The Presentation for the Strategic and Development planning module (Module 8) of the Independent Schools Qualification in Academic Management (ISQAM) Level Two Course.
Presentation given at the training course on Thursday 10th October 2013.
The presentation covers the following areas:
• Understand the differences and relationship between strategic planning and development planning.
• Understand the strategic and development planning processes.
• Understand the relationship between departmental planning and whole-school planning.
• Understand the role of the Head of Department in whole-school planning.
• Develop the skills to write, review, and modify a departmental development plan.
• Reflect and formulate the underlying values and aims of the department.
• Understand general principles and approaches to department budget planning.
• Develop the skills to produce an annual departmental budget submission.
This presentation was created by Prof. Carlo Jay A. Evardone which discusses how how to implement, monitor and evaluate the curriculum / program in an institution. It provides simple and easy insights to the topic.
Heads of Department and School Development PlanningMark S. Steed
An INSET for Heads of Department at Berkhamsted School, England, on how to write a Departmental Development and the role of HoDs in School Development Planning.
Led by Mark S. Steed, Principal of Berkhamsted School
This presentation was created by Prof. Carlo Jay A. Evardone which discusses how how to implement, monitor and evaluate the curriculum / program in an institution. It provides simple and easy insights to the topic.
Heads of Department and School Development PlanningMark S. Steed
An INSET for Heads of Department at Berkhamsted School, England, on how to write a Departmental Development and the role of HoDs in School Development Planning.
Led by Mark S. Steed, Principal of Berkhamsted School
A presentation that examines a policy proposal to extend last call alcohol service hours in San Francisco from 02:00 to 04:00 and its failure to attract support and adoption in the state legislature (that regulates alcoholic beverages for the entire state). The discussion looks deeper into the roots of contemporary alcoholic beverage regulation from the perspective of the elites and illustrates how America's corporate business interests supplied the financial support to the Prohibitionists in the early 1900s and how this same group of interests backed repeal because of a fear of lawlessness. Luther Gulick, father of Public Administration's classical theory is credited with writing model laws and ordinances that became the basis of state alcoholic beverage regulation.
Professional Learning brochure and programme for the academic year 2014-2015. It covers the Twilight programme, eLearning, Mindfulness, coaching and #TLAB15.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
A Presentation on how new technologies are changing how we teach.
A talk given my Mark S. Steed, Principal of Berkhamsted School, Herts, UK, at the Veale Wasborough Vizards Practical Strategies Conference at the IoD in London on Tuesday 16th September 2014.
ICT and its impact on schools’ infrastructure, teaching and learning Mark S. Steed
Keynote address at the haysmacintyre Schools Conference
30/01/2013
Presentation by Mark Steed, Principal of Berkhamsted School and Chair of the ISC ICT Strategy Group
An INSET presentation to Heads of Department on How to Conduct Teacher Appraisal by Mark Steed, Principal of Berkhamsted School.
The INSET relates to the Berkhamsted Schools Group model for Teacher appraisal.
The Role of HoDs in Whole-School PlanningMark S. Steed
This content forms part of the Level 2 Independent Schools Qualification in Academic Management (ISQAM) course run by the HMC and GSA. This presentation covers the Unit on the role of middle managers in Whole School Strategic and Development Planning.
This module is part of a course called 'Re-energising governing of colleges and training providers'. Module 1, here, derives from the importance for governing of establishing core values, vision (educational character and purpose) and establishing a strategic plan. These foundations of governing permit the Governing Body to set its expectations, which can then focus senior staff performance management and be monitored and evaluated by the Governing Body.
Webinar hosted by James Smith and Kim Robertson puts a spotlight on data sovereignty and the importance of listening to Indigenous perspectives on evaluation in Indigenous higher education.
This is a short pdf about holding to account for school governors. It poses some questions and offers some definitions on which governors can reflect. It does not provide any answers but poses some suggestions for discussion.
Stephen Tall - 'Oxford Thinking': The Campaign for the University of OxfordStephen Tall
Presentation by Stephen Tall, Associate Director of Development for the University of Oxford, on the 'Oxford Thinking' fundraising campaign. Delivered to Russian Donors Forum, Moscow, 21st October, 2011.
