Internship Project

1
Internship Project

• Briefing
• Billericay School
• Wednesday 20th February 2008

2
Protocols

• Confidentiality
• Dress Code
• Expectations of Host School
• Pupil behaviour codes
• Routines

3
The minimum expectations of the internship is
that the intern will

• Meet daily with the HeadteacherShadow the
  head-teacher for at least a half-dayHold
  meetings with the staff of schoolLead an
  assemblyFind out about student
  leadership/student voiceFind out how the school
  has implemented an initiativeTake part in the
  normal range of duties and responsibilitiesHave
  a paired lesson observation with a member of the
  leadership teamIdentify the schools key issues
  and how they are dealing with themPresent
  his/her leadership learning during the week to
  the host schools leadership team

4
In addition, the intern should

• Enquire into the schools strategic and
  operational framework, such as leadership
  structure and systems
• Shadow members of the leadership team
• Observe leadership in action
• Find out about the schools induction policies
  and practices
• Find out about the CPD entitlement, allocation
  and provision
• Find out about the recruitment policies
• Find out about the school self-review systems

5
As a bonus, it would be advantageous if the
intern could

• Attend other meetings
• Enquire into mentoring and coaching systems
• Interview a member of staff about their key roles
  and responsibilities
• Attend after school and pre-school activities
• Meet a focused group of parents
• Discuss budget and resources with head

6
Learning Record and Internship Evaluation

• National Standards for Headteachers

7
Shaping the Future

• Establishment of shared vision
• How is it articulated, shared, understood,
  practiced?
• Recognised in everyday actions and practice
• Strategic plan
• How is vision translated into agreed objectives
  and operational planning?
• Engagement of team

8
Leading Learning and Teaching

• All pervading focus on teaching and learning
• Forensic use of data
• Teaching and learning at centre of all activity
• High expectations and stretching targets
• Identifiable strategies to ensure high standards
  of behaviour and attendance
• Evidence of monitoring and evaluation at all
  levels
• Assessment, target setting, tracking performance
• Challenging of underperformance
• Research focus

9
Developing Self and Working with Others

• Positive school culture created through fairness,
  equity and respect
• Develop and empower individuals and teams
• Distributive leadership
• Collaborative activity in and out of the school
• Challenge and motivate to achieve high goals
• Respect for others through regular feedback
• Performance management
• Engagement with governors, colleagues
• Work life balance

10
Managing the Organisation

• Effective organisational structure
• Evidence based SDP
• Real clarity of improvement priorities
• Efficient day to day management
• Effective delegation
• Financial management
• Recruitment policies
• Use of new technologies

11
Acountability

• Clarity over individual staff accountabilities
• Systematic and rigorous self-evaluation
• SEF
• Forensic use of comprehensive data sets
• Self review reflecting external evaluation
• Presents coherent, understandable accurate
  account of schools performance for range of
  audiences
• Effective working with governing body

12
Community

• School culture and curriculum which reflects
  richness and diversity of schools communities
• Inclusion policies
• Relationship of learning experiences to wider
  community
• Effective partnerships with parents and other
  organisations
• Engagement of parents, business, community
  figures in school life
• Listen to, reflect and act upon community
  feedback

13
Schools Involved

• Kingston Primary, Rayleigh Primary
• Riverside Junior, Grovewood Primary
• St Peters High School
• The Appleton School
• The Deanes School
• Honywood Community College
• The Gilberd
• Biullericay
• Passmores
• Greensward
• St Johns Payne
• New Hall School
• Tendring
• Manningtree