Conducción al cambio. stephen.

Leadership and driving change : to challenge poor performance in all educational levels and to ensure the implementation of corrective methods.

Introduction
Children
Teachers
Schools
Contents

What do we mean by poor performance?
Children not reaching their potential.
Teachers not fulfilling their role and duties.
Introduction

The primary phase is divided into two stages.
Key stage 1 (4 to 7 years).
Key stage 2 (7 to 11 years).
Pupils are given a level in reading, writing and Numeracy at the end of Key Stage 1. This is done by teacher assessment.
Pupils sit a test at the end of Key stage 2.
2. Children Assessment and target setting

The levels and sub-levels 5a 5b 5c 4a 4b 4c 3a 3b 3c 2a 2b 2c 1a 1b 1c Each level is divided Into three sub-levels. c = weak b = secure a = strong Children are given one of these sub-levels in reading, writing and Maths.

At the end of Key Stage 1 the teacher assesses each pupil in reading, writing and Maths. This determines their target for the end of Key Stage 2 test.
The government says that children must make two full levels of progress between the end of Key Stage 1 and Key Stage 2.
Example: A child who scores a 2c in reading at the end of Key Stage 1 must achieve at least a 4c in the Key Stage 2 tests.
2. Children Assessment and target setting

At Light Oaks Junior school children must make
the following steps of progress:
Year 3 – one sub level
Year 4 – two sub levels
Year 5 – two sub levels
Year 6 – one sub level
Example over four years: 2b to 4b or 1a to 3a.
2. Children Steps of progress 5a 5b 5c 4a 4b 4c 3a 3b 3c 2a 2b 2c 1a 1b 1c

Each child has an end of year target.
The teacher is continually assessing the child against a rigorous assessment framework.
Both formative (e.g. on-going monitoring) and summative (e.g. end of unit test) assessment is used.
Teachers have half-termly pupil progress meetings with their line manager to discuss what they are doing to help off-target children meet their targets.
2. Children How do we ensure our pupils meet their Key Stage targets?

Clear boundaries of professional conduct are understood by all and professional standards must be adhered to.
All teachers must understand what ‘Quality First Teaching’ is.
Teachers are monitored and evaluated. Those teachers under-performing are given support and guidance, e.g. peer teaching, shared planning, modelling of good teaching, team teaching etc.
If the above corrective methods fail then schools can apply procedures such as ‘competency’ and potential dismissal.
3. Teachers

Schools complete a self-evaluation form which is verified by an external school advisor.
Schools are inspected by teams of inspectors from OFSTED (satisfactory schools every 3 years or less, good schools 3 to 5 years).
Schools must meet their targets in the end of Key Stage 2 tests.
Schools must show that all pupils are making at least two steps of progress across Key Stage 2.
Schools which underperform are put into a ‘failing’ category by OFSTED and given notice to improve.
4. Schools

Conducción al cambio. stephen.

by Oswualdo Antonio González on Dec 04, 2011

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Conducción al cambio. stephen. — Presentation Transcript