A New Model for Talent Management in SchoolsMark S. Steed
This presentation offers a new model for talent management in schools. This reflects the changing world of careers having shifted from 'jobs for life' to 'portfolio careers'.
The presentation proposes a 'tour of duty' model of mutually beneficial short term commitments between schools and individuals.
The future of learning, assessment and qualifications in a post-covid worldMark S. Steed
This session will set up a debate about two areas: the future of teaching and learning; and the future of assessments and qualifications and micro qualifications.
I argue that we were already on a journey from the physical to the digital before covid and that the pandemic has accelerated the rate of change.
I will argue that the current model for T&L is unsustainable and that we need to explore new models that will ultimately be determined by price point.
I argue that qualifications are going to shift from high stakes to on demand micro qualifications.
A webinar given on Tuesday 24th November 2020 covering the following topics:
1. Wellbeing in the Workplace: the wider landscape
2. Schools as models for workplace wellbeing
3. Promoting Staff Wellbeing in Schools
4. Staff Wellbeing in the Age of Covid-19
5. Who should be responsible for staff wellbeing?
The Future of Teaching, Learning, Assessment and QualificationsMark S. Steed
A presentation given to the HMC Academic Deputies Conference on Friday 13th November 2020.
The presentation looks at how Teaching & Learning and Assessment & Qualifications are likely to change in the post-Covid-19 era.
The COVID-19 legacy: What does the future hold for international schools?Mark S. Steed
A Webinar given on 23rd September 2020 which discusses the likely impact of Covid-19 school disruption on the future of schooling. It looks in particular at
the Future of Teaching & Learning,
the Future of Assessment and Qualifications
the Future of Continuing Professional Development, and
the Future of International School Teacher Recruitment.
The webinar concludes with a discussion about the qualities that school leaders will need in the future.
The COVID-19 legacy: What does the future hold for international schools?Mark S. Steed
A Webinar given on 23rd September 2020 which discusses the likely impact of Covid-19 school disruption on the future of schooling. It looks in particular at
the Future of Teaching & Learning,
the Future of Assessment and Qualifications
the Future of Continuing Professional Development, and
the Future of International School Teacher Recruitment.
The webinar concludes with a discussion about the qualities that school leaders will need in the future.
International School Recruitment in a Post-Covid-19 WorldMark S. Steed
A Tes Webinar given on Wednesday 9th September 2020 looking at the likely impact of Covid-19 on International Teacher and School Leader Recruitment for 2021
This presentation looks at how AI works, how it is being used presently in Education and then outline some concerns about how AI might be used in education in the future.
I argue that AI has a much greater part to play in Education – particularly in making education more widely available in the developing world and in reducing the cost of education.
The talk then moves on to discuss general ethical concerns about how AI is being used in society, looking at the issue of how we program autonomous vehicles as a case in point. I then outline five areas of concern about the use (and potential abuse) of AI in education arguing that we need to have a much more informed debate before things go too far. With this in mind, I close with some suggestions for courses and reading that might help colleagues to become better informed about the subject.
COVID19 – Progress Report and Planning for School ReopeningMark S. Steed
An Independent Schools Bursars Association (ISBA) webinar given by Mark Steed on Thursday 14th May 2020 updating on how Kellett School in Hong Kong is preparing for reopening the school after 15 weeks of Covid-19 closures
How to support pupil, staff and parental wellbeing when your school is closedMark S. Steed
A Tes Webinar presented on 1st April 2020, drawing on the experience of Kellett School In Hong during the closures because of Covid-19
This is a second updated webinar
How to Attract Teachers to Work in Your School in normal times and lockdown!Mark S. Steed
A COBIS webinar given on 16th April 2020 on teacher recruitment to international schools. The presentation looks at innovative ways of finding talent and ways in which schools can position themselves by building their recruitment brand.
The Tale of Two Cities: 6 Lessons Learned about Digital TransformationMark S. Steed
Presentation given at the EdTech Conversations event (BETT Fringe) on Thursday 23rd January 2020.
This presentation looks at 6 Lessons Learned about Digital Transformation from my time at JESS, Dubai and at Kellett School, Hong Kong
Using appraisal to drive school performanceMark S. Steed
Presentation given at AISC Conference in Hong Kong on Wednesday 11th December 2019.
