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Middle Management to Deputy Headship Geoff Barton Not NPQH Essentials of getting, then surviving, Middle Management to Deputy Headship Geoff Barton Not NPQH Essentials of getting, then surviving, the job Power. Points available at www. geoffbarton. co. uk

Getting the interview … getting the job n n n Identifying the right job Getting the interview … getting the job n n n Identifying the right job for you Using the letter to get the interview Using the interview to get the job

Getting the interview n Identifying the right job for you What’s motivating you? • Getting the interview n Identifying the right job for you What’s motivating you? • Ambition? • Boredom? • Desire to escape?

Getting the interview n Identifying the right job for you Pros and cons of Getting the interview n Identifying the right job for you Pros and cons of senior management Make an impact Frustration Variety Never complete High-profile Exposed Wholeschool Lack of team spirit

3 Letters Quickly skim the 3 letters and comment on: The impression you get 3 Letters Quickly skim the 3 letters and comment on: The impression you get of the candidate u How well the structure helps you u Comment on the style of the letter u

Writing the letter: some hints n n n 2 sides max Not an autobiography Writing the letter: some hints n n n 2 sides max Not an autobiography and beware of ‘philosophy’ Target the selection criteria Use formatting - bullets, bold, subheadings, even tables A good letter will tell you what the school is asking for through clear structure

The Interview n n n Preparation The day itself Questions The Interview n n n Preparation The day itself Questions

The Interview n Preparation Look the place over - pay attention to uniform, site, The Interview n Preparation Look the place over - pay attention to uniform, site, general ethos, quick hits for improvement u Know the panel: it’s a governor appointment u Know the issues facing the school u What are your experiences? u

The Interview n The day itself How to dress u What to take with The Interview n The day itself How to dress u What to take with you u How to play it u Who to talk to u

The Interview n The interview How to sit u Who to look at u The Interview n The interview How to sit u Who to look at u How long to answer for u Some question ideas … u

Finally … Finally …

Middle Management to Deputy Headship Geoff Barton Effectively planning, monitoring and developing a quality Middle Management to Deputy Headship Geoff Barton Effectively planning, monitoring and developing a quality curriculum

Middle Management to Deputy Headship Geoff Barton Past: what we teach Present: how we Middle Management to Deputy Headship Geoff Barton Past: what we teach Present: how we teach

MONITORING THE CURRICULUM & ASSESSMENT MONITORING THE CURRICULUM & ASSESSMENT

Monitoring the curriculum 10 suggestions … 1: Start with evaluation principles 3: Draw in Monitoring the curriculum 10 suggestions … 1: Start with evaluation principles 3: Draw in the TAs 9: Observation is the key to changing classroom practice 2: No more documentation 4: Have term-byterm plan 6: Always focus on IMPACT 8: Use student evaluations 7: Make feedback public 5: Every meeting is a training opportunity 10: We should measure what we value, not value what we can measure

The tyranny of assessment Dylan Wiliam (King’s College): • UK versus Japanese teachers • The tyranny of assessment Dylan Wiliam (King’s College): • UK versus Japanese teachers • Marks can have a negative impact • Demotivation of UK students

Research from Israel: 33% of students given marks only – made no progress 33% Research from Israel: 33% of students given marks only – made no progress 33% given mark and comment – no progress 33% given comment only … … increased their performance by 30%

4 key ingredients in good assessment • Quality of questioning • Quality of feedback 4 key ingredients in good assessment • Quality of questioning • Quality of feedback • Sharing criteria with learners • Using peer and self-assessment

Summative assessment: Formative assessment: “How am I doing? ” How have I done? Learning Summative assessment: Formative assessment: “How am I doing? ” How have I done? Learning teacher - peer - parent - buddy - mentor verbal - tick-list - general comment - written feedback

Teaching & learning n n Starting-point: what are the essential skills and knowledge our Teaching & learning n n Starting-point: what are the essential skills and knowledge our students need? More important: what kind of citizens do we want them to be?

