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Leading T eachers to S uccess. Seminario – Taller Internacional 27 th de agosto de 2014 Prudence Barnes UK. Personal Context. Australian trained; 22 years in British system Executive Principal of 3 Schools
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Leading Teachers to Success Seminario – Taller Internacional 27th de agosto de 2014 Prudence Barnes UK
Personal Context • Australian trained; 22 years in British system • Executive Principal of 3 Schools • National and International Educational Leadership Consultancy providing corporate training, key notes presentations, conference speaker Executive Principal mentoring and coaching. • Conference Speaker 3rd Seminar for Directors of Education, The Catholic University of Valparaiso, Chile January 2013 • Workshop presenter ICSIE; Chile January 2012 • Conference Speaker 2nd Seminar for Directors of Education, The Catholic University of Valparaiso, Chile January 2012 • Sessional lecturer on the MA in Educational Leadership at the Institute of Educational Leadership, University of London, UK.
Newport School Context 910:95:80:54:33=1 Government Inspection Findings of Newport 2009 “Levels of achievement in the past have been inadequate because poor teaching has failed to ensure that all pupils make effective progress.” Ofsted Government Inspection Findings of Newport 2013 “Teaching is consistently good, with many examples of outstanding practice, and this has led to rates of pupil progress rising rapidly since the last inspection and pupils achieving highly. The school has a strong commitment to learning and teachers are very well supported and feelenthused to do their very best for the pupils. They have very high expectations of pupils and this is reflected in the excellent pace of much of the teaching at Newport.” Ofsted
Newport Pupil Results The below table shows the pupils attainment against the national averages for Age Related Expectations (Reading, Writing & Mathematics combined) at the end of Key Stage 2.
Leading others to success John West Burnham states ‘Leadership is about being an effective human being.’ Individually take 5 minutes to reflect on this and list areas in your professional life, where you are effective. What makes you effective as a teacher? What makes you effective as a leader? How does it feel when you are effective? What are the outcomes when you are effective? In your group discuss and list the key traits that you believe make you effective as a an educator and leader.
Leader as Facilitator • Induction into school routines, policies and procedures • Induction into professional standards and expectations • Coordination of training programme and expectations • Key communicator between all groups and tiers of colleagues and the wider school community • Ultimate role model of the institution I
Ensuring Successful Facilitation Successful facilitation comes through effective communication. We need to ensure that all understand what is expected, how accountability will be measured and the consequences of performance judgement. Effective leaders are constantly in dialogue with their staff. How do you communicate with those you lead? What are the barriers to effective communication as a leader? Are you aware of when your reactions to your staffare stopping people from performing. Do you know when to step back? Think of an example of when you have communicated in a way that has had a detrimental effect. In groups discuss how this could have been handled better. What are the key factors you individually need to consider when communicating?
Leader as Mentor • Model of best practice • Listening ear • Informal feedback and advice • Role model of professional expectations • Seeks out Professional Development opportunities to close gaps in practice
Leader as Assessor • Co-construct Appraisal/Performance Management Policy and ensure all understand their roles and responsibilities in the process • Observe teachers regularly • Give constructive feedback at the end of observations, outlining strengths and clear targets • Write formal termly/semester/annual appraisal reports • Holds teacher to account
Ensuring Successful Accountability Holding people to account can be challenging. Avoiding honest feeedback is detrimental to the credibility of the process. What formal and informal systems are in place in your setting for teacher performance feedback? What are the key points to consider when giving this feedback? What can corrupt the process? What assists the process being successful? When does feedback become focused on development rather than accountability? Rehearse the dialogue. Pre-decide what it is that you want to have heard. Have the key findings already in writing.