How appraisal can be used to drive up school performance in high performing schools and organisations.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The Role of Heads of Department in Whole-School Strategic and Development Planning
1. Leading Change
with Parents
ISQAM Level 2 (Pilot) Conference
10th – 11th October 2013
Hilton Warwick and Stratford-upon-Avon Hotel
Mark S. Steed, MA (Cantab.), MA
Principal, Berkhamsted Schools Group
Dr Nick Dennis, BSc, MSc, PhD
Deputy Head, Berkhamsted Boys
2. The Psychology of Change
Whole-School
Strategic Planning
Whole-School
Development Planning
How to Write a Departmental
Development Plan
How to Manage a
Departmental Budget
3. The Psychology of Change
Whole-School
Strategic Planning
Whole-School
Development Planning
How to Write a Departmental
Development Plan
How to Manage a
Departmental Budget
9. Whole-School Strategic and Development Planning
Strategy v. Development
Strategy is concerned with defining the shape
and extent of the organisation
Your School
10. Whole-School Strategic and Development Planning
Strategy v. Development
Strategy is concerned with defining the shape
and extent of the organisation
Development is concerned
with how the organisation
is going to adapt and
improve – within the
strategic parameters
12. Whole-School Strategic and Development Planning
Some Key Strategic Issues
Opportunities
Mergers with other schools
Closure of other schools
Threats
Recession – Affordability
Strong Rivals
New Rivals
Academies, Free Schools
Changes in Regulations
Anticipating Change
14. Whole-School Strategic and Development Planning
Strategy v. Development
Strategic Planning is
concerned with
determining what “B”
looks like.
15. Whole-School Strategic and Development Planning
Strategy v. Development
Development Planning is concerned with
determining the steps that will take us from
“A” to “B”?
Strategic Planning is
concerned with
determining what “B”
looks like.
17. Whole-School Strategic Development Planning
The Strategic Process
Determine
Direction
Decide
Fundamentals
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research
18. Whole-School Strategic Development Planning
The Strategic Process
Determine
Direction
Decide
Fundamentals
• What are our core values?
• What do we stand for?
• What are we trying to achieve?
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research
19. Whole-School Strategic Development Planning
The Strategic Process
Determine
Direction
• Size/ Structure of School
• Boarding/ Day; Single-sex / Co-ed
• Market Niche
Decide
Fundamentals
• What are our core values?
• What do we stand for?
• What are we trying to achieve?
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research
20. Whole-School Strategic Development Planning
The Strategic Process
• Vision
• Where are we going?
• Why are we going there?
Determine
Direction
• Size/ Structure of School
• Boarding/ Day; Single-sex / Co-ed
• Market Niche
Decide
Fundamentals
• What are our core values?
• What do we stand for?
• What are we trying to achieve?
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research
21. The Strategic Process:
Background Research
Determine
Direction
Decide
Fundamentals
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research
22. The Strategic Process: Background Research
Consult Stakeholders
Governors
Teaching Staff
Support Staff
Current Parents
Prospective Parents
Former Pupils
Local Community
Feeder Prep Schools
23. The Strategic Process: Background Research
Data Analysis
Analysis of Boy and Girl Numbers 2008-09
0
20
40
60
80
100
120
140
160
180
200
Year Group
NumberofPupils
Girl
Boy
Girl 14 26 25 28 28 33 33 43 60 60 64 64 61 64 70
Boy 14 23 17 30 36 31 35 37 61 52 112 109 109 99 85
SS1 SS2 Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 Yr7 Yr8 Yr9 Yr10 Yr11 Yr12 Yr13
27. The Strategic Process:
Core Values and Aims
Determine
Direction
Decide
Fundamentals
• What are our core values?
• What do we stand for?
• What are we trying to achieve?
Core Values
and Aims
Background
Research
30. The Strategic Process: Values and Aims
School’s Charitable Objects
“The objects of the Charity are to promote the
education (including social and physical training) of
boys and girls and . . . . to conduct and maintain
day or day boarding schools in or near
Berkhamsted at which Religious Education in
accordance with the Church of England is
provided.”
Berkhamsted Schools Group Charity No 310630
Charitable Objects (Charity Commission Website)
32. The Strategic Process: Values and Aims
Educational Aims
1. To place pupils at the heart of a strong, supportive school
community.
