4 Activity 1 The purpose of this activity is to meet the other participants at your tablereflect on the roles and responsibilities of a faculty head teacher.Participant workbook page 5
5 Head teachers:are an integral part of the school leadership team, supporting the principal and deputy principal(s)contribute to the school's vision, culture, policies, priorities and targetswithin their delegated area have responsibilities for:developing, implementing and evaluating policies and programsensuring that learning environments are safe and effectivealso have whole school responsibilities.See Resource Book page 4
6 Role and responsibilities of a head teacher Chris PreslandPrincipal Liaison OfficerProfessional Learning and LeadershipDevelopment DirectorateSee website for video clip
7 Leading and Managing the School Leadership areas:Educational leadershipEducational programsLearning outcomesStudent welfareStaff welfare, development and managementPhysical and financial resource managementSchool and community partnerships.See Resource book page 5-16
8 Reflection matrix: Leading and managing the faculty A draft tool for thinking about leadership and management of your faculty.Three levels, from awareness through to high level operation.Aims to assist head teachers to identify aspects of their leadership and management and how to target areas for improvement.Resource Book page 18-19
9 Activity 2 The purpose of this activity is to Resource book page 18-19 review the nature of the responsibilities of a faculty leaderreflect on the performance of your faculty for each area of responsibility.Resource book page 18-19Participant workbook pages 8-14
10 What is a good head teacher? Chris PreslandPrincipal Liaison OfficerProfessional Learning and LeadershipDevelopment DirectorateSee website for video clip
11 Quotes on leadershipLead not manage: There is an important difference. Many an institution is well managed but poorly lead. It may excel in the ability to handle each day all the routine inputs yet may never ask whether the routines should be done at all. (Bennis, 1994)
12 Quotes on leadershipEnlightened leaders typically do not solve problems as much as see that problems get solved. (Unknown)Leadership exists when people are no longer victims of circumstances but participate in creating new circumstances. (Brian Caldwell 1997)
13 School Leadership Capability Framework (SCLF) describes the capabilities that school leaders may use to operate in highly effective waysResource Bookpages 20-21
14 Leadership Capability Framework divided into 5 interrelated domainsPersonalInterpersonalEducationalStrategicOrganisational.domains are underpinned by three higher order thinking skillsEmotional intelligenceWays of thinkingDiagnostic maps
15 Leadership Capability It is the combination of brains and heart that ultimately makes the difference.Professor Geoff Scott
16 How is the SLCF relevant to head teachers? Chris PreslandPrincipal Liaison OfficerProfessional Learning and LeadershipDevelopment DirectorateSee website for video clip
17 SLCF: Find out more Professional Learning and Leadership Directorate https://www.det.nsw.edu.au/proflearn/>Leadership Learning>Frameworks
18 Achieving quality learning outcomes in technology subjects
20 Curriculum requirements for DET schools Curriculum planning and programming, assessing and reporting to parents K-12 (policy and policy standards)See Resource Book page 31-41Other policies, programs and guidelinesacross curriculum policies and programs such as environmental education, school to work, anti-racismSpecific policies that relate to some subjects eg Animal welfare, OHS, Internet and Services: Acceptable Usage for SchoolsSee Resource Book pages 64-66
21 NSW Department of Education and Training Alphabetical Policy Listing Page resource book
22 What are quality learning outcomes? Students perform to their potential against the syllabus standardHow do you know?(Performance data)Students value the subject and actively participate in the subject(Perception/engagement data)
23 Sources of performance and engagement data School collected data egStudent work samplesSubject enrolment dataSurveys and interviews with parents and studentsClass time on taskStudent reportsWhat else???Externally provided data egSMART (DET)Schools Online (BOS)
24 Survey instruments designed for use by schools in gathering engagement data from students, parents and staff
25 Quality of school life (QSL) Resource book pages 23A survey tool developed by the Australian Council for Education Research (ACER).Recognises the importance of the affective and social dimensions of schooling.Has 8 subscales: general satisfaction, teacher/student relationships, student self-esteem, identity, the relevance of schooling, sense of achievement, and negative affect.
26 Quality of school life (QSL) Resource Book Page 23
27 School Map Resource book pages 24-29 Provides a framework for analysis of the operation of schoolsa focus for school/faculty developmentStatements describe the characteristics of a highly effective school or classroom in relation to learning, teaching, planning, management, leadership, cultureIncludes survey instruments for teachers students and parentsSee Student survey about learning page 27
28 School Map: For more information Provided by DET: Educational Measurement and School Accountability Directorate (EMSAD)https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/schoolmap.htm
29 Survey instruments designed for use by schools in reviewing performance data from students, parents and staff
30 SMART data School Measurement, Assessment and Reporting Toolkit developed by DET: Educational Measurement and School Accountability Directorate (EMSAD)cutting edge analysis package for NSW public schoolsenables the manipulation and investigation of student performance data for:ELLASNAPESSASCHSC
31 SMART data: For more information https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/smart.htmFor more information talk to your principal.
32 Schools Online BOS service Allows school principals and selected staff to view and maintain BOS information about their school and studentsTo ensure security and confidentiality a user ID and secret PIN or Password are required to access the siteFor more information talk to your principal.
33 What can you do to improve learning outcomes? If data tells you that your students are not:performing to an expected standard orengaged in learning that they valueyou need to review both:teaching programs and assessment plans (What you planned would happen in the classroom)classroom practice (What is happening in the classroom)
34 Tools for reviewing syllabus requirements Broad checklists to guide the review of programs including course plans, units of work and assessment plans/tasksDetailed checklists for ensuring all syllabus content has been addressed (see MCAT/ECAT)Monitoring implementation of the program eg.Program registersTeacher day booksLesson observationsInformal conversationsModerated assessment processes
35 Draft - Tools for review: Technology subjects 7-12 A resource providingtools for reviewing teaching and assessment plans, units of work and assessment tasks in Stage 4-6 technology subjectsidentifying key resources and specific policy links.Currently in draft form, to be finalised and published on CS website TermTake a few minutes to have a look.
