated
• Enthusiastic
• Stand alone
• Presence
• Made you focus
• Listen

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What made this leader stand apart?

• Honesty
• Support
• Leading by example
• Straightforward
• Stood up for what they believed in
• Humility
• Fair
• Empathy
• Experience
• Inspirational
• Valued everyone
• Can do!

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(4) What would you emulate from him/her?

• Passion
• Tenacity
• Confidence
• Honesty
• Unshakable global knowledge
• Experience
• Integrity

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ActivityMy own leadership

• Stay in the same pair. Share with your partner
  honest feedback which you think a colleague who
  knows you well would give you on your leadership
  skills.
• (a) one specific strength which is distinctive
• (b) one even better if.

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Session 3Iceberg Model

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Session 3Models of Excellence How highly
effective leaders raise standards

• Create the vision

Understanding Others
Build Commitment and support
Monitor, Evaluate and Improve
Personal Values and Passionate Conviction
Plan for delivery
Gather Information and Gain Understanding
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Session 3Models of Excellence Key
Characteristics

• Personal values and passionate conviction
• Respect for others
• Challenge and support
• Personal conviction
• Creating the vision
• Strategic thinking
• Drive for improvement
• Building commitment and support
• Impact and influence
• Holding people accountable

• Planning for delivery, monitoring,
• evaluating and improving
• Analytical thinking
• Initiative
• Transformational leadership
• Team working
• Understanding others
• Developing potential
• Gathering information and gaining
• understanding
• Information seeking
• Understanding the environment

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Session 3Leadership Characteristics

• You are each allocated one characteristic
• In pairs, discuss your characteristic and
  identify the behaviours which you would say
  exemplify the characteristic. Record your
  explanation in the box in the top half of
  resource sheet 3b (5 minutes each).
• Plenary carousel (15mins)
• Using the space in the centre of the room,
  stand up and interview as many of the group as
  possible to gain explanations of the behaviours
  that would be seen when characteristics are being
  demonstrated well.

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Session 4Leadership Styles

• Following research, Hay Group has defined six
• styles
• Coercive
• Authoritative
• Affiliative
• Democratic
• Pace-setting
• Coaching
• Effective leaders regularly use 4 or more styles

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Coercive

• The aim is to seek immediate compliance. The
  leader uses lots of directives rather than
  directions, expects compliance, controls tightly,
  relies on negative corrective feedback, and
  imposes lots of sanctions with few rewards.
• Useful for simple straightforward tasks, for
  example, clearing schools when a fire alarm
  sounds.

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Authoritative

• The aim is to provide long-term direction and
  vision for staff. The leader develops and
  articulates vision, sees selling vision as
  important, persuades staff by explaining the
  whys, and uses a balance of positive and negative
  feedback.
• Useful when a new subject leader takes up an
  appointment and when a new initiative is being
  discussed/introduced

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Affiliative

• The aim is to create harmony amongst staff. The
  leader is most concerned with promoting friendly
  interactions, placing an emphasis on staff
  personal needs rather than objectives/standards,
  caring for the whole person and avoiding
  performance related confrontations.
• Useful for getting to know staff and
  understanding how things are done.

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Democratic

• The aim is to build commitment among staff and
  generate new ideas. The leader encourages
  participation and seeks consensus aims to seek
  commitment through ownership.
• Useful when the vision is clear but actions for
  getting there are not so clear or more ownership
  by followers is required.

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Pace-setting

• The aim is to accomplish tasks to high standards
  of excellence. The leader leads by example,
  demonstrates high standards, expects others to
  know the rationale behind what is being modelled,
  is apprehensive about delegating, has little
  sympathy with poor performance and rescues a
  situation when there are difficulties.
• Useful when managing change, for example,
  demonstration lessons in literacy and numeracy.

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Coaching

• The aim is to support the long-term professional
  development of others. The leader helps staff to
  identify their unique strengths and weaknesses,
  encourages staff to establish long term
  development goals, reaches agreement on the way
  ahead, provides ongoing advice and feedback and
  may trade immediate standards of performance for
  long term development.
• Useful when working with newly qualified
  teachers and when working as a team leader with
  performance management.

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• Session 5
• Using Assessment, Recording and Reporting
  procedures to raise standards

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Objectives

• To review formative and summative assessment
  how do each raise attainment?
• Setting Targets - How do we record attainment so
  that students know where they started from, where
  they are at and where they are going to?
• How do we record attainment so that it makes
  sense to (a) pupils, and (b) parents?
• Refining the reporting process September 2007

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1. Assessment for learning

• formative in nature and takes place all the time
  in the classroom.
• refers to all those activities undertaken by
  teachers and students in assessing themselves,
• provides information to be used as feedback to
  modify the TL activities in which they are
  engaged.