2. To nurture pupils’ enjoyment of learning, engendering a
spirit of enquiry and intellectual independence;
encouraging the pursuit of excellence within a disciplined
and stimulating learning environment.
3. To equip our students with the skills and qualifications
they need to meet their aspirations in preparation for
higher education, the world of employment and adult life.
33. The Strategic Process: Values and Aims
Educational Aims
4. To immerse pupils in a diverse co-curricular programme for
acquiring broader skills and interests which promote self-
esteem and a sense of well-being.
5. To encourage independence, responsibility, leadership and a
commitment to service.
6. To foster moral and spiritual values through the Christian
tradition of the School, placing emphasis on integrity,
tolerance and respect for others.
34. The Strategic Process: Values and Aims
Operational Aims
7. To ensure that the School has a motivated and effective
teaching and support staff, which has the best possible
resources.
8. To maintain and improve a sustainable structure and
infrastructure for the School that will ensure flexibility and
financial stability for the foreseeable future.
9. To improve how the School presents itself to the outside
world in order to grow the School’s reputation and to
ensure high demand for the foreseeable future.
10. To deliver effective and sustainable governance and
leadership that will secure the future success of the
School.
35. The Strategic Process:
Decide Fundamentals
Determine
Direction
• Size/ Structure of School
• Boarding/ Day; Single-sex / Co-ed
• Market Niche
Decide
Fundamentals
Core Values
and Aims
Background
Research
36. The Strategic Process: Decide Fundamentals
Constraints
Some Constraints to Consider:
Tradition
Market Niche
Parental Expectation
Finance
Volume of Change
Planning Issues
37. The Strategic Process: Decide Fundamentals
Optimum Size and Structure
School Age Range Numbers
Boys Girls Total
Day Nursery Co-ed 5 months – 3 years 30 30 60
Pre-Prep Co-ed aged 3 - 7 108 108 216
Prep Co-ed aged 7 - 11 180 180 360
Boys Boys aged 11 - 16 435 435
Girls Girls aged 11 - 16 360 360
Sixth Co-ed aged 16 - 18 180 180 360
TOTAL 933 858 1791
38. The Strategic Process:
Determine Direction
• Vision
• Where are we going?
• Why are we going there?
Determine
Direction
Decide
Fundamentals
Core Values
and Aims
Background
Research
39. The Strategic Process: Determine Direction
Vision
What is the
vision?
What does
“B” look like?
41. Whole-School Strategic Development Planning
Who should set the strategy?
School
Strategic
Plan
Governors
Headteacher
SLT
Middle
Management
Teachers
Support Staff
44. Whole-School Strategic Development Planning
Who should set the strategy?
School
Strategic
Plan
Governors
Headteacher
SLT
Middle
Management
Teachers
Support Staff
50. Whole-School Development Planning
Development Planning Process
Decision
Planning
Proposals
Ideas
• Where are we going as a School?2. Direction
• What do we stand for?1. Values & Aims
Development Planning builds on the
foundations laid down by the
Strategic Plan
51. Whole-School Development Planning
Development Planning Process
Decision
Planning
Proposals
• What about this?3. Ideas
• Where are we going as a School?2. Direction
• What do we stand for?1. Values & Aims
52. Whole-School Development Planning
Development Planning Process
Decision
Planning
• What might we do?4. Proposals
• What about this?3. Ideas
• Where are we going as a School?2. Direction
• What do we stand for?1. Values & Aims
53. Whole-School Development Planning
Development Planning Process
Decision
• What is the scope of the project?5. Planning
• What might we do?4. Proposals
• What about this?3. Ideas
• Where are we going as a School?2. Direction
• What do we stand for?1. Values & Aims
54. Whole-School Development Planning
Development Planning Process
• What we are going to do.6. Decision
• What is the scope of the project?5. Planning
• What might we do?4. Proposals
• What about this?3. Ideas
• Where are we going as a School?2. Direction
• What do we stand for?1. Values & Aims
57. Whole-School Development Planning
3. Ideas: “Blue-sky thinking”
What experiences do you want pupils to have
as part of the curriculum at each Key Stage?
