Head of department

leadership

development course

Module Two: Establishing

expectations and building a

professional learning community

Today’

s se

ssio

n Expectations and building learning communities Being a leader of

learning Assessing learning

in the classroom

Leaders

hip

C

apabili

ty

Fram

ew

ork

This session will focus

on the key criteria of:L1.1 Leads teaching

and learningL1.5 Models life-long learningL2.7 Creates a

learning culture

Sessio

n O

ne

Establishing

expectations and

building a professional

learning community

MA

P a

ctiv

ity

5 groups X 5 peopleEach member of each

group numbered 1-520 seconds to view map

X,  twiceSelect two G&T specialists in your team

Return and reproduceSwap maps & assess

MA

P a

ctiv

ity

How would you assess

this task?

Thre

e R

ole

s

Modelling: can be you, or

someone in your dept, (or in

other depts) who demonstrates excellence in

teachingEvaluating: strengths and

areas for development of

whole team or individual

membersFostering: PM support and

professional development of

your team. Also includes sense

of unity, pride, belonging and

professionalism in the team.

Modelling Evaluating Fostering

Tasks Attitudes Tasks Attitudes Tasks Attitudes

What does it look like in

your team?What areas of the Venn

are your particular strengths/ weaknesses?

Is it more important for

you to be balanced or

your team, even if you

have to delegate/ engage etc?

Sessio

n O

ne

Using DISC with your

team

The ESF values a strengths-based model

that empowers teachers

in teaching and learning,

and leadership:Teacher Capability FrameworkLeadership Capability

Framework

Cult

ivati

ng a

n

eff

ect

ive t

eam You will KNOW ways to

use DISC to UNDERSTAND

more about your team

members and be able to

DEVISE strategies to use

when working with them.

Step 1: Determine the DISC of each

team memberStep 2:Look to the Success Insights

Wheel: What type are they?

Step 3: Style Interactions-

Who do they/ don’t they

naturally communicate well

with?Step 4: Fill in the team DISC

analysis

Step 1: Determine the DISC of each

team memberStep 2:Look to the Success Insights

Wheel: What type are they?

Step 3: Style Interactions-

Who do they/ don’t they

naturally communicate well

with?Step 4: Fill in the team DISC

analysis

Step 1: Determine the DISC of each

team memberStep 2:Look to the Success Insights

Wheel: What type are they?

Step 3: Style Interactions-

Who do they/ don’t they

naturally communicate well

with?Step 4: Fill in the team DISC

analysis

Step 1: Determine the DISC of each

team memberStep 2:Look to the Success Insights

Wheel: What type are they?

Step 3: Style Interactions-

Who do they/ don’t they

naturally communicate well

with?Step 4: Fill in the team DISC

analysis

AC

TIO

N:

What needs to be done

by Christmas?Who could do what?

Top T

ips

How to establish an effective team…

Sessio

n Tw

o

Being a leader of

learning

There are key things as

a leader that you want

to ensure are happening

within your department.

Teach

er

Capabili

ty

Fram

ew

ork

T2.1 Delivers quality

learning outcomes for

students

T 2.2 Implements effective assessment

practices

 T2.3 Structures dynamic

learning environments

20 m

inute

s In the group you are in,

read through the relevant TCF and discuss

how you might go about

achieving your goals be

ready to share the top 5

tips of your group.

8 m

inute

s Now in your small group

of 3 share your ‘capability’, and what

your tips are. Record

ideas if they apply to

your situation.

Profe

ssio

nal

Readin

g

On the Teacher Hub

(‘lesson’ 9) we will put

up some of our favourite

readings on educational leadership and pedagogy.

Sessio

n T

hre

e

Assessing learning

inside and outside the

classroom

The Le

arn

ing

Pow

ere

d S

chool

“… if we do not find ways of measuring what

we value, we will end up

just valuing what we can

measure. And that distorts the process of

schooling, and inhibits

teachers from pursuing

other aims that they

know to be important.”

How

do y

ou

know

learn

ing is

happenin

g

in t

he c

lass

room

?

The u

se o

f data What is the purpose of

gathering data? What kinds of data can

we gather?

The u

se o

f data

Inside the

classroom:

- Lesson

observation

- Walkthrough

- Displays

- Student

shadowing

- External

review

Outside the

classroom:

- Work

sampling

- Talking to

staff/students

- Monitoring

plans

- Analysing

data

- Surveys

Work

Sam

plin

g

The p

urp

ose

of

sc

ruti

nis

ing

student

work

• Identify strengths and

weaknesses• Explore differences between

classes or groups• Develop a picture of whole

school issues• Track and monitor the

progress and attainment of

individual pupils and groups of

students within and between

year groups.• Give the subject leader an

overview of the subject.

Gett

ing S

tart

ed

• Agree a work sampling schedule

that is linked to development plan.

• Decide the size of the sample and

focus • Consider who samples the work and

why.• Consider using in conjunction with

pupil interviews, lesson planning,

formative assessment notes,

pupil/group targets.• Consider using national reference

materials of standards e.g. grade

descriptors.• Agree the procedure for feedback –

do you need a standard proforma?

