Joint headships.time to think.2013.10.2
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Joint headships.time to think.2013.10.2

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All the slides from the AHDS Joint Headship event at Stirling Management Centre on 2 October 2013.

All the slides from the AHDS Joint Headship event at Stirling Management Centre on 2 October 2013.

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  • Not teaching anyone to do something they aren’tPerhaps being able to step back out of it, can see itRecognition that this is a really hard job to do
  • Do you agree?Can feel that way but in fact no!
  • This is the basic issue of joint headship for me
  • 44Glencryan, SLAnt DHT then HTChildrenhobbies

Joint headships.time to think.2013.10.2 Joint headships.time to think.2013.10.2 Presentation Transcript

  • Time to think… …about Joint Headships
  • Joint Headship A balancing act..... Fiona Anderson AHDS October 2nd, 2013
  • The Joys of Headship With your shoulder partner discuss one of the funniest / oddest things that you have ever done as an DHT/ HT that isn’t in your ‘job description’
  • To do two things at once is to do neither. Publilius Syrus One cannot manage too many affairs: like pumpkins in the water, one pops up while you try to hold down the other. Chinese Proverb
  • People are motivated by good ideas tied to action; they are energized even more by pursuing action with others; they are spurred on still further by learning from their mistakes; and they are ultimately propelled by actions that make an impact—what we call ‘moral imperative realized’. Fullan and Hargreaves (2012)
  • About me Fiona BA (Honours) – History and English PGCE Primary PGDE SEN PGCE Leadership and Management Scottish Qualification for Headship Glencryan School SLANT Callander/Trossachs Thornhill/Kincardine Head of Muir Wife, Mum, Friend Travelling Socialising Reading
  • My experiences T RNHIL L O H T PRIM AR Y SC H OOL PST RNHIL L O H T PRIM AR Y SC H OOL PS 216 pupils plus nursery 10 pupils 66 pupils 46 pupils
  • Some good things and some bad things Personal Staff Pupils Parents - Enhanced organisational skills required. -Staff development opportunities - Opportunities for collaboration with colleagues - Opportunities for management experience - Increased opportunities to work with peers in other school -Non teaching HT – increased availability - Better quality of candidates applying -New to headship, steep learning curve -Following in footsteps of established HT - Double parents’ evenings, Parent Councils etc. - Feeling of isolation from management, distrust of other school. - May take longer to get to know Head Teacher - Worries who will be in charge in a ‘crisis’
  • Aims of Shared/Joint/Dual Headship The idea of shared headship implies a collaborative approach to leadership Among the factors associated with successful leadership of collaborations are: •establishing and maintaining trust •managing tensions between collaboration and competition •deploying both facilitative and more directive styles flexibly as appropriate •recognising that collaboration is a dynamic process not a single event •devoting significant leadership resources and energy to constant nurturing of the process
  • Light bulb moment
  • How do you cope? • Being extremely well organised. • Distributed leadership • Transparent timetable • Sometimes saying no • Managing stakeholders – staff, pupils, parents, Local Authority
  • Work life balance
  • The principal (leader) of the future has to be much more attuned to the big picture, and much more sophisticated at conceptual thinking, and transforming the organization through people and teams. Michael Fullan 2002
  • The mindset for change consists of personal characteristics of energy/enthusiasm and hope. It also includes five core components of leadership: moral purpose (making a difference for all) , understanding change, relationship building, knowledge creation and sharing and coherence making (making connections for a purpose). Michael Fullan 2002
  • A final thought.........
  • Transforming lives through learning Inspection of schools with joint headships Janie McManus HM Inspector
  • Transforming lives through learning Aims • to raise awareness of approaches to inspecting schools with joint headships. • to gather views about Education Scotland’s approaches to inspecting schools with joint headships.
  • Transforming lives through learning
  • Transforming lives through learning Rationale Common elements across both schools Collating materials Professional discussions Joint activities Strategic management Joint resources
  • Transforming lives through learning Principles of Inspection and Review (October 2010)
  • Transforming lives through learning Planning principles We will inspect joint headship schools concurrently if both schools were last inspected prior to 2008.
  • Transforming lives through learning However………..
  • Transforming lives through learning before the inspection • schools are notified • managing inspector liaises with headteacher  organisation of the week  joint activities  location of meetings
  • Transforming lives through learning the inspection week • scoping meeting • professional dialogue • discussion of findings
