Presentation on theme: "Leadership Programme 2012 Session 4: Leadership for Learning."— Presentation transcript:
Leadership Programme 2012 Session 4: Leadership for Learning
Homework Session 4 Home Group Task: research critical incident analysis and learning journals and share any findings/resources/frameworks with your group. Self Preparation: decide on a personal critical incident for discussion at Session 4. Self study: match yourself against PT(C) job spec. Note any development areas and add them to your PLP. Coach Conversation: discuss how your project will secure QI in your school and the tools you might use to achieve this?
Check In Self Preparation: decide on a personal critical incident for discussion at Session 4. (Homework Session 3) With a partner discuss your critical incident. Find out: - What impact did this have on you? - What learning did you identify? - What would you do differently the next time? Be prepared to share key points with the whole group. Be prepared to share key points with the whole group.
Today’s Special Guests Evelyn Russell, PTC, Broxburn Academy Lisa Hunter, PT, Kirknewton PS The Role of the Principal Teacher
PTC Post Art, Music & PE Session 2009/2010 PTC Guidance Monitoring & Tracking 2011/12 Evelyn Russell Broxburn Academy
Essential skills and qualities Communication Trust Leadership Vision Quality Assurance Time Management Delegation Knowledge Flexibility Can do attitude
Challenges TIME Staff Absence Negativity of staff Budgets Deadlines for 3 departments (practical exams) S2 Year Head responsibility as well Departments effective use of policies – discipline/homework Timetabling Sharing staff with departments (Guidance)
Positives Fresh pair of eyes Tightening of internal structures Increased knowledge Increased responsibility Initiating positive change Implementing new QA measures to support staff and students Cooperation and collaboration with professional colleagues Encouraging staff responsibility Personal satisfaction Ongoing personal development
Everyone wants a piece of you!
B a l a n c i n g A c t.
Scenario 1 (Primary) You are leading the Play School Improvement Planning Group. There are five members of your group. One member of the group is known for not meeting deadlines and getting vital work completed. At a SIP group session you delegate tasks to each of the members in preparation for a staff CPD session. The day before the CPD session you arrange to meet with the group to check that all is ready. All of the members of the group have completed their part of the session apart from the person known for not meeting deadlines. The part she is presenting is vital to the success of the whole session. She says that she is too busy planning for her class teaching and has had no time to do distributed leadership tasks.
Scenario 2 (Primary) You are leading a project in your school and at a Staff Meeting you share a new assessment format for science with the whole team. You ask everyone to complete the assessment format whilst the children complete an active science task. Class teachers must complete the format explaining what the active learning was in the task and assess the children’s skills. One member of the staff team (P4 teacher) is resistant to change and teaches science from a text book, page by page. You ask everyone to hand their first task into you for evidence and evaluation purposes. The P4 teacher has not completed hers and says that she is unable to complete it as the textbook doesn’t have active science in it.
Scenario 3 (Secondary) You are the Principal Teacher Curriculum of a faculty in a secondary school in West Lothian. You and your faculty team members appear to have made huge progress in developing and implementing the faculty policy on homework. This approach to homework is in line with local and whole school policies. On Monday morning, your DHT line manager stops you in the corridor, first thing as you come in the door, and passes you a note in which a parent is complaining that a member of your faculty is not giving any homework to their child and that she knows that there are other parents who feel the same. The DHT asks you to investigate and get back to him/her and they will then speak to the parent.
Scenario 4 (Secondary) You are a newly-appointed PTC to the arts faculty in a secondary school in West Lothian. Your own subject is art but you have a very sound and thorough knowledge of music and had considered this as an alternative career before choosing to study art. As part of quality assurance procedures you are observing a lesson being given by a music teacher. She demonstrates on the piano required concept which applies only to string instruments, i.e. pizzicato, and tells the pupils to listen out for this when carrying out listening past papers. You are concerned that pupils are not being taught this concept accurately and effectively.
Scenario 5 (Secondary) You are participating in the West Lothian introduction to leadership course. As part of this, you are leading a project in your school in which you are implementing certain literacy Es and Os into your secondary school. You hope that this will influence all departments. However a member of your project team comes from a particular department that has never before considered literacy to be part of their teaching practice. In the course of the project, it becomes apparent that a member of the department has their own difficulties with the particular aspects of literacy.
Scenarios Choose one of the scenarios and discuss with a partner: What do you do and what are the implications of your actions? What values are being challenged? What knowledge do you need to have? What interpersonal qualities and skills do you need to use?
Homework for Session 5 Home Group: “How do you know?” think about the different types of data/evidence and the ways these are collected in your school. Self study: write up a critical incident from your project. Coach Conversation(suggestion): discuss how data is informing your project and what data will be generated by the project.