58. Whole-School Development Planning
3. Ideas: “Blue-sky thinking”
What experiences do you want pupils to have
as part of the curriculum at each Key Stage?
To give a
presentation
Develop
independent
study
Key Stage 3
60. Whole-School Development Planning
4. Proposals
e.g. Proposals for the KS3 Curriculum
– Introduce Food Technology to KS3.
– English curriculum to include greater emphasis on
reading for pleasure.
– Key subjects to incorporate presentations into
schemes of work.
– Introduce Research Project fortnight into Y8
curriculum?
63. Group Exercise
Planning: Introducing Food Tech
You are the HoD of Design Technology, you have been
asked to write a Strategic Planning Paper for Governors:
What factors need to be considered in Introducing
Food Technology to the KS3 Curriculum?
64. Group Exercise
Planning: Introducing Food Tech
What factors need to be considered in Introducing
Food Technology to the KS3 Curriculum?
GROUP FEEDBACK
65. Group Exercise
Planning: Introducing Food Tech
Curriculum/ Timetable Implications
– Timetable Allocation
• How much time / lesson / week?
– Food Technology as an additional subject or part
of Design Technology allocation?
• Rotation of subjects on Half
– Class sizes for Food Technology?
• What is the optimum size? What is the maximum size?
66. Group Exercise
Planning: Introducing Food Tech
Classroom Space Implications
– Create a Food Technology Specialist Classroom/s
• New build or Conversion? Where? Cost?
• Classroom Design Specification. Food Storage.
• Fit out Specification
• Additional Cleaning Hours required?
– How many classrooms?
• Depends on class size/ year group size
– Planning Permission
67. Group Exercise
Planning: Introducing Food Tech
Staffing Implications
– Appointment of Food Technology Teacher
• Do we have skills in-house? New appointment? Cost?
– Appointment of Food Technology Technician
• Do we have skills in-house? New appointment? Cost?
68. Group Exercise
Planning: Introducing Food Tech
Training Implications
– Retraining/ Up-skilling of Staff
– Staff to get food handling and hygiene
qualifications (new or renew).
69. Group Exercise
Planning: Introducing Food Tech
Cost Implications
– Capital Project
• What will it cost?
• How will we fund the build/ refit?
– Fit-out Costs
• How much will it cost to fit out the classrooms?
• How long will the fit-out last?
– Staffing Costs
• How will we fund the teachers/ technicians?
– Running Costs
• What are the annual running costs likely to be?
70. Whole-School Development Planning
5. Planning: Think Scarce Resources
Scarce Resources
• Time
• People
• Space
• Skills
• Cost
Time
People
Space
Skills
Cash
71. Whole-School Development Planning
5. Planning: Think Scarce Resources
Scarce Resources
• Time
• People
• Space
• Skills
• Cost
In School Terms:
• Curriculum Allocation
• Teaching and Support Staff
• Classrooms
• Training, CPD, INSET
• Capital/ Fit-out/ Staffing and
Running Costs
Time
People
Space
Skills
Cash
72. Whole-School Development Planning
5. Planning: Opportunity Cost
Scarce Resources
• Time
• People
• Space
• Skills
• Cost
In School Terms:
• Curriculum Allocation
• Teaching and Support Staff
• Classrooms
• Training, CPD, INSET
• Capital/ Fit-out/ Staffing and
Running Costs
Time
People
Space
Skills
Cash
77. Whole-School Strategic Development Planning
6. Decision
Key Questions:
• Time
• People
• Space
• Skills
• Cost
are we going to do?
are we going to do it?
are we going to pay for it?
is responsible for getting it done?
are we doing it?
What
When
How
Who
Why
84. Whole-School Development Planning
Development Planning Process
• What we are going to do.6. Decision
• What is the scope of the project?5. Planning
• What might we do?4. Proposals
• What about this?3. Ideas
• Where are we going as a Department?2. Direction
• What are we trying to achieve as a
Department?1. Values & Aims
88. Five Minute Personal Reflection Exercise
Values and Aims
Considering your Department’s curriculum as a whole
(Y7-Y13 or Y9 to Y13):
• What do you think are the overall aims of your
Department?
• What are you trying to achieve?
• What does it mean to be educated in your
department?
