Leadership and Special Education

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Leadership and Special Education

  1. 1. Leadership and SEN: Meeting the Challenge in Special and Mainstream Settings Nick Burnett Managing Director i-for-k
  2. 2. Change
  3. 3. Leading Change
  4. 4. Qualities unwarranted optimism regarding crisis as the norm and complexity as fun endless supply of intellectual curiosity absence of paranoia and self-pity
  5. 5. Capacity to Create Change creating energy building capacity – teachers as leaders of change meeting and minimising crisis extending the vision securing the environment seeking and charting improvement
  6. 6. Culture of Change
  7. 7. Changing Cultural Context intimate consultation – enhanced pupil voice – parental preference advocacy partnership provision
  8. 8. Learning for Leaders of Change
  9. 9. futures thinking possible probable preferable
  10. 10. Policy Levers
  11. 11. Change Frames
  12. 12. Partnerships
  13. 13. Why?
  14. 14. Share risk creativity responsibility resources
  15. 15. Boundary Spanning
  16. 16. Who?
  17. 17. ICT
  18. 18. More responsive and adaptable
  19. 19. E-learning foundation
  20. 20. Integrated Learning Systems
  21. 21. Reduction in barriers to learning
  22. 22. personalised access digital resources
  23. 23. Presentation technologies
  24. 24. Videoconferencing
  25. 25. Outsourcing of ICT related services
  26. 26. professional development online courses to industry and schools advisory work
  27. 27. Connected learning communities
  28. 28. Staff
  29. 29. ICT Managers industry knowledge and expertise
  30. 30. impact of ICT positive negative
  31. 31. Innovation
  32. 32. Leadership
  33. 33. Strategic Partnerships Intentions
  34. 34. Management
  35. 35. Learning
  36. 36. New Opportunities integrated learning activities individualised programmes collaborative partnership provision
  37. 37. Understanding of Learning multiple intelligences learning styles knowledge of the brain Pedagogy Curriculum
  38. 38. Professional Learning Communities talk about teaching observe each other teaching plan, organise, deliver, evaluate together teach each other
  39. 39. Personal lifelong everyone as a researcher
  40. 40. Design
  41. 41. Governance boundary spanning
  42. 42. Funding
  43. 43. Outsourcing create demand
  44. 44. Additional specialist status new opportunities fund other
  45. 45. Professionalism
  46. 46. The Additional LeadershipChallenges of Different Settings
  47. 47. Mainstream
  48. 48. Challenges league tables stakeholder expectations targets structure and inflexibilties – need to create opportunities Need to build into climate of school Status of SENCO
  49. 49. Common challenges
  50. 50. managing the boundaries managing people you do not employ other professionals managing the different cultures multiple agendas
  51. 51. parents respite negative personal experiences
  52. 52. more change managing the unknown
  53. 53. lack of support and/or challenge role within LEA – lack of clarity as to role knowledge within LEA and OfSTED – core purpose contained in 3 brief sub-sections of the report
  54. 54. changing pupil profiles staff training – need to provide training and induction – Lack of training at ITT structure required
  55. 55. lack of staff wishing leadership opportunities ageing population
  56. 56. Abuse Actual Alleged
  57. 57. Addington School
  58. 58. Challenges 5 key stages OfSTED full range of difficulty need to bring in funding to support outreach
  59. 59. Holyport Manor School
  60. 60. challenges need for pupils to feel safe danger in having a captive, vulnerable audience emotional providing home for pupils care standards - good thing
  61. 61. Kingfisher School
  62. 62. Challenges Managing multiple sites – different cultures – funding arrangements – managing expectations relationships with co-located site heads
  63. 63. Pupil Referral Unit and Inclusion Service (PRUIS)
  64. 64. challenges lack of partnership options promoting teacher expectations not a school – LEA service reactive expectation – LEA – other schools
  65. 65. SEBD
  66. 66. pupils parallel difficulties with – families – communities ability often spans same ability range as a mainstream school need to meet emotional needs need for rubber boundaries Inclusion opportunities for pupils
  67. 67. Staffing need for strong leadership team – head of care – deputy staff welfare difficulties in addressing both in and out of school needs recruitment and retention
  68. 68. Coxlease School
  69. 69. Challenges at the end of the educational line Financial risk for proprietors isolation total buck stops here 52 week – right people in right place need to provide counselling and therapy
  70. 70. Opportunities
  71. 71. SEN Provision of the Future
  72. 72. Qualities
  73. 73. Training Centre
  74. 74. Centralised Support Services
  75. 75. Centre of Information
  76. 76. support to parents other professionals other schools
  77. 77. resources selling services
  78. 78. Management of Places
  79. 79. Wraparound provision
  80. 80. Special School
  81. 81. Main Site Co-located
  82. 82. The Leader of SEN in the Future
  83. 83. Reform
  84. 84. Abandonment design silo model curriculum pedagogy
  85. 85. Relationships
  86. 86. Resolve Conflict strength and courage
  87. 87. Communities extended learning
  88. 88. 6 Cs compelling vision collaboration critical friends culture of development congruence clear focus
  89. 89. Transformational
  90. 90. Roles
  91. 91. Alternative views!
  92. 92. ICT
  93. 93. Partnerships
  94. 94. Innovation
  95. 95. Leadership
  96. 96. Don’t Despair
  97. 97. Contact Details www.i-for-k.com.au nick@i-for-k.com.au 0405 411 871 ‘Leadership and SEN: Meeting the challenge in special and mainstream settings’ References

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