Leading Teachers to Success

Seminario – Taller Internacional

27th de agosto de 2014

Prudence Barnes UK

Australian trained; 22 years in British system

Executive Principal of 3 Schools

National and International Educational Leadership Consultancy providing corporate training, key notes presentations, conference speaker Executive Principal mentoring and coaching.

Conference Speaker 3rd Seminar for Directors of Education, The Catholic University of Valparaiso, Chile January 2013

Workshop presenter ICSIE; Chile January 2012

Conference Speaker 2nd Seminar for Directors of Education, The Catholic University of Valparaiso, Chile January 2012

Sessional lecturer on the MA in Educational Leadership at the Institute of Educational Leadership, University of London, UK.

Personal Context

Newport School Context

910:95:80:54:33=1Government Inspection Findings of Newport 2009

“Levels of achievement in the past have been inadequate because poor teaching has failed to ensure that all pupils make effective progress.” Ofsted

Government Inspection Findings of Newport 2013

“Teaching is consistently good, with many examples of outstanding practice, and this has led to rates of pupil progress rising rapidly since the last inspection and pupils achieving highly. The school has a strong commitment to learning and teachers are very well supported and feel enthused to do their very best for the pupils. They have very high expectations of pupils and this is reflected in the excellent pace of much of the teaching at Newport.” Ofsted

Newport Pupil Results

The below table shows the pupils attainment against the national averages for Age Related Expectations (Reading, Writing & Mathematics combined) at the end of Key Stage 2.

Leading others to success

John West Burnham states ‘Leadership is about being an effective human being.’

Individually take 5 minutes to reflect on this and list areas in your professional life, where you are effective. What makes you effective as a teacher?What makes you effective as a leader?How does it feel when you are effective?What are the outcomes when you are effective?

In your group discuss and list the key traits that you believe make you effective as a an educator and leader.

Role of the Educational Leader

Leader as Facilitator

Induction into school routines, policies and procedures

Induction into professional standards and expectations

Coordination of training programme and expectations

Key communicator between all groups and tiers of colleagues and the wider school community

Ultimate role model of the institution

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Ensuring Successful Facilitation

Successful facilitation comes through effective communication. We need to ensure that all understand what is expected, how accountability will be measured and the consequences of performance judgement.

Effective leaders are constantly in dialogue with their staff. How do you communicate with those you lead?

What are the barriers to effective communication as a leader?Are you aware of when your reactions to your staffare stopping people from performing. Do you know when to step back?

Think of an example of when you have communicated in a way that has had a detrimental effect. In groups discuss how this could have been handled better.

What are the key factors you individually need to consider when communicating?

Leader as Mentor

Model of best practice

Listening ear

Informal feedback and advice

Role model of professional expectations

Seeks out Professional Development opportunities to close gaps in practice

Leader as Assessor

Co-construct Appraisal/Performance Management Policy and ensure all understand their roles and responsibilities in the process

Observe teachers regularly

Give constructive feedback at the end of observations, outlining strengths and clear targets

Write formal termly/semester/annual appraisal reports

Holds teacher to account

Ensuring Successful Accountability

Holding people to account can be challenging. Avoiding honest feeedback is detrimental to the credibility of the process.

What formal and informal systems are in place in your setting for teacher performance feedback?What are the key points to consider when giving this feedback?What can corrupt the process?What assists the process being successful?When does feedback become focused on development rather than accountability?

Rehearse the dialogue. Pre-decide what it is that you want to have heard. Have the key findings already in writing.

Lessons From Geese