1 / 11

THE BACKGROUND TO THE NLE/NSS PROGRAMME

SCHOOLS LEADING SCHOOLS THE STORY OF ONE DEVON NLE AND A NATIONAL SUPPORT SCHOOL Frances Moule November 2010. THE BACKGROUND TO THE NLE/NSS PROGRAMME. SCHOOL LEADERS LEADING THE SYSTEM RATHER THAN THE LOCAL AUTHORITY

martena-boyer
Download Presentation

THE BACKGROUND TO THE NLE/NSS PROGRAMME

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SCHOOLS LEADING SCHOOLSTHE STORY OF ONE DEVON NLE AND A NATIONAL SUPPORT SCHOOLFrances Moule November 2010

  2. THE BACKGROUND TO THE NLE/NSS PROGRAMME • SCHOOL LEADERS LEADING THE SYSTEM RATHER THAN THE LOCAL AUTHORITY • LINKING SCHOOLS IN DIFFICULTY TO HIGH CAPACITY SCHOOLS WITH OUSTANDING LEADERSHIP • HEADTEACHERS AND TEACHERS MOTIVATED NOT ONLY BY FINANCIAL REWARD. • MORAL PURPOSE-OUR BEST LEADERS AND OUR BEST SCHOOLS SUPPORTING OUR TOUGHEST SCHOOLS

  3. TO BECOME AN NLE/NSS SHALDON HAD TO.. • COMMIT TO YOUNG PEOPLE ACHIEVING THEIR FULL POTENTIAL. • RECOGNISE THE PROGRESS OF PUPILS IS THE FUNDAMENTAL PURPOSE OF THE SCHOOL. • KNOW HOW TO IMPROVE SCHOOLS. • LEAD A VERY GOOD OR OUTSTANDING SCHOOL • BE INFLUENTIAL BEYOND THEIR SCHOOL AND COMMUNITY. • SEE BENEFITS OF PARTNERING AND NETWORKING WITH OTHER SCHOOLS • SEEK NEW CHALLENGES

  4. GETTING STARTED………….. • IMPROVING EDUCATION FOR THE CHILDREN CURRENTLY NOT GETTING A GOOD EXPERIENCE OF SCHOOL • TRANSFORMING THE LEADERSHIP CAPACITY OF THE SCHOOL. • IMPROVING THE COMMUNITY’S TRUST IN THE SCHOOL • INCREASING NUMBERS ON ROLL

  5. WHAT WORKED………… • A CLEAR SENSE OF MISSION • CULTURE OF MONITORING TO IMPROVE • DEVELOPING A SELF SUSTAINING CAPACITY TO IMPROVE • SCHOOL AND CLASSROOM IMPROVEMENT PROCESS • FOCUSSED INSET • RICH USE OF DATA • IMPROVED LEARNING ENVIRONMENT • PUTTING CHILDREN’S INTERESTS FIRST, NOT ADULTS • CAREFUL RECRUITMENT • TOP DOWN AND BOTTOM UP LEADERSHIP

  6. Appointing executive head, promoting able leaders, seconding in deputy and assistant heads and curriculum leaders Injecting leadership Supporting senior leaders and working with middle leaders to address their weaknesses and improve leadership capacity Developing leadership Hosting visits and using ASTs to enable the client school to see good practice in teaching and lesson observation Modelling Working with subject leaders and providing feedback on the quality of classroom teaching and learning Coaching Holding shared inset days and other training sessions focused on delivering high-quality lessons Training Supporting a newly appointed or inexperienced teacher or subject leader on a one-to-one basis Mentoring Assisting with reviewing curriculum plans and schemes of work, and policies for behaviour and inclusion Planning Checking regularly on the progress of individual teachers and subjects Monitoring performance Helping to analyse the performance of pupils, year groups and departments and setting targets for improvement Using data Assessing and reporting overall progress to pupils, staff, governors and the local authority Evaluating progress

  7. WHAT DIDN’T WORK………….. • SOME PERSONALITIES MITIGATING AGAINST SUCCESS. • ACCOUNTABILTY, RESPONSIBILITY AND QUALITY ASSURANCE • DIFFICULTIES IN REACHING THE TIPPING POINT • A BUDGET THAT DIDN’T BALANCE LEADING TO REDUNDANCIES • BUILDING CAPACITY IN THE NATIONAL SUPPORT SCHOOL NOT ENTIRELY RISK FREE.

  8. Consistent quality of teaching is by far the most important factor driving performance of pupils • Research by Sanders and Rivers in the Tennessee, 1996: • Lets say you take two students at the 50th percentile. They could go to the same school, with the same books, the same curriculum, the same spending, the same IT resources, the same exams, the same inspections, the same governance … same everything. • Except you give one of them a good teacher, and one of them a bad teacher. In just three years, their performance will diverge by 53 percentile points. If they started at the fiftieth percentile, the student with the high-performing teacher would be in the 90th percentile, the student with the poor performing teacher in the 37th percentile.

  9. Consistent quality of teaching is by far the most important factor driving performance of pupils. Continued …….. • As teacher effectiveness increases, lower achieving - students are the first to benefit. The top quintile of teachers facilitate appropriate to excellent gains for students of all achievement levels. • Teacher quality matters more than anything else in an education system. Most of the rest of a student’s performance can be explained by who their parents are, and the socio-economics of where they go to school. • Once you know that, you can help governments to prioritize what they do when they reform their education systems

  10. 90thpercentile 100th percentile Student with high-performing teacher Two students withsame performance 50thpercentile Student with low-performing teacher 37th percentile 0th percentile Consistent quality of teaching is by far the most important factor driving performance of pupils Student Performance Age 8 Age 11 Sanders and Rivers

  11. 100th percentile Two NQTs withsame performance low quality professional learningperforming teacher Ineffective 0th percentile Consistent quality of CPD is by far the most important factor driving performance of teachers Student Performance high quality professional learningperforming teacher Outstanding 50thpercentile Year 0 Year +3

More Related