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Learning how to lead in challenging times: reflecting on my first half term as DHT

3 Jun

After a restful half term break, enjoying the sunshine and the odd lie-in, I find myself thinking about the final half term of the school year. For many teachers, this is the favourite part of the year – exam classes have gone, the days are warmer and there seems to be more whole school events in the calendar to enjoy. For me, this final half term feels like September as it is the first time I’ll be working full time at my new job. Over the past six weeks, I’ve been doing two jobs: three days a week as AHT and teaching my exam classes at my old school and two days at my new school.

It may only have been 12 days but I’ve learnt more in the last 12 days than I have in the past 12 months. Why? I am stepping up as DHT in a school that, a fortnight after my appointment, went into Special Measures. Imagine: there I am, delighted to have secured my first DHT post, excited to start at a new school and face new challenges when you’re told “This is no longer a ‘Good’ school. We’re now in a category.” Don’t get me wrong; I knew the school would not be able to hang onto its judgement of Good after doing a data analysis task using their Raise Online. I thought ‘Requires Improvement’ would be most likely but it turned out not to be the case…

In all honesty, I didn’t sleep for the next few nights as I worried about what it would mean to work in a school placed into Special Measures. Many people were keen to share their opinion about what they thought I should do – my head was spinning! But I decided to go ahead and stay true to my word. I believe in the school; I believe in the head; I believe that the students have a lot of potential. So I signed the contract.

Remaining true to my values

As anyone who has read my past posts, I hate the idea of Ofsted dictating what a school should or shouldn’t do. When my old school went from a 2 to a 3, I was proud that we didn’t lose our heads and stuck to our moral principles. We tried our best to shield staff from as much Ofsted pressure as possible and diverted funds and time into developing a high quality CPD programme, with Lesson Study and coaching at its core. Linked to this, we scrapped graded lesson observations (a big deal back in 2013) and worked hard to instil enough trust to operate an open-door policy where anyone could drop into each other’s class at any time. Four and a half years later and the school is a happy and purposeful place to work. Creating a strong learning culture was at the heart of everything we did; the by-product was getting a ‘Good’ judgement in 2015 and the school is now on the brink of a well-deserved ‘Outstanding’. I will miss my colleagues and the culture and climate that I’ve left behind.

The question I keep asking myself is ‘Can I stay strong enough to not let Ofsted take centre stage in such tough circumstances?’ To try and help me do this, I’ve told staff that we will not make any changes because of Ofsted; if we make a change, it will be research-informed and part of a long-term plan. No fads or gimmicks thank you very much! I’ve challenged staff to tell me if they think our vision and practice does not align with this message; I think it could be quite easy to fall into the Ofsted trap when you’re being monitored within an inch of your lives every three months. If we don’t all buy into the vision and commit to enacting it, then it will be difficult to see how we can make progress as a school.

High Challenge, Low Threat

In preparation for my job interview, I read Mary Myatt’s High Challenge, Low Threat – an excellent read! In my previous post, I highlighted some of the key messages I took away from the book. Over the next year, I hope to reflect on how far I am able to live up to Mary’s book in such challenging circumstances. One chapter kept coming back to me in the past six weeks.

On creating energy

Talking with colleagues in schools, many say that they are overworked and overwhelmed. When we discuss the difference between feeling overwhelmed and feeling energised, the difference usually relates to whether they see the purpose in what they are doing. When information, data and numbers are collected and nothing appears to happen to them, it can feel pointless. Because it often is. But the energy shifts from negative to positive when colleagues ask why is this needed, what will happen to it, where will this improve practice?’ p.127

How do you create energy in the second half of the year when staff have just found out that their school has gone into Special Measures? Sitting in the staffroom and seeing people’s faces as they read the report was a difficult moment. Shock, despair, anger: it was a highly charged moment. The following week, I was due to launch our new teaching and learning framework. Morale was naturally low but several colleagues came up to me beforehand or sent me an email to tell me that this was an important moment for the school; this launch could set us back on the right track. After sharing it with the rest of the SLT and then refining it alongside the assistant headteacher with responsibility for CPD, I wanted to make sure that the vision was clear, realistic and grounded in research. I wanted to make clear to staff that, while there is lots to do, we can’t do it all at once; we have to prioritise.

We began by departments discussing what they thought were the priorities for improving outcomes.

T&L Launch Pics

This generated fascinating discussion amongst departments – it was difficult to get them to stop talking, which I took to be a good sign! After, I introduced three key texts that we are going to use to move our practice forward: John Hattie’s Visible Learning for Teachers; Robert Marzano’s Classroom Instruction That Works; The Sutton Trust’s report What Makes Great Teaching?.

After a quick break for tea and sandwiches (well it was 4.30 by this time!), I shared some of the illuminating feedback from the student learning forum I run every week. I ask the students three questions:

  1. Which lesson do you look forward and why do you learn well in it?
  2. Which lesson do you worry about going to and why?
  3. If you could make one change to the school to make your learning experiences better, what would you do?

T&L Launch Pic 2

 

This part of the launch proved quite difficult. I questioned myself beforehand about whether to include it but students have been vocal about not having their voice heard so I thought it important that their concerns were shared. I chose statements from students where a pattern has emerged over the past six weeks during the forum.

