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Thursday, 12 November 2015
My Leadership Challenge - Exploring Data
Progress 8
There are 3 'baskets' for subjects in Progress 8:
Basket 1 - Often English (Language or Literature) and Maths
Basket 2 - Often Sciences and Humanities
Basket 3 - Other subjects
Raise Online - A National Data Set
'Raise Online' and the 'dashboard' are usually a starting point for school inspection.
Inspectors will look at data as a starting point. If you flag up a problem, you need to be able to explain what you are doing about it and the impact it is having.
Why do we need internal data?
To show strengths and areas for development that are specific to the school and department, as opposed to trends nationally. It can also be captured more often, every half-term for example.
What should this look like?
At the end of the process, it should be turned into 'smart' objectives (specific, measurable, achievable, realistic, timetabled).
How do we used it?
To put in appropriate intervention.
There are 3 'baskets' for subjects in Progress 8:
Basket 1 - Often English (Language or Literature) and Maths
Basket 2 - Often Sciences and Humanities
Basket 3 - Other subjects
Raise Online - A National Data Set
'Raise Online' and the 'dashboard' are usually a starting point for school inspection.
Inspectors will look at data as a starting point. If you flag up a problem, you need to be able to explain what you are doing about it and the impact it is having.
Internal Data:
Why do we need internal data?
To show strengths and areas for development that are specific to the school and department, as opposed to trends nationally. It can also be captured more often, every half-term for example.
What should this look like?
At the end of the process, it should be turned into 'smart' objectives (specific, measurable, achievable, realistic, timetabled).
How do we used it?
To put in appropriate intervention.
Thinkpiece - The Importance of Teaching (NCSL)
Notes
- Interesting it explores the moral issue of 'enhancing equity' in the overview; differs from other similar documents I've read in that I haven't come across this aspect being explored explicitly before.
- Consistency is a high frequency word in the document, appearing several times on the first page alone.
- Key problem - "The UK has one of the biggest class divides in education in the industrial world."
- E.g. variance between social background and performance is 13.9% in the UK, but only 8.3% in Finland and 8.2% in Canada.
- 'non-negotiables' are "essential to raising performance and achievement."
- Strategies to close the gap are given on page 3, including:
- Shared values
- Data based strategies
- Consistent excellence
- Highly effective teaching and learning
No specific guidance is given on how to achieve these things, but I suppose that's the challenge!
Leadership Competencies at Level 1 and 2
Self-reflection:
I have been reflecting using the characteristics of an effective leader according to the 'Level 1 and 2 Competencies' from the National College for Teaching and Leadership (NCTL).
Which characteristics do I have?
Which characteristics do I need to develop further?
DBa: We need to draw on the opinions of others to help us reflect, e.g. seeking feedback about how we run meetings.
I have been reflecting using the characteristics of an effective leader according to the 'Level 1 and 2 Competencies' from the National College for Teaching and Leadership (NCTL).
Which characteristics do I have?
- Learning focus
- Analytical thinking
- Personal drive
Which characteristics do I need to develop further?
- Future focus
- Impact and influence
- Inspiring others
DBa: We need to draw on the opinions of others to help us reflect, e.g. seeking feedback about how we run meetings.
Changing Education Paradigms
Exploring the work of Sir Ken Robinson:
Impact of this:
I think that creativity could be encouraged more in homework by saying to students that they could choose the format that they present their homework in; this could potentially improve engagement.
Impact of this:
I think that creativity could be encouraged more in homework by saying to students that they could choose the format that they present their homework in; this could potentially improve engagement.
Exploring what Nationally has the Biggest Impact on Learning
We have been exploring the findings of the Education Endowment Foundation and Sutton Trust, whose focus is on 'improving social mobility through education'.
According to their meta study, which takes into account the findings of many smaller studies, the current most effective tools for improving progress of learners are:
The impact this had had on me is that I will consult this when creating my action plan so that I can design initiative which have a proven record of improving progress for learners.If you're interested in this, further information can be found at:
According to their meta study, which takes into account the findings of many smaller studies, the current most effective tools for improving progress of learners are:
The impact this had had on me is that I will consult this when creating my action plan so that I can design initiative which have a proven record of improving progress for learners.If you're interested in this, further information can be found at:
The Leadership Secret of Gregory Goose
My evaluation of this video is that it's a cautionary tale; it highlights misconceptions about leadership. The impact of it is that I have considered:
- Leadership does not have to involve overt displays of power to be effective.
- Displays of power for the wrong reasons, such as asserting dominance to massage your own ego, alienates others.