• Identify areas for development

which are incorporated into an action

plan.

Sta

ndard

isati

on

and m

odera

tion

Consider all bringing

books / work to departmental meetings

and spending 5-10 minutes looking at each

others books and give

each other two stars and

a wish.

Walk

thro

ughs

Walk

thro

ughs

vs.

Less

on O

bse

rvati

ons

Classroom observation – provides many views on a single classroom/teacher

Walkthroughs – provide a school(department) wide picture made of many small snapshots

Walk

thro

ughs

HIS

TO

RIC

AL

VIE

W

1982 – Peter and Waterman’s book “In

Search of Excellence:

Lessons from America’s

Best-Run Companies”Common characteristics:- Intensity of communication- Informal communication- Management by Wandering

Around (United Airlines and Hewlett-Packard)

Walk

thro

ughs

RATIO

NA

LE- Instructional leadership

- Professional development

- Collecting data regarding

institutional (department)

practices and provide

feedback- Data-driven decision making

One way for a system to evolve is when a group can identify a problem and create a plan to

collaboratively solve it.

Walk

thro

ughs

AIM

- Collect data on teaching

practices to inform student

learning- Increase department-wide

reflection to increase student

learning- Acquire evidence on the

impact of curricular initiatives

and classroom practices

- Identify professional

development needs- Promote conversations and

create a collaborative

department culture

Used to evaluate instructional and curricular practices, not people.

Walk

thro

ughs

PR

OC

ESS

Walk

thro

ughs

PR

OC

ESS

1. Planning with a focus – example from my department (SIS Maths). The focus

was on evidence of elements of an inquiry-based learning environment in

the classroom1. The teacher asks open questions.

2. The teacher encourages the use of paired talk or group

work.3. The teacher organises reporting-back opportunities.

4. The teacher draws information of students by asking

questions that enable everyone to make some kind of

contribution5. The teacher invites pupils to ask their own questions and to

make up their own examples

6. The teacher uses practical equipment as a way of "lifting"

words and ideas from a textbook or a worksheet

7. The teacher looks for ways of working without a textbook in

order for students to practice and consolidate knowledge

8. The teacher asks students to explain how they know

something is true, complete or accurate

9.The teacher enables students to explore ideas and discover

things for themselves10. The teacher enables students to see connections between

different areas of mathematics

11. The teacher expects students to develop tasks and work

in-depth on ideas12. The teacher discusses with students different ways they

might demonstrate their achievements and what they have

understood.

Walk

thro

ughs

PR

OC

ESS

2. Collecting data

- Informal- Brief (2-3min, some authors

allow up to 15min)- Time – throughout the day and

not announced- Nothing to put in the

personnel file- Focus on professional growth

Helpful idea: some of the richest information comes from observing and engaging with students about what and how they learn

Walk

thro

ughs

PR

OC

ESS

3. Analysing data – example from my department (SIS Maths). The

focus was on evidence of elements of an inquiry-based learning

environment in the classroom

Dateb/m/e of the lesson

1. Asks qpen questions

2 encourages paired talk

3 organises small groups and reporting-back opportunities

4 draws information from students by asking questions that enable everyone to make some kind of contribution

5 invites pupils to ask their own questions and make up their own examples

6 uses practical equipment as a way of lifting words and ideas from a textbook or a worksheet

7 looks at ways of working without a textbook for students in order to practice and consolidate knowledge

8 asks students to explain how they know something is true, complete or accurate

9 enables students to explore ideas and discover things by themselves

10 enables students to see conections between different areas of mathematics

11 expects students to develop tasks and work in-depth on ideas

12 discusses with students different ways they might demonstrate their achievements and what they have understood

12.01e        

12.01e          

12.01e        

12.01b    

12.01b      

12.01b      

12.01b          

25.01m          

25.01m        

25.01e        

25.01e      

18.02m            

18.02m              

18.02m      

25.02e            

25.02e          

3.03m              

3.03m                

3.03m            

Walk

thro

ughs

PR

OC

ESS

4. Reflecting on data

Provide a report on patterns noted

during walkthroughs and create

discussion/reflection opportunities

Feedback to the individual?

Reflection is “… the ability to look back and make sense of what happened and what you learned. But it is also the ability to look forward, to anticipate what’s coming up, and what you need to do to prepare.” York-Barr J, Sommers W, Ghere GS, Montie J (2006) Reflective Practice to Improve Schools

YOU

R T

UR

N

Choose either a work sampling

or walkthrough that you could

do with your department

1. Plan your focus. Relate it to

one of your curriculum

initiatives. (remember, later on

agree on the focus with your

department.)2. Discuss how are you going

to carry out the collection

of data (timeline, will you do it by

yourself?)3. Consider how this activity

could impact on teaching

and learning in your department?

The n

ext

sess

ion Monday 21st November

Feedback and Conversations Using evidence in

learning conversations

Reflectio

n