Transcript Why I would want to appoint you to my Leadership Team

Why should I appoint you
to my Leadership Team?
Geoff Barton
Headteacher, 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 didn’t they
do enough of?
How is the landscape
of schools changing?
So what kind of leadership do
schools need?
Margaret Thatcher:
“Don’t bring me problems; bring me
solutions”
“Never underestimate the power of an
announcement, Kenneth”
Tony Blair:
“Saying yes is easy; it’s saying no
that’s 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 we’ve always done, we’ll
get what we’ve always got”
Homer Simpson:
‘You’re a “but” man. That’s the
difference between success and failure –
the use of the word “but”’
David Reynolds,
University of Exeter
“High-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 can’t see that, ultimately
it’s a job
Leadership teams need
people who …
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 isn’t cosmetic
Leadership teams need
people who …
4
Know that the first job I
should do today is the
job I’d rather not do
Leadership teams need
people who …
5
Make life reassuringly
simpler
Leadership teams need
people who …
6
Understand that the job
is about people, not
systems
Leadership teams need
people who …
7
Recognise the
changing nature of
schools, teachers and
young people
Leadership teams need
people who …
8
Remain intolerant of
mediocrity: good
enough is rarely good
enough
Leadership teams need
people who …
9
Evaluate endlessly …
Routine monitoring …
TUTO R GRO UP:
Do all st udent s have
coats off?
Are st udent s wearing
proper school
sweat shirt /polo
shirt ?
Are all st udent s
wearing shoes (ie no
t rainers except wit h
doctors’ not es)?
Is jewellery
accept able (ie no
facial piercings, no
bracelet s, only t hin
met al necklaces)?
Is th e tu to
r…
T alking ot st udent s?
Signing planners?
T aking t heregist er?
Doing admin?
Ot her?
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
Tutor group spot-check
Week be ginning 17 / 1 / 5
24 tutor groups were visited
Heads of Year have individual results
Do all students have coats off?
Are they wearing correct school
sweatshirt/polo shirt?
Are they wearing shoes (not trainer s)?
Is jewellery acceptable?
Is the ethos positive and purposeful?
YES
79%
96%
100%
88%
88%
Cover work set on appropriate form
Cover work left in staffroom tray
Work was clear t o follow for you
Éa nd 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
com pleted
Parent signed
last 3 weeks
Liam Askew
9WD
No
Yes
Yes
Leon Brown
9WD
No
Yes
No
Yes
Sim on Crack
Yes
Tutor signed
Last 3
weeks
No
Letter / hwk
boxes used
Occasionally
Hom ework
consistently
written in
Yes
Yes
Yes
Yes
Occasionally
Yes
No
Yes
Yes
Rarely
No
Com m ents on
hom ework
English - none for 4
weeks
Bio – none for 5
weeks
Tech – none for 4
weeks
Maths – none for 6
weeks
Bio – none since
Novem ber
Hum s erratic
No of
com m endati
ons
67 – but lots
without
stickers
66 - ditto
18
ame
Book sampling…
Year /
Set
Teacher
Cover
clean
YN
Hom ework
evident
YN
Hom ework
m arked
YN
Presentation
GFP
Types of writing
Elsom
TORY
9
WD
Y
Y
Y
G



Robotham
TORY
9
WD
Y
Y
Y
G



Thinking
Notes
Extended
9
YE
Y
Y
Y
G


Notes
Exercises



Notes
Exercises
Some extended
work
ey Ward?
GRAP HY
Simpson
GRAP HY
9
HS
Y
Y
Not
consistently
G
Thinking
Notes
Extended
General com m ents
Clearly sequenced,
challenging, high-level;
exemplary feedback Ğ
positive, precise, personal
V diffe rent ability of
student Ğbut same strong
expectations; tangible
progress instudentÕs
work; supportiv
e, positive
marking
Good positive feedback;
evidence of regular
marking; good range of
writing
Clear and well-used
overall; good to note some
extend worrk;marking
appears to end inlate Sept
Faculty reviews
1 Do you feel supported in your work within the Faculty?
very
mostly
not very
not at
all
mostly
not very
not at
all
mostly
not very
not at
all
mostly
not very
not at
all
2 Do you feel supported in your work within the school as a whole?
very
3 Do you feel that there is a clear vision within the Faculty?
very
4 Do you feel involved in the development of the Faculty?
very
5 What currently impedes your work?
6 What should be the FacultyÕs main priority over the coming year?
Alw ays
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 of fer
feedback to me about classroom
arrangements
5. I kno w 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
Usually
Som etim es
Neve r
1 My child likes school
2 My child is making good
progress
3 Students behave wel l
4 My child is not bullied or
harassed at school
5 Teaching is good
6 I am kept wellinformed about
how m y child is getting on
7 I feel com fortable about
approaching the school with
questions or a problem or
com plai nt
8 Staff expect m y child to work
hard and do hi s or her best
9 The school is led and managed
wel l
10 Staff treat m y child fairly
11 The school seeks the views of
parents and takes account of
their suggestions and concerns
Strongly
agree
43
57%
Agree
Disagree
50%
36%
7%
Strongly
di sagree
7%
-
DonÕt
know
-
23%
22%
57%
64%
14%
-
6%
7%
6%
29%
23%
64%
50%
27%
-
7%
-
23%
57%
20%
-
-
50%
50%
-
-
-
50%
43%
-
-
7%
23%
7%
69%
67%
13%
-
8%
13%
PARENTSÕ EVENING FEEDBACK
We would welco me your feedbac k about this evening. Please hand this slip to
students at the Reception desk in the Foundat ion Room
1
I h ave found th e e ve n i n g:
o very informative o mostly informative o slightly informative o not informative
2
The organisation was
o excellent o good o fair o poor
3
Two key messageswere given by
o all teachers o most teachers o few teachers o no teachers
An y oth er comme n ts?:
Leadership teams need
people who …
10 Understand
values-added as well
as value-added
Why should I appoint you
to my Leadership Team?
Geoff Barton
Headteacher, King Edward VI School, Suffolk
www.geoffbarton.co.uk
WHY YOU?
•
Already showing a
commitment to … do things
differently
•
… to be ambitious
•
… to be intolerant of
mediocrity
•
… to know that schools are
about people
Why should I appoint you
to my Leadership Team?
Geoff Barton
Headteacher, King Edward VI School, Suffolk
www.geoffbarton.co.uk (48)
1. School leadership is second only to classroom teaching as an
influence on pupil learning.
2. Almost all successful leaders draw on the same repertoire of basic
leadership practices.
3. The ways in which leaders apply these basic leadership practices,
not the practices themselves, demonstrate responsiveness to, rather
than dictation by, the contexts in which they work.
4. School leaders improve teaching and learning indirectly and most
powerfully through their influence on staff motivation, commitment
and working conditions.
5. School leadership has a greater influence on schools and students
when it is widely distributed.
6. Some patterns of distribution are more effective than others.
7. A small handful of personal traits explains a high proportion of the
variation in leadership effectiveness.
NCSL, Seven Strong Claims about
Successful School Leadership, 2006