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1. Assessment of learning

• Is summative
• Is carried out periodically, e.g. at the end of a
  unit, year, key stage.
• Judgement on how well a pupil is performing.
• Reported in terms of grades, marks or levels.
• May be set alongside national standards,
• Evaluate their own performance against that of
  others ( pupil/school/teacher)

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Effective Managers

• Use all available data to build a rounded picture
  of performance
• Convert data into words
• Identify teaching, curriculum factors, and
  pupils needs that have made a contribution to
  this position

Effective Leaders

• Make a clear statement about the quality of
  performance
• Set SMART targets and hold people accountable to
  them

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2. How do we set targets?

• Departments do this, based on a range of data
• Benchmarks KS2 KS3 SATs, and Teacher
  Assessments
• Transformation rates i.e. what level of
  transformation do we expect between end of KS2
  and end of KS3? These should be guided by
  national benchmarks
• GCSE targets should take into account KS3
  performance as a benchmark together with
  potential transformation rates
• School departmental tests and teacher assessments
• School data analyses

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Sue what you need is.

• In September who will look at the targets for
  each pupil?
• What will you be given from Nigel?
• These targets need to be aligned to school
  targets
• Each teacher needs to be clearer aware of their
  expectations for their classes and they need to
  own these
• Targets must be based on the individual and
  especially have cognizance to contextual value
  added i.e. we must factor in the expectation
  that this particular child will make at least
  national expectation progress and preferably
  more in our school this is where external data
  is very important ESPECIALLY TRANSFORMATION
  DATA YOU NEED TO GET A CLEAR SLIDE OFF NIGEL ON
  HOW THIS IS DONE AND WHO WILL DO IT

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2. Using data to raise expectations and set
targets

• The Value Added information can help establish
  expectations about what pupils should achieve
• Progress charts help predict how individuals or
  groups of pupils might be expected to perform in
  the future
• There are five progress charts, which predict how
  pupils of similar prior attainment should perform
• When setting targets we need to remember
• Target Expectation Challenge

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Where should we be?

• Year 9 targets for pupils or groups can be set
  based on prior attainment
• Pupil progress towards the target needs to be
  monitored
• Interim targets for each year based on sub-levels
  can be set and progress towards them monitored

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• Un-SMART Targets SMART Targets
• Raise achievement in 65 pupils to
  reach L5
• Year 9 in 2002
• Raise achievement of All pupils in
  top sets
• higher attaining pupils achieve L6 in 2002
• in maths
• Improve pupil motivation 95 of pupils opt for
• in science double in 2003

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3. Recording AttainmentLevel Descriptions

• Each level represents a package of knowledge,
  understanding and skills
• Some pupils at level 5 will have only just passed
  the grade boundary whilst others will be almost
  at level 6
• It may be helpful to break levels down into three
  sub levels, for example
• 5c is just a level 5
• 5b is a firm level 5
• 5a is nearly level 6

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Recording

• If attainment is to be monitored and intervention
  strategies put in place, we need to record on a
  regular half-termly basis via Edutrak
• Issues arising
• Decimalised levels departments to decide on a
  suitable format, e.g. weak/middle/strong
  performance within a level. This could be
  standardised within a dept as e.g. 4.3, 4.5, 4.7
• This would then need to be suitably communicated
  to parents, leading to a debate on progress ( or
  not)
• The combined result of this data would inevitably
  lead to a decimalised level. We need to consider
  how to communicate these levels to parents.

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The role of the subject leader is to

• ensure that all teachers have the prior
  attainment data for the pupils that they teach
• set challenging end of Key Stage and interim
  targets for all pupils
• set challenging departmental curriculum targets
  and ensure teachers do the same for pupils
• discuss with teachers how the work offered should
  result in targets being met
• monitor the progress pupils make and whether
  targets are likely to be met

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4. Refining the reporting process

• In September 2007 we will be refining the
  reporting process to ensure that reports are more
  targeted at individual pupil needs and time is
  allowed for proof reading. This will mean that
• HODs proof-read all reports
• Form Tutors will have a copy of their forms
  reports so that they can read them and make
  informed reports on their tutees.

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4. Feedback from TL groups

• Reports should start with the students name.
• Target section should be renamed? (to indicate to
  staff that these should be curriculum-related
  targets?)
• Behaviour targets in main comment?

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4. Issues for debate

• SLMT recognise areas for development targets
  currently reported to parents, reporting
  timetable needs some refinement to avoid other
  deadlines (e.g. April c/w deadlines)

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4. Developing departmental comment banks

• Departmental comment banks, in particular
  targets, need reviewing in order to indicate
  particular steps which the individual student
  needs to take to get from this level (or stage)
  to the next
• Use of gain time for this

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4. Exemplar

• To secure a level 6, Albert needs to use word
  equations to describe reactions
• To progress within level 6, Fred needs to use
  particle theory to describe how materials behave.
• To reach level 7, Maxwell needs to link different
  areas of science, for example describe the link
  between photosynthesis and respiration.

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Session 7Reflection

• Reflect and make notes in your own learning
  journal about
• your key learning points from the morning
• points that have made you think/reflect
• issues you wish to follow up or know more about
• progress towards meeting your own intended
  learning outcomes.
• Then discuss this with a colleague