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Leading and Managing Heads of Department and the ISQAM

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A talk given to the HMC Deputy Head (Academic) Conference in Durham on 23/11/12

A talk given to the HMC Deputy Head (Academic) Conference in Durham on 23/11/12

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  • 1. Leading and Managing Heads of Department and theIndependent Schools Qualification in Academic ManagementHMC Conference for Academic Deputy Headsand Directors of Studies Durham 23/11/2012Mark S. Steed MA (Cantab.) MA (Nottingham) Principal, Berkhamsted School
  • 2. Leading and Managing HoDs • The • An • The Harvard Background The ISQAM Performance Management Changing Introduction Business Role of the to the School HoD Independent Performance School Matrix Qualification • Performance in Academic Management Management for HoDs
  • 3. Leading and Managing Heads of DepartmentBACKGROUND
  • 4. Leading and Managing Heads of DepartmentChanging Role of the HoD
  • 5. Leading and Managing Heads of DepartmentChanging Role of the HoD
  • 6. Leading and Managing Heads of DepartmentChanging Role of the HoD
  • 7. Leading and Managing Heads of DepartmentChanging Role of the HoD
  • 8. Leading and Managing Heads of DepartmentChanging Role of the HoD The Sector has become more professional HoDs are more accountable The role has become more complex
  • 9. Leading and Managing Heads of DepartmentChanging Role of the HoD The Sector has become more professional HoDs are more accountable The role has become more complex
  • 10. The Independent Schools Qualification in Academic ManagementISQAM
  • 11. ISQAMAims to improve standards in teaching and learning by providing training for Heads of Department in the key practical skills that they need to perform their job; to encourage on-going CPD for HoDs and other academic managers; to establish best practice and define a sector-wide standards in relation to these skills; and to provide a qualification that is understood by schools and is portable between schools.
  • 12. ISQAMWorking together HMC PD GSA PD IAPS Institute of Education
  • 13. ISQAMStructureThe ISQAM is a modular programme thatoperates at three levels: Level 1: An introduction to some of the key skills required by Managers/ HoDs: Level 2: Development of the key skills required by Managers / HoDs: Level 3: ISQM with Masters Level Credits
  • 14. ISQAMStructureLevel 1: An introduction to some of the key skillsrequired by Managers / HoDs:1. Effective Lesson Observation and Feedback2. How to conduct an Appraisal3. Establishing Standards in Student Assessment, Marking and Feedback in the Department4. Recruiting and Appointing Staff
  • 15. ISQAMThe Structure of the ISQMLevel 2: Development of the key skills required byManagers / HoDs:5. The Use of Data to improve pupil and Departmental performance6. Programmes of Study and Schemes of Work7. Improving Teacher Performance: Coaching and Monitoring Staff8. The role of the Manager / HoD within Whole School Planning
  • 16. ISQAMStructureLevel 3: ISQM with Masters Level Credits9. Literature Review and Reflection on the Role of the Manager / HoD and the impact of the HoD as a middle manager. This is module qualifies for 30 M-level Credits
  • 17. ISQAMDelivery The ISQM is aimed to provide a high quality practical programme at a low cost (in terms of both time and money) to schools. The “tuition” component is provided in three ways: 1. Sessions a) HMCPD Courses b) In School Twilight Sessions c) Cluster Groups d) At the IOE / by the IOE to a regional cluster 2. On-line and Distance Learning Resources 3. In-School Mentoring
  • 18. Level 1 ModulesModule Content Delivery Assessment Other1. Effective How to conduct a 2 x 3 hour Twilight Portfolio: In School Mentor Lesson lesson observation session at the IOE Conduct 10+ lesson Observation (what to look for; 1) on how to do a observations at least and recording, feeding lesson three of which must be Feedback back to the teacher observation moderated by a School etc) 2) sharing and Mentor. reflecting on experiences Training vodcast Distance Learning Lesson observation Moderation by materials of lessons – materials to study. notes of one of the School Mentor – with supporting lesson exemplar lessons. and external [eg observation notes IoE?] Lesson Observation as part of an ISI Inspection
