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Building Student Leadership GEOFF BARTON King Edward VI School.

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1 Building Student Leadership GEOFF BARTON King Edward VI School

2 Building Leadership... What do we know about young people? What do we know about schools? How can our students help us to improve our schools? 2 starting-points …

3 Building Leadership... Nowadays all the children behave like adults and all the adults behave like children (Terry Waite)

4 Building Leadership... Schools are places where children go to watch the adults working (John West-Burnham)

5 What do we know about young people?

6 Childhood obesity fuelled by cartoons Teenage pregnancy rates out of control UK teenage girls seriously depressed Boy stabbed to death for his 30 baseball cap Violent TV harms children Locals attack binge-drinking and yob behaviour 40% of teens want plastic surgery Avoid a tokenistic ‘student voice’ and instead: Create a moral culture that challenges the stereotypes Build self-esteem and leadership Develop a partnership for genuine self-evaluation

7 What do we know about schools?

8 “Going to school is compulsory but learning is optional” (Louise Stoll, et al) “Schools teach a 19th century curriculum in 20th century buildings to 21st century students” (John West Burnham)

9 What do we know about young people and schools?

10 NFER survey of 14 year olds: 50% say most of the time they don’t want to go to school 25% think teachers are too easily satisfied 20% deny being happy at school

11 Involvement in extra-curricular activities is one of their most positive experiences 40% of all young people in schools = “the disappointed” (Michael Barber)

12 Work is too easy in Year 7; then as it gets harder in Year 8 they lose support of parents and less praise from teachers. Only in Year 11 does the curve begin to rise again

13 5 steps to developing a culture of student evaluation …

14 Self-esteem, not just self-confidence Sense of pride Doing something for others isn’t an optional extra Being an individual isn’t just about how you dress “Only dead fish go with the river” Judge me by who I am, not the number of qualifications I have “It’s our choices, Harry, that show who we really are” 1: Consistent key messages

15 The look of a school is not superficial: it’s a statement of values Art-work, plants, framed photographs, cheesy motivators Humane toilets and toilet checks Opening up rooms School coat; achievement assembly suits Media team Duty team approach / Barton Breakfasts 3-session day Bell-free 2:Create a civilising environment

16 "I've missed over 9,000 shots in my career. I've lost almost 300 games. 26 times I've been trusted to take the game- winning shot... and missed. I've failed over and over and over again in my life. And that is why I succeed." (Michael Jordan)

17 3: Give School Council teeth Terms of reference Budget Direct access to the Kingmakers Sexy, feisty, action-driven (not a talking-shop) Action groups Involve in L&T, curriculum planning, evaluation Report small successes and attribute to them Give them quick hits Take them out of lessons to raise status Current projects: developing ‘Houses’; introducing recycling scheme; planning new building

18 4: ACTIVELY BUILD LEADERSHIP Create high-profile elected roles Showcase them visually Have student (m/f) voice in EVERY assembly and challenge stereotypes Have vocabulary and skill-set of leadership - coach, resource manager Expect leadership in every tutor time, every lesson Build into school evaluations Ask middle leaders for feedback on student leadership Don’t expect a quick hit: it’s culture we’re changing here

19 5: FOCUS ON LEARNING Develop ‘house-style’ on behaviour & language, and use the same with students and staff Spell out expectations, but as few rules as possible Get teachers talking less Learning sessions, not lessons Blur the distinction between in / out of class using an accreditation scheme Expect leadership in lessons and monitor Keep getting student feedback - eg “sample of 100 students says …” Use questionnaires and focus groups and breakfasts

20 Student Evaluation … Examples

21 Student …

22 12 What do you think is the most important ingredient in a good lesson?  fun but strict teacher  enjoyable and not boring  lots of topics  good discipline  active participation  variety of activities

23 Student … 14 Any suggestions for how we could further improve the school?  More time for coursework  Bring back Foundation Days  More access to water  Allow iPods in some situations  More special non-timetabled days  Give students more choices  Allow Sixth Form to wear shorts  Teach us about finance – loans, mortgages, etc  Fairer rules for playing games at lunchtime  Make sure there is always a teacher on the lower field  More achievement assemblies  End-of-year rewards – eg Alton Towers  Have the last lesson of each term in tutor groups New headteacher  Bring back Coke and chocolate!