36 Review tools for quality teaching practices Resource booklet pages 43-46Quality teaching in NSW public schools provides the framework for discussing teaching and assessment practices.Three dimensions to quality learning; intellectual quality, quality learning environments and significance.QT resourcesPhase 2: A classroom practice guidePhase 3: An assessment practice guideQT resources available at
37 Activity 3 The purpose of this activity is to identify features of quality, practical classroom practice in particular Stage 5 technology subjects and to consider approaches to providing feedback on classroom practice.Participant workbook page 21-22Dimensions and elements of the Quality teaching model in the Resource Book pages 43-46A3 recording sheetDiscuss the teaching practice feedback protocol in the resource book page 47What are the advantages and disadvantages of using a protocol?How would you give feedback about teaching practice?What is the role of the Quality Teaching model in feedback?
38 Tips for providing feedback Read Resource Book page 48 Some tips for effective feedbackDiscussYou will need to think about some of these tips in Activity 5.
39 Activity 4 The purpose of this activity is to analyse the processes needed to provide quality guidance and feedback to enhance teaching practice and to improve learning outcomes.Participant workbook page 23-24
40 Activity 5 The purpose of this activity is to reflect on the performance of your facultyidentify strategies that may assist you and your faculty to improve student learning outcomes.Participant workbook page 25
42 Professional learning: is a major contributing factor for improving the learning outcomes of students.refers to all opportunities for professional discussion, interaction, practice, reflection and analysis includingformal and informalindividual and sharedface-to-face, online or through other modes of delivery.
43 DET professional learning policy: Individuals Individuals are responsible for:pursuing ongoing professional learningcritically reflecting on their practice and achievementscontributing to the professional learning of colleaguesand entitled to seek school-based and systemic support.
44 DET professional learning policy: Schools Schools are responsible for developing a professional learning component within the school plan that:is developed collaboratively with staffis linked to DET and school prioritiesincludes staff professional learning needs, strategies and anticipated outcomesspecifically provides individual, structured, long-term, school-based programs of induction for new teachers.
45 Teacher professional learning funds Used for payments for costs associated with:participation in face-to-face or online professional learning workshops, activities, conferences and courses held during and after school hours and within and beyond the schoolpurchases of, or subscriptions for, professional learning resources such as books, journals or electronic publications that directly support professional learning for staffAllocations should ensure “the best value for money for the school and that all legislative requirements, particularly occupational health and safety issues, have been addressed”(School Manual on Financial Management, Chapter 6.1).
46 What is quality professional learning in a faculty? Chris PreslandPrincipal Liaison OfficerProfessional Learning and LeadershipDevelopment DirectorateSee website for video clip
47 Activity 6 The purpose of this activity is to consider strategies you can use to promote professional learning within the faculty.Participant Workbook pages 27-29
48 Strategies for professional learning Extended faculty/team workshopplanningprogrammingresource managementevaluationconsistent judgement about assessmentLesson observationsteacher observes another teacherteacher observes supervisorsupervisor observes teacherteacher observes another teacher in another school
49 Strategies for professional learning Team teaching with:another teacher from the facultySTLDESL teacherSupervisorRegular faculty/team meetingssharing new resourcessharing a successful lessonsharing a new unit of workreporting back on new ideas from an in-service course
50 Strategies for professional learning Planned one-to-one meetings between teacher and supervisorgoal settingprogramminglesson observationsassessment and reportingparent/teacher meetingsclassroom managementMentoring: professional guidance/advice from an expert not in a supervisory or ‘assessment’ capacity to the individualCoaching: guidance/advice from a colleague for specific skills or issuesShadowing: working with and or observing the actions and duties of a colleague in order to learn about a job or process
51 Activity 7The purpose of this activity is to develop strategies you can use to address a professional learning issue of relevance to you:Thinking about applying for head teacher positionsWorking with faculty members to develop professional learning plansPreparing for a faculty review
52 Activity 7 (continued) Resources Thinking about applying for head teacher positions (Participant workbook page 32-33)Working with faculty members to develop professional learning plans (Participant workbook page and Resource book pages 50-53)Preparing for a faculty review (Participant workbook page 36 and Resource book pages 54-59)
53 What resources can assist me to lead my faculty?
54 Curriculum K-12 Directorate: Technology 7-12 web pages
55 DET PoliciesAvailable on DET Internet and DET Intranet https://detwww.det.nsw.edu.au/policies/See Resource Book page 64-66
58 Professional learning and leadership web pages https://www.det.nsw.edu.au/proflearn/
59 2007 Executive Induction Program: For newly appointed head teachers in the first 12 months of their role.The state-developed program is run regionally and involves:6 modules of facilitated course workCompletion as 2 day conference or by individual componentsContact the Professional Learning and Leadership Development Directorate or School Education Director.
60 2007 Executive Leadership Development Program: For experienced head teachers seeking to deepen leadership skills and capabilities.The state-developed program is run regionally and involves:A total of one and a half days of facilitated course workCompletion of 3 self paced elective modulesAnalysis of professional readings andA school based project - leadership challenge.Contact the Professional Learning and Leadership Development Directorate or School Education Director.
61 2007 Team Leadership Program: For head teachers or aspiring head teachers and their teams and allows consideration of leadership in a collegial atmosphere.The state-developed program is run regionally and involves:30 hours of facilitated course workAnalysis of professional readings andA school based project.Contact the Professional Learning and Leadership Development Directorate or School Education Director.
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