Teaching & learning n n A: Core learning To be successful as a student Teaching & learning n n A: Core learning To be successful as a student and in later life, you need to: « « « « Have high expectations of the quality of work you will produce Be motivated Use target setting to improve the quality of the work you produce Be able to meet deadlines Be able to carry out independent research Evaluate your strengths and weaknesses to improve your learning in future Have concentration Develop areas of special interest and expertise

Teaching & learning n B: Personal Qualities To be successful as a student and Teaching & learning n B: Personal Qualities To be successful as a student and in later life, you need to: Be courteous Be trustworthy and reliable Show commitment Be adaptable, coping with change Have a broad range of interests eg sport/social life/academic/cultural aspects – books, music, films, art etc. Make informed decisions Plan and organise own workload Show that you value your own and other people’s individuality

Teaching & learning n n C: Knowledge There are certain areas that you will Teaching & learning n n C: Knowledge There are certain areas that you will need to have some knowledge of if you are going to be able to make important life decisions for yourselves. These are: « « « Nutrition and healthy eating Diseases and preventative medicine Importance of exercise Facts about drugs Contraception and Sexually Transmitted Diseases Mental Health Personal Finances Criminal Justice System Political Awareness of opportunities and careers First Aid

Teaching & learning n D: Citizenship n To be a successful citizen, you need Teaching & learning n D: Citizenship n To be a successful citizen, you need to show that you: « « « « Participate in school life eg year committees, School Council, sports teams, orchestras, debating society etc Contribute to school life eg helping out in departments, charity committees, school council, contributing to assemblies etc Get involved in local community eg helping the elderly, play groups, primary schools, local charities, youth clubs etc. Are able to discuss issues in the news Attend an organised visit Can show some understanding of local and national politics

Teaching & learning n n The current curriculum is failing some students But don’t Teaching & learning n n The current curriculum is failing some students But don’t tinker: start with the big picture Involve everyone and don’t rush it And EVALUATE

Teaching & learning Teaching & learning

Teaching & learning SUMMARY • Evaluation is essential • It’s the start, not the Teaching & learning SUMMARY • Evaluation is essential • It’s the start, not the end of a process • It doesn’t have to be mechanical

Middle Management to Deputy Headship Geoff Barton The 1 most challenging thing about being Middle Management to Deputy Headship Geoff Barton The 1 most challenging thing about being a deputy head … PEOPLE

Middle Management to Deputy Headship Geoff Barton 1: A boy accuses a member of Middle Management to Deputy Headship Geoff Barton 1: A boy accuses a member of staff of hitting him in the stomach

Middle Management to Deputy Headship Geoff Barton 2: Week 1 - you are called Middle Management to Deputy Headship Geoff Barton 2: Week 1 - you are called to a classroom where students are throwing paper around

Middle Management to Deputy Headship Geoff Barton 3: Someone complains about the absence rate Middle Management to Deputy Headship Geoff Barton 3: Someone complains about the absence rate of a Year Head

Middle Management to Deputy Headship Geoff Barton 4: A member of staff is apparently Middle Management to Deputy Headship Geoff Barton 4: A member of staff is apparently not setting or marking homework

Middle Management to Deputy Headship Geoff Barton 5: A Head of Year gives consistently Middle Management to Deputy Headship Geoff Barton 5: A Head of Year gives consistently awful assemblies

Middle Management to Deputy Headship Geoff Barton 6: People say that they find a Middle Management to Deputy Headship Geoff Barton 6: People say that they find a senior teacher aggressive and unapproachable

Middle Management to Deputy Headship Geoff Barton 7: A supply teacher has consistently poor Middle Management to Deputy Headship Geoff Barton 7: A supply teacher has consistently poor discipline

Middle Management to Deputy Headship Geoff Barton 8: A Head of Department is consistently Middle Management to Deputy Headship Geoff Barton 8: A Head of Department is consistently negative at staff meetings

Middle Management to Deputy Headship Geoff Barton 9: A parent is going to report Middle Management to Deputy Headship Geoff Barton 9: A parent is going to report you to the LEA for harrassing her daughter about uniform

Middle Management to Deputy Headship Geoff Barton 10: The staff hold a vote of Middle Management to Deputy Headship Geoff Barton 10: The staff hold a vote of no-confidence in your plans to restructure the school

The essentials n n n Be driven by a moral purpose Have someone out The essentials n n n Be driven by a moral purpose Have someone out of school to talk to It’s about judgment more than experience Admit to getting things wrong It’s also about pretending to know what you’re doing

Middle Management to Deputy Headship Geoff Barton Good Luck! Power. Points available at www. Middle Management to Deputy Headship Geoff Barton Good Luck! Power. Points available at www. geoffbarton. co. uk