89. Department Development Planning
Values and Aims
What are the aims of your department?
• To maximise results?
– at any cost? Spoon-feeding? Drilling for the exam?
• To attract more pupils to the subject?
– for GCSE, A-level?
– who go on to read the subject at university?
• To lay the foundations for the next level of study?
• To give a grounding in the subject that they will
take through life?
90. Five Minute Personal Reflection Exercise
Values and Aims
Now consider the Key Stage 3 Curriculum for
your subject:
• What are you trying to achieve with it?
• What is the underlying agenda?
• How does KS3 contribute to the overall aims
of the Department?
• Why are you teaching what you teach at KS3?
• Are you happy with your answers?
91. Five Minute Personal Reflection Exercise
Values and Aims
What are your aims as HoD?
• What are you trying to
achieve as a Head of
Department?
• When you look back on
your time as HoD, what
will you want to have
achieved?
• What difference will you
have made?
93. Department Development Planning
2. Direction
What is the direction of your department?
What is your vision for the department?
What are the indicators of success?
94. Five Minute Personal Reflection Exercise
Vision
What does “B” look like for your department?
What is your vision for the department?
How will you know when you have reached “B”?
What difference will it
make for pupils?
95. “At every crossway on the road that leads
to the future, each progressive spirit is
opposed by a through men appointed to
guard the past”
Maurice Maeterlinck
97. Department Development Planning
3. Ideas: “Blue-sky thinking”
What
Experiences/ Skills/ Knowledge/ Understanding
do we want pupils to have
as part of the curriculum at each Key Stage?
98. Whole-School Strategic Development Planning
Department “Blue-Sky” Thinking Exercise
What
knowledge/ understanding/ skills/ experiences
do we want pupils to have
in Year 10?
101. Department Development Planning
Annual Strategic Priorities
Fives areas in which the school want to see a
significant improvement in the coming academic
year.
102. Strategic Priorities 2013-14
1. Engagement
2. Empowerment
3. Improved Communication
4. Building a Professional Learning Community
5. Working Smart
103. Strategic Priorities 2013-14
1. Engagement
– A shift to a “love a of learning” from a “Utilitarian”
approach
– Pupils being “Independent Learners”
– See an increase in pupils’ collaborative learning
– All teachers to use/explore ideas for use of mobile devices
for teaching and learning
– Embedding new Y7 blog
– Increased opportunities for multi-sensory learning in Pre-
Prep/Prep
104. Strategic Priorities 2013-14
2. Empowerment
– Heads of Department and Curriculum Leaders taking
greater lead in whole school planning and development.
– Reflective, Engaging, Dynamic, Enthusiastic Teachers
– “Student Voice”
105. Strategic Priorities 2013-14
3. Improved Communication
– Internal Group Communication
• Getting a balance on email
• Increase digital signage across BSG
• Microsoft Lync/Outlook – roll out in leadership teams
– External and Parental Communication
• Deliver the communication strategy
• Parent Portal at heart of parent communication and in use
• Building content and refreshing website
• Social media channels used extensively by the right range of
people across the School
106. Strategic Priorities 2013-14
4. Building a Professional Learning Community
A "Professional Learning Community" is one where everyone
in the organisation (whether part of the teaching or support
staff) sees him or herself as a learner - i.e. someone who is
looking to learn new skills, acquire new knowledge and
understanding, and who is looking to improve as a
practitioner.
– Every member of teaching and support staff to see CPD an
essential professional responsibility.
– Lead by example – be a life-long learner.
– Improved ICT competence
107. Strategic Priorities 2013-14
5. Working Smart
– Improved, Embedded systems and Automated workflows
• Achieve integrated, whole-group calendar, booking and resource
system
• Intranet development
– Improving staff efficiencies – time, training and resources
109. Department Development Planning
5. Planning: Think Scarce Resources
Scarce Resources
• Time
• People
• Space
• Skills
• Cost
In School Terms:
• Curriculum Allocation
• Teaching and Support Staff
• Classrooms and Fit out
• Training, CPD, INSET
• Capital Costs, Staffing Costs and
Running Costs
Time
People
Space
Skills
Cash
110. Department Development Planning
5a. Planning: Time - Curriculum
• Time
• Do we use the time we
have well?