- Co-operation and collaboration improve a group's efficiency.
Friday, 25 September 2015
Initial Ideas for Development Project
What?
Closing the gap between boys' and girls' attainment in English Language at GCSE, possibly even narrowing the focus to disadvantaged boys.
My idea is to do a pilot scheme, evaluate what is effective then disseminate this information to other staff.
Why?
This complements the School's priorities for improving student provision, and my responsibilities as temporary Second in Department.
How?
I plan on first consulting our departmental SEF and SISRA Analytics to properly understand the extent of the gap.
I then plan on studying the research of consultants such as Abigail Norfleet James, whose accolades include being in the Gender and Education Association, the International Boys’ Schools Coalition, and the National Association for Single-Sex Public Education.
Her book: 'Teaching the Male Brain: How Boys Think, Feel, and Learn in School' is the most contemporary detailed study I have managed to find; it was published in March 2015.
And also to consult the work of Gary Wilson, who was asked to write "Using the National Healthy School Standard to Raise Boys' Achievement" for the DFES. I will begin by consulting his most recent work on the subject:
Closing the gap between boys' and girls' attainment in English Language at GCSE, possibly even narrowing the focus to disadvantaged boys.
My idea is to do a pilot scheme, evaluate what is effective then disseminate this information to other staff.
Why?
This complements the School's priorities for improving student provision, and my responsibilities as temporary Second in Department.
How?
I plan on first consulting our departmental SEF and SISRA Analytics to properly understand the extent of the gap.
I then plan on studying the research of consultants such as Abigail Norfleet James, whose accolades include being in the Gender and Education Association, the International Boys’ Schools Coalition, and the National Association for Single-Sex Public Education.
Her book: 'Teaching the Male Brain: How Boys Think, Feel, and Learn in School' is the most contemporary detailed study I have managed to find; it was published in March 2015.
And also to consult the work of Gary Wilson, who was asked to write "Using the National Healthy School Standard to Raise Boys' Achievement" for the DFES. I will begin by consulting his most recent work on the subject:
I hope that these texts will provide some practical strategies for closing the gap, which I can then implement and evaluate in terms of their effectiveness.
Kolb's Experience Based Learning System
We were asked to complete 'The Kolb Learning Style Inventory' today to gauge our leadership learning styles.
The results of the inventory were that I learn mostly through what Kolb calls 'Active Experimentation' (doing) and 'Abstract Conceptualization' (thinking).
According to his theory, I learn in what is called a 'Converging Style'.
Reflection on Results and What This Means for Me as a Developing Leader:
Whilst I'd certainly agree that finding practical uses for ideas and theories and solving problems is something I prioritise, I disagree that I would rather deal with technical issues than social and interpersonal ones. Collaborating with students and colleagues in a socially and emotionally intelligent way is something I feel is a strength. Perhaps what the high test scores in these areas indicates is that I often work on projects independently, and that in order to grow as a developing leader I need to collaborate to a greater degree.
The results of the inventory were that I learn mostly through what Kolb calls 'Active Experimentation' (doing) and 'Abstract Conceptualization' (thinking).
According to his theory, I learn in what is called a 'Converging Style'.
Reflection on Results and What This Means for Me as a Developing Leader:
Whilst I'd certainly agree that finding practical uses for ideas and theories and solving problems is something I prioritise, I disagree that I would rather deal with technical issues than social and interpersonal ones. Collaborating with students and colleagues in a socially and emotionally intelligent way is something I feel is a strength. Perhaps what the high test scores in these areas indicates is that I often work on projects independently, and that in order to grow as a developing leader I need to collaborate to a greater degree.
Welcome / Expectations / Reflection on What a Good Leader Does
The idea behind this blog is that it will log my learning journey.
Expectations
My expectations for the course are:
Reflection on What a Good Leader Does:
A useful starting point is to consider where I have seen effective leadership. The table below is designed to be a concise summary of my reflections on the National College for Teaching and Leadership's definition of good leadership, which was given to us today.
Expectations
My expectations for the course are:
- That it will provide me time to reflect on how I might contribute to School priorities and provide guidance on how my actions might have the most impact.
- That I will be able to learn from the good practice of colleagues, some of whom work at other institutions.
- That it will potentially form the basis for further study, leading to a Masters degree in Education.
Reflection on What a Good Leader Does:
A useful starting point is to consider where I have seen effective leadership. The table below is designed to be a concise summary of my reflections on the National College for Teaching and Leadership's definition of good leadership, which was given to us today.
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