  • Transforming lives through learning after the inspection week Managing inspector : • writes two letters to parents; • finalises two records of inspection findings; and • discusses comments on draft letters with headteacher
  • Transforming lives through learning
  • Curriculum for Excellence Principles & Practice of Planning, Assessment & Moderation AHDS Oct 2013 Pam Nesbitt President, AHDS 27 Pam Nesbitt, President AHDS
  • May 2013 Pam Nesbitt President, AHDS 28 Learning Intentions You should have a better understanding of:  Planning, assessment & moderation principles, policy, practice and the role of assessment in CfE  different components of planning, assessment & moderation mechanisms to support assessment  where assessment fits – NAR Flowchart/PAM Cycle
  • PAM Cycle May 2013 Pam Nesbitt President, AHDS 29
  • Planning & Assessment  What do I want pupils to learn? – Es & Os  What will I assess and criteria for assessment?  What are the assessment implications?  Learning intentions and success criteria?  Shared expectations?  Appropriate planned learning activities? – 7 principles of curriculum design  What resource(s) will I use?  Which teaching styles will I used?  How successful was the learning experience?  How do I know? May 2013 Pam Nesbitt President, AHDS 30
  • Responsive Planning & Pupil Involvement  Reflect  Review  Respond  Need to have professional dialogue and discussion and know where the children have come from and where they are going  Pupil involvement at every stage of the process is crucial and should be evident May 2013 Pam Nesbitt President, AHDS 31
  • What do we talk about?  Learning Approaches – the medium doesn’t matter  Inter-disciplinary learning  Cooperative learning  Rich tasks  Literacy & Numeracy  Cross curricular  Critical skills  AifL  How children learn?  What do we need to achieve?  What is our shared understanding of standard? Moderation & assessment must be planned May 2013 Pam Nesbitt President, AHDS 32
  • The NAR Flowchart  Diagram of the process of planning for learning, teaching and assessment  Demonstrates the process outlined in BtC5  Provides a model for planning and evaluating planned learning  Process followed by those creating NAR exemplars May 2013 Pam Nesbitt President, AHDS 33
  • May 2013 Pam Nesbitt President, AHDS 34
  • May 2013 Pam Nesbitt President, AHDS 35
  • Shared expectations are discussed and agreed. Learning intentions & Success criteria demonstrate evidence requirements Teachers discuss with others within school, cluster, authority. Develops shared understanding of standards. Teachers make an informed professional judgement about the evidence gathered. Teachers feed back this information to pupils giving clear guidance on next steps. This informs the progress of the learner journey and informs future planning. LEARNER Principles of Moderation Teachers use evidence from self assessment, peer assessment and teacher led assessment. May 2013 Pam Nesbitt President, AHDS 36
  • Making Judgements Collaborative approaches reflects learning intentions Valid and Reliable shared understanding of standards Feed back and next steps relate to success criteria May 2013 Pam Nesbitt President, AHDS 37
  • Moderation & Shared Standards & Expectations  Must happen first  Moderation often seen as an end on exercise  Important that moderation is not a one off event and is constantly reviewed  Use of NAR & TACLAN as professional development tool  Procedures to facilitate the process that are meaningful and manageable!! May 2013 Pam Nesbitt President, AHDS 38
  • Thoughts on Moderation  Work through planning first leave as little as possible to the “post mortem”  Work from evidence and practice  “What does a good one look like?”  Link to CPD  Class level, school level, cluster level, authority level and National level  Sharing standards and expectations  Challenging professional dialogue & debate May 2013 Pam Nesbitt President, AHDS 39
  • Assessment – key message  This is not new!  There is no silver bullet/holy grail  We have the answers  One size does not fit all  Professional dialogue and judgement are crucial  Time is crucial  Assessment does not sit in isolation May 2013 Pam Nesbitt President, AHDS 40
  • The ethos and life of the school as a community Curriculum areas and subjects Interdisciplinary learning Opportunities for personal achievement Whole Curriculum May 2013 Pam Nesbitt President, AHDS 41
  • Purpose of Assessment • To support the learning and the learner and help plan the next steps to ensure progress. • To provide assurances to parents, the children and others that progress is taking place. • To provide a summary of what learners have achieved. • To support transitions at all levels May 2013 Pam Nesbitt President, AHDS 42
  • Starter Questions What do we assess? Why do we assess? When do we assess? How do we assess? Are planning for engaging assessment that supports learning? May 2013 Pam Nesbitt President, AHDS 43
  • Assessment – The Big Picture  Principles of assessment in CfE What do we assess? Why do we assess? When do we assess? -Knowledge and understanding -Skills -Attributes and capabilities - To support the learning process - To promote learner engagement - To determine the nature of the support required - Routinely, as part of the learning and teaching process - From time to time - At transitions May 2013 Pam Nesbitt President, AHDS 44