24 Attitudes to learning

25 Of all the ways the teacher gets you to learn about things, which do you enjoy least? Vague questions that you don’t know what it means I think we should be setted for English because it could be more challenging too long on one piece of work would be helpful, disruptive people were in difficult group Humanities – go round and round in circles because don’t have specialist teachers. Spend time trying to manage behaviour

26 Yr9 students: Positive response – but could not say that this was due to sports college status impact or it was just the difference between their middle school experience and the current diet offered here. Students appear to know what level they are at and what they need to do to improve and the subject was ranked high (3), which indicates a potential high level of interest in the subject as a GCSE option choice. Yr10 students: They were slightly less positive – There appears to be no noticeable difference between GCSE and CORE students apart from the indication that the GCSE students are more aware of their level and are being informed more about what they need to do to improve. The CORE students gave more ‘negative’ responses than the GCSE students. The subject was ranked average (5) by both GCSE and CORE students. PE Review

27 Student Feedback (based on 110 student questionnaires) 84% of students always enjoy instrumental lessons 71% of students feel they always receive encouragement in their lessons 79% of always feel well prepared for exams 93% of students feel that they make good progress in their lessons 94% of students feel there is good variety and interest in the lessons 84% of students feel motivated to practise after their lessons 86% of students feel there is an appropriate level of challenge There are areas of inconsistency: Nearly 75% of students do not regularly use the instrumental record booklet Nearly 50% of students feel they do not learn aspects of music theory in their lessons 33% of students do not get given targets to aim for in their lessons 36% of students stated that lessons don’t always start on time Instrumental Tuition Review

28 Languages Review

29 Talk less and let us get on with work Teaching us techniques for learning and revising Practice papers Explain things clearly Acknowledge different kinds of learners Praise us Basic ideas about how to do things Providing lunchtime sessions Teach me in a way that I understand What do teachers do that helps you to learn well?

30 1: Think of people in music, media, sport, politics. Who do you see as positive role-models? Michael Jordan; Johnny Wilkinson; Richard Branson; Marcus Trescothick; Gary Lineker; David Beckham; Paul Merton; Tiger Woods; Slash; Thierry Henry; Bob Geldof; Rolling Stones BOYS

31 2: Think of teachers who motivate you most successfully. What do they do? Mr G - funny; tells us what we need to know; knows his stuff Mr W - teaches well; encouraging; takes no rubbish from anyone Mr W - honest; encourages everyone, not just the best Mr P - energetic; makes lessons active Mrs C - lively; fun Mrs W - explains clearly; not patronising.

32 3: How could we encourage you to take on leadership responsibilities around school? Give everyone in Year 11 someone to look after in Year 9 Give us more responsibility Get us teaching younger students - eg how to play the guitar Better rewards policy Extra privileges Give us more say Rewards - eg non-uniform Let us run clubs.

33 4: Put these in rank order: Lessons Breaks / lunchtimes Extra-curricular activities Weekends 100% like weekends best 79% like lessons least (98% in bottom two) 50:50 split between breaks / extra-curricular

34 SUMMARY Quote students’ views on learning and environment Use surveys for facts and attitudes Think: “Would I be happy for my child to be taught in this lesson?” Challenge media stereotypes through charity events, concerts, technical team Student news in assemblies and notices Be tough on expectations: give clarity Provide role-models.

35 Building Student Leadership GEOFF BARTON King Edward VI School

36 STUDENT ENGAGEMENT AT QUEEN ELIZABETH’S SCHOOL

37 CORE PRINCIPLES  Every stakeholder must have a voice  Consultation is pointless without outcome  Engagement is better than involvement  Current students could actually be disadvantaged by having a new school built  Students know best what the school is like  Expertise is not limited to the experienced  Additionality – must work alongside current structures and not create extra burdens

38 THE PROBLEM Easy to say Not so easy to do

39 STUDENT ENGAGEMENT AT QUEEN ELIZABETH’S SCHOOL

40 CORE PRINCIPLES  Every stakeholder must have a voice  Consultation is pointless without outcome  Engagement is better than involvement  Current students could actually be disadvantaged by having a new school built  Students know best what the school is like  Expertise is not limited to the experienced  Additionality – must work alongside current structures and not create extra burdens

