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Developing Leaders Presentation
- 1. Developing Leaders Mr. DavidHeath Monday 11th July
- 2. Presentation Outline andStructure Personal areas for development - Theory - SC Gap Data - International National Biddulph Causes & consequences Solutions and next steps
- 3. Personal Areas forDevelopment Belbin’s Team Roles Strengths Development Evaluation
- 5. Delegate more Avoid conflict less Beless detail orientated Increase impact outside classroom Consider ‘bigger picture’ more Personal Success Criteria
- 6. Personal Areas forDevelopment Strengths Areas for Development
- 7. Gender Gap inLiteracy Proficiency Why do boys often underperform in reading and writing when compared to girls? What can schools can do to close this gender gap?
- 8. Phase 1 -Research Reports Data Strategies used in other schools Implementation
- 9. International Context • Aninternational PISA survey in 2012 reported that 15-year-old boys were more to be low-achievers in school.
- 10. Morgan says: ‘rate oursuccess by PISA’ • Source: schoolsweek.co.uk • Feb 27th 2016 • Triennial results • 2015 results not available
- 11. National Context • InEngland, the mean score for boys was 487 and for girls was 512. • A difference of 25 points (40 points = approximately 1 year of school) • Girls make much more progress with literacy and reading (7 ½ months) and so achieve more in literacy-based subjects.
- 12. National Context • Thehigher attainment of girls in reading is a common pattern seen in National Curriculum tests in England. • It is also found in other international surveys such as the ‘Progress in International Reading and Literacy Study’ (PIRLS).
- 13. • Boys education‘ignored by Government policy’, warns Ucas chief • Category: In the News • Author: The Telegraph • Posted on January 6, 2016 • Number of white working class boys taking AS or A-levels ‘shockingly low’ • Category: In the News • Author: The Guardian • Posted on November 12, 2015 • White working class boys from poor neighbourhoods unlikely to do A-levels • Category: Press releases • Author: Sutton Trust • Posted on November 12, 2015 • Poor white boys are bottom of the class • Category: In the News • Author: The Times • Posted on October 30, 2015 National Context
- 14. School Context SISRA • Y10- KS2 prior attainment in reading average score = 4.72 for girls and 4.52 for boys • Y9 - KS2 prior attainment in reading average score = 4.63 for girls and 4.59 for boys
- 15. Phase 1 -Research Reports Data Strategies used in other schools Implementation
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- 17. Phase 2 -Implementation Barrier: Action Taken: Project S.C.: i) Many teachers have a limited knowledge of contemporary and attractive texts for boys. - Gary Wilson - Meeting with R. Mullen - Orders - Circulated list of new books for boys to Progress Tutors - Display Delegate more Increase impact outside the classroom Inspiring others
- 19. Phase 2 -Implementation Barrier: Action Taken: Project S.C.: ii) Boys tend not to value learning and reading as a mark of success. - ‘Why Read?’ video sent to Y9 and Y10 Progress Tutors. - Created ‘Benefits of Reading’ PP and distributed to Progress Tutors. Delegate more Increase impact outside the classroom Inspiring others
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- 24. Phase 2 -Implementation Barrier: Action Taken: Project S.C.: iii) At home, girls are more likely to be bought books and taken to the library than boys, and mothers are more likely to support and role- model reading for their children than fathers. - Display of male role models - PP had recommendations by male staff. - Letter where fathers (and mothers) are encourage to become more active as reading role-models. Increase impact outside the classroom Consider ‘bigger picture’ more
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- 27. Phase 3 –Accelerated Reader • Electronic system tracking who is reading what • Motivational reading practice quizzes Increase impact outside the classroom Future focus Inspiring others Consider ‘bigger picture’ more Delegate more
- 28. Increase impact outside the classroom Futurefocus Inspiring others Consider ‘bigger picture’ more Delegate more Be less detail oriented
- 29. Delegate more Avoid conflict less Beless detail orientated Increase impact outside classroom Consider ‘bigger picture’ more Personal Success Criteria Future focus Inspiring others Impact and influence
- 31. The Boys’ ReadingCommission • The Boys’ Reading Commission has found that boys’ underachievement in reading is associated with the interplay of three factors: • The home and family environment, where girls are more likely to be bought books and taken to the library, and where mothers are more likely to support and role model reading; • The school environment, where teachers may have a limited knowledge of contemporary and attractive texts for boys and where boys may not be given the opportunity to develop their identity as a reader through experiencing reading for enjoyment; • Male gender identities which do not value learning and reading as a mark of success.
- 32. Accelerated Reader Findings ofthe Education Endowment Foundation research AR produces “particularly positive effects” according to an independent study by the Education Endowment Foundation (EEF) and Durham University. “The internet-based programme increased the reading age of pupils by three additional months in just 22 weeks. The effect on low-income pupils was even greater, with their reading age improving by five additional months in the same amount of time.”
- 33. • Have youconsidered the risks of focusing only on boys’ reading?
- 34. The risks offocusing on boys’ reading • We must also be careful not to disadvantage girls who struggle with reading. However, existing research and the findings of this commission suggest that approaches that effectively support boys are equally girl-friendly. They are perhaps better thought of as quality teaching. • Boys are not a homogenous group; they are not all failing. In focusing on this issue there is a danger that we can overemphasise and make it a self-fulfilling prophecy; arguments that imply boys are not expected to be good or enthusiastic readers are simply reinforcing it as a social norm. • However, the long-term impacts of low literacy have such a massive influence on future life chances that we feel it is our responsibility to address the issue and unpick the evidence.
Editor's Notes
- #11 http://schoolsweek.co.uk/morgan-says-rate-our-success-by-pisa-but-is-it-a-swizz/