• • • Self evaluation and action-planning Developing your team Monitoring and evaluation of impact Yvonne Lewington – Townley Grammar School Nov. 2012
Leadership isn’t meant to be safe…
But it should be considered!
Promoting outstanding teaching and learning
Know what you want.
Find out where you are.
Identify the gaps.
What should you be looking for?
Ofsted cardsort Divide the cards into two groups according to which aspects of teaching and learning are easy to evidence and which are more difficult.
Which are going well?
Which are not going well?
Which are a bit iffy?
What is your gut feeling about the quality of T&L in your dept.?
Monitoring and evaluation
What strategies do you use to guide that “gut feeling”?
Monitoring and evaluation strategies
On the list given, identify which strategies you use.
Draw this quadrant on a flipchart and assign them to sections.
High impact Low impact Quick to do Takes a lot of time
Evaluation not narrative
Read through the sample of a school self evaluation.
How evaluative is it?
Can you see what is having an impact on learning and progress?
Sutton Trust Report
Toolkit Of Strategies To Improve Learning
Summary For Schools Spending The Pupil Premium By Professor Steve Higgins, Durham University Dr Dimitra Kokotsaki and Professor Robert Coe, CEM Centre,Durham University May 2011 http://www.suttontrust.com/research/?&p=2
Evaluating quality of feedback
Feedback quadrant – 10 minute book scrutiny
Check hypotheses Act Review
Little book of managing change
http://webarchive.nationalarchives.gov.uk/2010020212 0401/http://tda.gov.uk/remodelling/managingchange/t ools.aspx
s working/so-so/not so brown paper What
Quality Childcare V. menu activities Parental Swift & easy Community support referral access
Quick wins What
s working So-so?
Not so well
1. With your team – ask everyone to write on notes what they think is working, not working, and is so-so, and stick them on the chart.
N.B Things can be noted more than once and everyone’s viewpoint is accepted. There must be no judgment at this stage.
Using different matrices for different purposes
High Use Matrix I to help shortlist a number of issues to address; Use Matrix II for selecting the most favourable options or 4 3 alternatives.
Higher Priority Issues
High 4 3
Most Favourable Options Impact
2 II Low 1 1 Weak 2 3
4 Strong We identify priority issues by rating the impact they would have if they were addressed and rating how compelling the desire for change is
Used during the DISCOVER stage
Low 1 1 Difficult 2 3
4 Easy We identify most favourable options or alternatives by rating the impact they would have if they were implemented and rating how do-able they are
Used during the DEVELOP stage
The five whys helps us to understand all the causal factors that condition a challenging issue Staffing costs 86% of the budget.
Costs too high
Low number of TAs Revenue budget not balanced
Premises costs 8.5% Premises staff cost 3.5% 5-year routine maintenance plan undercosted
Income too low Income heavily reliant on LEA formula Beacon school funding not renewed LEA uses January PLASC for Fair Funding formula
Schools facilities are underused New Council sports centre opened locally School not used for external events
Large number of management points Teachers used to support pupils with SEN Historic Employ own cleaning staff at high rates Cleaners local people with strong connection to school Have allowed some queue jumping Plan still has 3 years to run School decided not to reapply 2 years ago Co-ordinator’s salary now in main school budget Roll drop in January Knock-on impact in other areas, eg. FSM, SEN Greater variety of facilities available LEA cut back on community use of school Health and safety issues Governing body have stopped s/keeper overtime
Problem solving, team building (PSTB)
What is it?
It is first and foremost a structured approach to problem solving One of its greatest strengths is that the “ Owner ” of the issue will walk away with an action plan • • •
When would you use it?
Whenever you have an issue or problem that requires a team solution Whenever you require a rigorous process to address an issue Use at the development stage after deepening the problem first with Fishbone Analysis and/or Five Whys
PSTB – Problem solving, team building
25 • • • • • • • • • • •
Are there any rules?
– just good team behaviour that needs to be emphasised Headlining, ie. keep the discussion at the right level No idea is a bad idea Be open-minded Listen as well as contribute One at a time Participate actively Don ’ t kill the process Agree the time contract (eg. 20, 30 or 45 mins) Remember who owns the problem Clear roles and responsibilities maintained – owner, facilitator, resources
Roles, responsibilities and rules Owner
• Decision maker • Owns the problem and goes away with an action plan • Focused on content
• Contribute ideas and expertise • Follow the process • Help the team attain the goal
• Focused on the process • Keeps the meeting on track • Promotes creativeness
How is the tool used?
The process has seven steps for the team to work through; this is a 30-minute example…
Problem Statement Background
Analyse benefits & concerns
Work any critical concerns
7. Evaluation 8. Review
2. Hypothesise 6. Timescale 5. Assign 4. Distil and evaluate actions and impacts 3. Identify cause
David Rock - SCARF model
• • • • • S
tatus Certainty Autonomy Relatedness Fairness