41 THE PROBLEM Easy to say Not so easy to do

42 FIRST THOUGHTS  Which methodology? Which gimmick?  Student shadow teams  Using ICT to the maximum  Real issues; real questions -> burning question of the month  Events and conferences  A legacy of student engagement

43 STRUCTURE FOR STUDENT ENGAGEMENT AT QUEEN ELIZABETH’S SCHOOL Project Core Group Headteacher Andy Puttock Staff Governor John Andrews Students Other Stakeholders Shadow Core Group STUDENTS Mark Willis Champion MSP Facilitator Kristina Wingeleth Working Groups Curriculum Development Caroline Kurtulan Champion Ecology Carol Tompsett Phil Sterling (Champions) Sustainability Katie Wynn Mike Petitdemange (Champions) Design & Graphics Cara Tully (Champion) Construction Andy Dickinson (Champion) Others Cherrie Murray DCC Youth Service (Champion) Other OrganisationsServices Leisure Centre Neighbours Elected Members Education Officer Keith Armstead DCC Project Managers Colin Pielou & David Crudgington DCC Contractor David Pritchard Alfred McAlpine Design Team Andy Ratcliffe Mouchel Parkman David Stansfield Feilden Clegg Bradley School Champion Kevin Brougham

44 3 FOCUSES FOR ENGAGEMENT CONSULTATION Le PapierWorkshops Interactive Message Board EDEP Ambassadors Assemblies Working Groups Questionnaires Website ENGAGEMENT MANAGEMENT Shadow Project Team Work Related Learning CURRICULUM Art & Design Business Education Science ALL Project Core Group Curriculum Working Group

45 DEFINITION OF STUDENT ENGAGEMENT GROUPS GROUPTERMS OF REFERENCEFREQUENCY OF MEETINGS MEMBERSHIPCHAMPIONS Curriculum Development Group Work with the School’s curriculum objectives to link them to the project. Deliver curriculum links through the Working Groups and across the school in lessons. Staff will develop a programme of work to disseminate across the school. Termly Staff from a range of subject areas. MSP Facilitator and Staff Champions. Working Groups (Ecology, Sustainability, Construction, Management, Design & Graphics) Tackle real project issues as problem solving exercises or linked to curriculum work. Members of the project team will be required to submit relevant project issues to the working groups, or suggest related work along with a timescale for inputting findings back into the project. Monthly to Half-Termly (depending on project phase and extent of tasks.) Students (5 per group) 1 staff and 1 other champion for each topic based group. Shadow Project Team Shadow actual Project Core Group member roles. Be invited to attend certain relevant Project Core Group meetings and have some decision-making capacity on appropriate issues. Liaise between the Project Core Group and the Working Groups on real project issues, feeding back problems, solutions and suggestions from the Working Groups. Monthly to Half-Termly (or when called to present to the Project Team) Students (5 – one lead representative from each Working Group) To be determined. (rotating Working Group Champion? / DCC Youth Service)

46 PROPOSED TASKS FOR WORKING GROUPS CONSTRUCTION Construction Process – Site Visits Research Building Materials Creative Spaces – CITB Careers in Construction Vocational Skills – link with Weymouth College Work Experience DESIGN & GRAPHICS Designmyschool.net Design aspects of School, classroom, storage, dining, etc. Visit to Feilden Clegg Bradley Visits to School Buildings Use Student Brief to design area of the School. ECOLOGY Audit Wildlife and Plant Species on site Evaluate possible effects on the environment due to construction Design Wild Area in School Grounds Meet National Trust to identify issues Develop a plan to protect wildlife / plant life on site SUSTAINABILITY Research and evaluate Sustainable Technologies Visits to Sustainable Buildings Relate Sustainable Technologies to School Plans Plan and develop Sustainable Resource Centre Research and evaluate Sustainable Building Materials MANAGEMENT Consider and evaluate new ways of organising the school Research the Project Process Develop a Brief for an area of the School for Design Group Plan a Community Event Develop a Communication Plan for the Student Body Manage and Co-ordinate Student Media Reports Problem Solving activities related to the Project


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