• Do we need more time?
• What would we do with
more time?
• How would we cope with
less time?
• Do we use homework/
prep time well?
• How will we respond to
curriculum changes?
• Which Specification?
• Which Exam Board?
• Is what we are teaching
interesting?
• Do we get the right
balance between
teaching and
independent learning?
Time Curriculum
111. Department Development Planning
5b. Planning: People - Staff
• Time
• Have we got suitably
qualified teachers?
• Is our subject growing/
contracting?
• Have we got enough/ too
many teachers? In future?
• Succession/ Retirement
Planning
• Do we use technicians/
language assistants/
Teaching Assistants
effectively?
• What difference do
support staff make?
• Have we got sufficient
technical support?
Teachers Support Staff
112. Department Development Planning
5c. Planning: Space - Classrooms
• Time
• Do we have enough
classrooms?
• Have we got the most
suitable classroom
layout?
• Will curriculum changes
necessitate more
classrooms/ different
layouts?
• Can we use ICT easily in
the classroom?
• Do we have/need easy
access to Internet?
• Do we have all the
equipment we need?
• Do we make best use of
the equipment that we
have?
Classrooms Fit-out
113. Department Development Planning
5d. Planning: Skills - INSET
• Do we all have up to
date knowledge of
• Are we aware of “best
practice” in pedagogy?
• Do we all have sufficient
ICT competence?
• Can we handle difficult
conversations?
Training Needs
114. Department Development Planning
5d. Planning: Skills - INSET
• Do we all have up to
date knowledge of
• Are we aware of “best
practice” in pedagogy?
• Do we all have sufficient
ICT competence?
• Can we handle difficult
conversations?
• External Courses?
– HMCPD / GSAPD
• Internal Twilight
Sessions?
• Online courses
– MS Academy of ICT
• Coaching/ Mentoring?
Training Needs INSET Delivery
122. Ten Minute Planning/ Decision Exercise
Decision
Choose three initiatives that you would like to
take forward in your department.
• Complete the Grid for each of the three
initiatives.
126. How to Manage a
Departmental Budget
AKA:
How to get what you want:
127. Departmental Budgets Made Simple
Departmental Budgets Made Simple
Annual
on-going
running
Costs
One-off
projects
and new
equipment
128. Departmental Budgets Made Simple
Departmental Budgets Made Simple
Annual
on-going
running
Costs
One-off
projects
and new
equipment
New member of Staff
Annual Software Licences
New 3D Printer
New Laptop
129. Departmental Budgets Made Simple
Departmental Budgets Made Simple
Essential Desirable Dream
Capital Projects
Equipment
Consumables
ICT
Staffing/ Support
INSET
130. Departmental Budgets Made Simple
Departmental Budgets Made Simple
Status Quo Improved Best
Capital Projects
Equipment
Consumables
ICT
Staffing/ Support
INSET
131. Departmental Budgets Made Simple
Departmental Budgets Made Simple
This Year Next Year Sometime
Capital Projects
Equipment
Consumables
ICT
Staffing/ Support
INSET
132. “The victorious strategist only seeks battle
after the victory has been won,
whereas he who is destined to defeat first
fights and afterwards looks for victory.”
Sun Tzu The Art of War
133. Departmental Budget
Departmental Budgets Made Simple
• What difference will it make to teaching and
learning to have this piece of equipment?
• What are the “on-costs”?
– Is this a genuine one-off cost?
– What are there associated financial costs going
forward?
• e.g. Licences, Servicing, Replacement Policies
Equipment
134. Departmental Budget
Departmental Budgets Made Simple
• What difference will it make to teaching and
learning to have this piece of equipment?
• What are the “on-costs”?
– Is this a genuine one-off cost?
– What are there associated financial costs going
forward?
• e.g. Licences, Servicing, Replacement Policies
Equipment
137. Mark S. Steed
Email: principal@berkhamstedschool.org
Twitter:@independenthead
LinkedIn: uk.linkedin.com/in/independenthead
Blog: http://independenthead.blogspot.com
Dr Nick Dennis
Email: ndennis@berkhamstedschool.org
Twitter: @nickdennis
LinkedIn: uk.linkedin.com/in/nickdennis
Blog: http://www.nickdennis.com/blog