  • 19. Level 1 ModulesModule Content Delivery Assessment Other2. How to How to conduct an 3 hour Twilight Portfolio: In School Mentor conduct an appraisal of a teacher session in Cluster Conduct 3+ teacher Appraisal (Preparation – the Group appraisals at least one meeting – the report) of which must be moderated by a School Mentor. Examples of Good and Distance Learning Written evaluation of Bad appraisals materials to study. Exemplar Materials Legal aspects of the Vodcast of lawyer Importance of talking [sponsored Appraisals in by VWV] performance management
  • 20. Level 1 ModulesModule Content Delivery Assessment Other3. Establishing How to conduct a 3 hour Twilight Portfolio: In School Mentor Standards in departmental work session at the IOE Conduct a departmental Student scrutiny exercise work scrutiny of at least Assessment, (Selecting samples two year groups at least Marking and – what to look for – one of which must be Feedback in what is the focus? – moderated by a School the Department the report) Mentor. Work Scrutiny as Vodcast giving an part of an ISI ISI Inspector’s inspection perspective
  • 21. Level 1 ModulesModule Content Delivery Assessment Other4. Employment How to conduct an 3 hour Twilight Portfolio: In School Mentor Issues interview session in Cluster Observe a panel (shortlisting, Group interview process. Interview Questions Participate in a panel etc.) interview Legal Aspects of the Vodcast by Lawyer Employment talking (Sponsored Process (Equality by VWV) Act, Reasonable Adjustments etc.) Staff Absence (Long Vodcast by Lawyer term Sickness, [Sponsored by Maternity Leave) VWV] Safeguarding and Pass the online course Recruitment
  • 22. Level 2 ModulesModule Content Delivery Assessment Other5. The Use of How to use data to 3 hour Twilight Using ICT skills acquired Presentation to be Data to monitor and improve session at IOE in Module 4 to give a 30 filmed and improve pupil Departmental min presentation with moderated by and performance supporting papers HMC/GSA Departmental analysing the performance department’s performance at GCSE and A-level Use of MidYis, ALIS Benchmarking your department. Examination Analysis Target setting
  • 23. Level 2 ModulesModule Content Delivery Assessment Other6. Programmes How to write a PoS 3 hour Twilight Portfolio: In School Mentor of Study and and SoW session at IOE Produce a PoS and an Schemes of SoW for at least two Work year groups Examples of Distance Learning Departmental materials to study. Development Plans Differentiation: Incorporating Extension and Support tasks into SoW
  • 24. Level 2 ModulesModule Content Delivery Assessment Other7. Improving What is coaching 3 hour Twilight Portfolio: Coach/Mentor Teacher and mentoring? session at IOE a member of staff. Keep Performance: How to do it? record of meetings etc Coaching and Record-keeping for a one year period, at Monitoring What the Head least one of which must Staff wants from a HoD? be moderated by a School Mentor. How to have challenging conversations with Staff
  • 25. Level 2 ModulesModule Content Delivery Assessment Other8. The role of the How to write a 2 hour Twilight Portfolio: In School Mentor HoD within Departmental session in Cluster Produce a Departmental Whole School Development Plan Group Development Plan -OR- Planning The relationship Mentoring session Written evaluation of between School in School Exemplar Materials Development and Improvement Plans and Departmental plans How to manage a 2 hour Twilight Portfolio: In School Mentor Departmental session in Cluster Produce a Departmental Budget Group Budget. (Capital items, Training; consumables, ICT, link to School Development Plan)
  • 26. Level 3 ModuleModule Content Delivery Assessment Other9. Literature Engaging with a Supervision by IOE Extended Essay of This is required to Review and body of literature 5,000 words OR achieve M-level Reflection and research on a equivalent accreditation of 30 chosen area of points interest Reflection on the role of a Middle Leader Reflection on the impact of the HoD as a middle manager
