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Leading 4 behaviour 4 learning


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Leading 4 behaviour 4 learning

  1. 1. Leading Behaviour 4 Learning Nick Burnett i-for-k
  2. 2. Teaching Behaviour? “If a child doesn’t know how to read, we teach.”• “If a child doesn’t know how to swim, we teach.”• “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.”• “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”• “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (American Federation Teachers’ President, Counterpoint 1998, p.2)
  3. 3. Leading Behaviour 4 Learning Understanding Context Physical Environment• Structures and Systems• Leadership Behaviour Support• Cultural change• Sustainability• Imperatives• NCSL and University of Manchester 2004
  4. 4. Has behaviour got worse?
  5. 5. Understanding ContextDo leaders collect and engage with evidencein order to develop a deeper understandingof the school?Is use made of various forms of qualitativedata in order to probe behind patternssuggested by statistical evidence?Do staff listen to the voice of students?Is use made of evidence about externalfactors that impact on the school?
  6. 6. Understanding ContextEvidence Hard SoftAnalysis Use of softwareWhole School ApproachesModels to review current practice
  7. 7. Understanding ContextUse of software EarlyMark via i-for-k web-siteWhole School Approaches Team-Teach PBIS Assertive DisciplineModels to review current practice
  8. 8. EBS Self-Assessment SurveySchool wide systemsNon-classroom settings systemsClassroom setting systemsIndividual Student systems Adapted from EBS Self-Assessment Survey version 2.0 August 2003 ©2000 Sugai, Horner & Todd, Educational and Community Supports University of Oregon
  9. 9. Reducing Risk and RestraintEmployer StrategyPolicyCritical FriendsRisk AssessmentIncident RecordsPositive Handling PlanComplaint, concern and reflectionStaff training Team-Teach Australia
  10. 10. Behaviour 4 LearningWhole school issuesOut of class behaviourMultidisciplinary working
  11. 11. Physical EnvironmentTo what extent is improvement andcontinued upkeep of the schools physicalenvironment a priority?Have there been recent improvements toschool buildings?Are efforts made to create a sense ofpersonal identity towards the school?How is the school regarded in the localcommunity?
  12. 12. Structures and SystemsAre there clear policies and proceduresregard to attendance, behaviour, themanagement of crisis incidents?Is there continuity of policy practice inthese areas?In what ways do the senior managementteam monitor teaching and learning inthe school?
  13. 13. Leading a challenging school
  14. 14. Leadership BehaviourHow do leaders communicate with the staff body?Do leaders communicate with staff and students onan informal level?Are leaders visible within the daily life of theschool?To what extent are staff involved in themanagement of the school?Are staff over dependent on the Principal and orother senior colleagues?Are decisions made democratically?
  15. 15. Supporting Staff to Support Students
  16. 16. SupportAre all human resources effectively used tosupport members of the school community?Are individual support systems in place?Is the school organised and run through thework of teams? Within school Between schoolsTo what extent is the Principal supported in theschool by other members of staff?
  17. 17. Support
  18. 18. Careless Cultures
  19. 19. Cultural ChangeIs collaborative working amongst staffencouraged?Is the professional development of the staff a highpriority?How well does the school cope with periods ofchange?To what extent do staff see themselves as learnersin the school?To what extent do staff see their actions as being apowerful influence on the behaviour of the pupils?
  20. 20. SustainabilityDoes the school have long-term plans for thedevelopment of the school, both for pupilsand teachers?To what extent are staff aware of these plans?In what ways is the improvement of pupilbehaviour a part of these plans?In what visible ways can this be seenthroughout the school?
  21. 21. ImperativesAre performance management systemsviewed by staff as relevant to thedevelopment of the school?How are external accountability proceduresused to foster school improvement?Has the school developed ways of workingwhich turn external pressures intoopportunities for moving policy andpractice forward?
  22. 22. Leading Behaviour 4 Learning Where are you and your school in relation to: • Understanding Context • Physical Environment • Structures and Systems • Leadership Behaviour • Support • Cultural change • Sustainability • Imperatives
  23. 23. Acknowledgements and Further Resources• • Case studies and supporting materials• • Wide range of video and supporting materials
  24. 24. Contact Details and More InfoNick 411871