  • Assessment – The Big Picture A range of evidence Say Write Make Do Approaches to Assessment Progress Breadth challenge Application May 2013 Pam Nesbitt President, AHDS 45
  • What do progress and achievement in CfE look like? For learners to demonstrate that their progress is secure, they will need opportunities for: breadth of learning challenge within learning applying learning in new and unfamiliar situations (Assessment for Curriculum for Excellence: Strategic Vision, Key Principles September 2009: page 2-3) May 2013 Pam Nesbitt President, AHDS 46
  •  Key features of assessment in CfE - Progress Breadth • achieving across many outcomes but also….. • being able to make connections between them Challenge • depth and sophistication of understanding requires learners to be able to show more than the acquisition of knowledge Application • equipping learners to apply knowledge and skills in familiar and unfamiliar contexts, including beyond the classroom Assessment – The Big Picture May 2013 Pam Nesbitt President, AHDS 47
  • Assessment Wheel May 2013 Pam Nesbitt President, AHDS 48
  • Assessment Components  Moderation  Evidence – Formative/Summative  Teacher’s judgements  Baseline Assessment  Profiling & the Profile P7/S3  Reporting  NAR  CfE Planning, Tracking, Coverage  Importance of BTC4 & Skills development May 2013 Pam Nesbitt President, AHDS 49
  • Planning & Assessment Process  What we’re going to learn (Curriculum)  Es & Os  How will we learn (Learning & Teaching)  Learning & Teaching approaches  Principles & Practice (papers in CfE folder)  Breadth, Challenge & Application (BCA)  How will we be assessed (Assessment)  Range of assessment approaches  Learning Intentions & Success Criteria  Say, Write, Make, Do May 2013 Pam Nesbitt President, AHDS 51
  • Assessment Process  Es & Os  Learning Intentions  Success Criteria  Used to focus observations  Used to evaluate the learning & structure feedback  Used to inform self & peer assessment  In pupil language appropriate to age & stage  Learning Experience  Evidence that supports learning May 2013 Pam Nesbitt President, AHDS 52
  • RME3- 01a RME 3- 01b RME Christianity Beliefs Literacy Across Learning Reading RME Development of Beliefs and Values
  • SKILL CONTENT Having reflected upon Christian sources, I can explain some beliefs about God, Jesus, the human condition and the natural world, and how these beliefs lead to actions for Christians. RME 3-01a Reflection Beliefs about God and Jesus How beliefs lead to action for Christians
  • SKILL CONTENT Using what I know about the features of different types of text, I can find, select, sort, summarise, link and use information from different sources. LIT 3-14a Reflection Investigating Personal Reflection Developing Awareness Beliefs about God and Jesus How beliefs lead to action for Christians How beliefs lead to action for myself as an individual Using different kinds of texts Finding and selecting appropriate information
  • SKILL CONTENT PRACTICE Reflection Investigating Personal Reflection Developing Awareness Using different kinds of texts Finding and selecting appropriate information Beliefs about God and Jesus How beliefs lead to action for Christians How beliefs lead to action for myself as an individual - actively encourage children and young people to participate in service to others - develop, through knowledge and understanding and discussion and active debate, an ability to understand other people’s beliefs - encourage the development of enquiry and critical thinking skills - build in time for personal reflection and encourage discussion in depth and debate - provide opportunities for collaborative and independent learning
  • Plan Learning, Teaching and Assessment experience(s) Es &Os
  • May 2013 Pam Nesbitt President, AHDS 58 Trusting Teachers’ Judgements In order to make sound professional judgements staff will need to: • gather a wide range of evidence of progress and achievement (increase validity) • share standards through dialogue and discussion (increase reliability) • reflect on the implications for learning and teaching, reporting and planning for improvement (consider impact on learners and learning)
  • Assessment & Value  We value what we assess  We assess what we value  NAR – say, write, make & do  Breadth, Application & Challenge  What is the planned learning?  How do I know? May 2013 Pam Nesbitt President, AHDS 59
  • Which means?  We need to assess progress in all the areas we plan to teach  We need to agree standards and then make evaluations consistent  Standards need to be challenging in nature and in difficulty  Assessment needs to be in context- skills need to be applied, knowledge must be deployed May 2013 Pam Nesbitt President, AHDS 60
  • And………..  Make sure that we plan assessment in  Make sure that we are clear about differentiation, evidence of achievement and standards of achievement  Establish mechanisms for moderation and begin to set these up  Strong leadership is crucial to the success of PAM May 2013 Pam Nesbitt President, AHDS 61