  • 27. ISQAMQuality AssuranceThe Institute of Education will provide qualityassurance for the programme This is relatively simple for the aspects that the IOE will deliver Mentor Training Courses will be provided by IoD to ensure quality control for the school-based aspects of the programme
  • 28. ISQAMFurther Professional Development:ISQAM with M-level Credits Complementary CoursesThe Gold level will be worth The IOE (and other30 M-level credits from the institutions) offerIOE which could count complementary coursestowards a post-graduate which will count towardsqualification. these post-graduate  Post-graduate Certificate qualifications, e.g. (60 credits)  Developing Leaders  Post-graduate Diploma (30 credits) (120 credits)  Early Leadership (30 credits)  Masters (180 credits)  Widening Leadership (30 credits)
  • 29. ISQAMCourses: Level OneHMCPD are going to run the Level One one-daycourses in association with the IoE. Effective Lesson Observation and Feedback How to conduct an appraisal Establishing Standards in Student Assessment, Marking and Feedback in the Department The cost of Level One is likely to be about £500
  • 30. ISQAMOne Day Courses: Level TwoGSAPD are going to run the Level Two one-daycourses in association with the IoE. The Use of Data to improve pupil and Departmental performance Programmes of Study and Schemes of Work Improving Teacher Performance: Coaching and Monitoring The cost of Level Two is likely to be about £600 - £700
  • 31. ISQAMTimeline2012-13 Pilot Studies Developing online resources Trial INSET courses led by IoD2013-14 ISQAM Level One Course launched Courses available from HMCPD2014-15 ISQAM Level Two Course launched Courses available from GSAPD
  • 32. ISQAMTimeline2012-13 Pilot Studies Developing online resources Trial INSET courses led by IoD2013-14 ISQAM Level One Course launched Courses available from HMCPD2014-15 ISQAM Level Two Course launched Courses available from GSAPD
  • 33. ISQAM
  • 34. One approach to Performance Management for HoDsTHE APPRAISAL GRID
  • 35. Performance Matrix
  • 36. Performance Matrix Results & Outcomes; Attitudes & Behaviours Outstanding 3.1 3.2 3.3 SatisfactoryResults and Outcomes 2.1 2.2 2.3 to Good Weak 1.1 1.2 1.3 Poor Good Superior Attitudes and Behaviour
  • 37. Performance Matrix Results & Outcomes; Attitudes & Behaviours Outstanding 3.1 3.2 3.3 SatisfactoryResults and Outcomes 2.1 2.2 2.3 to Good Weak 1.1 1.2 1.3 Poor Good Superior Attitudes and Behaviour
  • 38. Performance Matrix Results & Outcomes; Attitudes & Behaviours Outstanding 3.1 3.2 3.3 SatisfactoryResults and Outcomes 2.1 2.2 2.3 to Good Weak 1.1 1.2 1.3 Poor Good Superior Attitudes and Behaviour
  • 39. HoDs Performance Management Results & Outcomes; Attitudes & Behaviours Outstanding 3.1 3.2 3.3 SatisfactoryResults and Outcomes 2.1 2.2 2.3 to Good Weak 1.1 1.2 1.3 Poor Good Superior Attitudes and Behaviour
  • 40. Performance Matrix Results & Outcomes; Attitudes & Behaviours Outstanding 3.1 3.2 3.3 SatisfactoryResults and Outcomes 2.1 2.2 2.3 to Good Weak 1.1 1.2 1.3 Poor Good Superior Attitudes and Behaviour
  • 41. HoDs Performance ManagementNew HoDs Salary Scale
  • 42. HoDs Performance ManagementNew HoDs Salary Scale  Performance Management:  Scope for progression to the next increment  Scope for losing an increment  Evaluate performance over a three-year rolling cycle:  2012 will be the baseline  2013 and 2014  Performance Management Appraisal in Autumn 2014  HoDs can go up an increment from Sept 2015.  Evaluation Criteria  Results and Outcomes  Attitudes and Behaviours
  • 43. HoDs Performance ManagementIndications of Results and Outcomes1. MidYIS and ALIS results – against Independent Schools • Outstanding = over 1 standard deviations re Independent Schools (in blue) • Good = in line to 1 standard deviation (in white) • Weak = lower than average performance (in yellow)2. Positive Feedback from School community on Departmental performance.3. Inspiring Pupils: Trend analysis of pupil option numbers at GCSE and A-level and university.4. Level of Departmental Activity: Trips, Societies, Visiting speakers etc. All measured over a three year period (starting from 2012)
  • 44. Measuring Value-AddedEvaluating Departmental Performance NB Not Berkhamsted Data!
  • 45. HoDs Performance ManagementHoDs Key Responsibilities Effective budget planning Development Planning  Management and effective use of resources Communication  Liaison with Senior Management Strategic Delegation of responsibilities Motivation of staff Appraisal of staff  Monitoring of performance of staff  lesson observation, work scrutiny Induction and mentoring of staff Monitoring of pupil progress, results and classroom discipline Departmental administration  including production of PoS, SoW etc.
  • 46. HoDs Performance ManagementIndications of Attitudes and Behaviours Responsibility Poor Satisfactory Outstanding Good Appraisal and Conducts poor Conducts appraisals Conducts appraisals in a way in a way that goes outstanding Monitoring staff that does not some way to appraisals that performance motivate those motivating those motivate those being appraised to being appraised to being appraised to better performance better performance better performance and that does not and that raising and that address address some aspects of underperformance underperformance. underperformance. robustly. Gathers a limited Gathers information Gathers information range of evidence. from a wide range of from a wide range of There is little or no sources. Makes some sources that provides evidence for evidence-based as complete a picture judgements. judgements, but these as possible and are inconsistent. always makes evidence-based judgements.
  • 47. HoDs Performance ManagementIndications of Attitudes and Behaviours
  • 48. HoDs Performance ManagementIndications of Attitudes and Behaviours
  • 49. HoDs Performance ManagementAppraisal, Self Appraisal and Target-setting
  • 50. HoDs Performance ManagementAppraisal, Self Appraisal and Target-setting
  • 51. HoDs Performance ManagementAppraisal, Self Appraisal and Target-setting
  • 52. HoDs Performance Management Results & Outcomes; Attitudes & Behaviours Outstanding 3.1 3.2 3.3 SatisfactoryResults and Outcomes 2.1 2.2 2.3 to Good Weak 1.1 1.2 1.3 Poor Good Superior Attitudes and Behaviour
  • 53. HoDs Performance Management Outcomes, Attitudes and Behaviours Beacon of best practice. Specific Targets and On track to receive Immediate progression Outstanding INSET required increment if repeated. to next increment. On course to be 3.1 3.2 promoted 3.3 Significant areas to work Satisfactory on. Competent, reliable On track to receiveResults and Outcomes Likely to lose increment performance increment if repeated to Good if repeated 2.1 2.2 2.3 Significant areas to work Loss of HoD increment on. Specific Targets and Weak Likely to lose role if Likely to lose increment INSET required repeated. if repeated. 1.1 1.2 1.3 Poor Good Superior Attitudes and Behaviour
  • 54. Email: principal@berkhamstedschool.orgTwitter: @independentheadBlog: http://independenthead.blogspot.com
  • 55. HoDs Performance Management ConsultationNew HoDs Salary Scale
  • 56. HoDs Performance Management ConsultationNew HoDs Salary Scale Legal Considerations  Contracts of Employment:  We will be issuing new contracts for HoDs reflecting the new pay scales and performance management structure.  HoDs have every right to stay on their old contract, original pay scale and conditions of service.
  • 57. HoDs Performance Management ConsultationNew HoDs Salary Scale Criteria for allocation of (Small, Intermediate, Large, Faculty) Department  Number of Staff  Number of Pupils at KS3  Number of Pupils at KS4  Number of Pupils at KS5  Examination v Non-examination subjects. New Scale v. Old Scale  New HoDs scale will receive Incremental Rises  Old Scale (Point 13 up) is likely to be frozen.

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