After giving departments time to digest students’ feedback, I then shared the core principles of the vision – based on our own school context and research-informed practice – and again reiterated that this is something we will be working on as a school for at least three years.

T&L Launch Pic 3

T&L Launch Pic 4

T&L Launch Pic 5

To finish off the session, each teacher was given a laminated A5 keyring fan of our school’s new Teaching Toolbox. The Toolbox is there to provide teachers with research-based strategies about ways of developing a stretch and challenge culture in the classroom (yes, I stole most of this from my book!).  Teachers loved this little freebie at the end of the session and, since the session, many have shared with me that they are excited at the direction we are taking with regards to teaching and learning. My biggest challenge this final half term will be to keep momentum going and encourage staff to keep experimenting with innovative approaches.

One way I am trying to keep momentum going is through our weekly teaching and learning bulletin. Each week, a member of staff is highlighted as a Bright Spot for excellent practice, a suggested teaching tweak is shared, positive feedback from student learning forum is mentioned, suggested reading for the week ahead, and someone to follow on Twitter. Staff look forward to opening their bulletin on Friday afternoon and seeing who is featured in it that week. Finally, the head has given me some money so that I can create Lead Learner posts in each department to support heads of department to push forward these changes to curriculum, assessment and lesson planning. Deadline for applications is 9th June – I’m looking forward to seeing who will be stepping up to help push through the vision.

All in all, it’s been the most full-on time in my professional life. There are myriad challenges ahead and I’m still learning as I go. But as the all-round brilliant leader Jill Berry says: ‘Build the bridge as you walk on it.’

10% braver: authentic leadership #WomenEd

14 Apr

In a few days I’ll be starting my new role as deputy head. Even though I know I should have spent the Easter break relaxing and recharging my batteries, I’ve been busying away preparing for my new job. I am excited!

What does a great leader look like? This is what I’ve been pondering since I got the job in February. Since I got the job and have been sharing my news with colleagues, these are the comments I’ve received:

“Oooh. That’s a tough gig. Are you up for it?”

“That’s a challenging school – why did you apply for that job?”

“You’re a great teacher and leader but this job might be beyond your capabilities.”

I could go on…

When I told people I was applying for this DHT post, many people said “There will be easier jobs coming up. Don’t jump ship too soon.” For every person who shared this sentiment with me, the more I was determined not only to apply for this job but to make a success of it. I can be stubborn and I don’t like people telling me I can’t do something!

In November 2016, I attended a #WomenEd #LeadMeet in London; my friend and colleague, Julie Jerham (@Ms_Jer), was presenting about her experiences of being a research and development lead. Whilst I was there, I heard so many inspiring experiences of women being 10% braver and going for jobs that they weren’t wholly sure they could do well. But they got the job. And they were excelling. So it made me think: why don’t you be 10% braver?

Fast forward three months and there I am on the end of the phone accepting a deputy head job. I am euphoric. But then, a few days later, my thoughts are ‘Oh gosh, what have I let myself in for?’ My confidence has completely deserted me. I feel like a fraud. I’m tempted to not go through with it and stay at my current place and keep doing the same thing I’ve done for the past four and a bit years. But then I remember the rallying call of #WomenEd: ‘How can you be 10% braver?’ and I think to myself, ‘What’s the worst that can happen?’ and sign the contract.

With a few days to go until I start my new job and leave behind all the fab colleagues and students who have become my second family, I reflect on the 8 Cs of #WomenEd and how I hope to become an effective deputy head and, eventually, a headteacher. When I tell people I want to be a headteacher:

“Gosh, you’re brave.”

“Really? You don’t have children, do you?”

“Are you planning on having children?”

“Best to stay as a deputy and still enjoy your life.”

Very few people I’ve spoken to in the last 12 months have given me a positive response to my goal of becoming a headteacher. It normally takes less than a minute for them to mention I’m a young woman of child bearing age. And I am so bored of it.

So, with all this in mind, I relish the 8 Cs of the #WomenEd agenda. And I hope to grow as a leader over the next few years so that, when the time comes to apply, I’ll be a confident and capable headteacher in the making!

2017-04-14

Fab illustration from @MendoncaPen

With this in mind, I make my leadership pledge:

CLARITY: Acknowledge the gender imbalance in education leadership

I have so many female friends who I work with that I look at and think ‘You are amazing!’. I am so excited to see them step up to SLT as I move on to a new adventure. My goal in my new school is to identify talent and encourage them to believe in themselves that they can make a difference on a larger scale.

COMMUNICATION: Promote the WomenEd mission

This is such a key goal. I find that male colleagues can get a bit funny when I start banging on about #WomenEd. One of my male SLT friends even sent me a link to the definition of misandry! But, all jokes aside, until women are equally represented in senior leadership positions, we must keep ramming this point home. I am pleased to be joining a school where the headteacher has three deputies – all of whom are female.

CONNECTION: Connect existing and aspiring leaders and those who support them

Networking has always seemed like a thing that the private sector does. But in the last few years, I’ve come to realise the benefits of connecting with leaders across phases and regions. When I found out I had been shortlisted for interview, so many senior leaders and headteachers contacted me to wish me luck, offer advice or share resources with me. This all happened through the power of Twitter. It filled me with hope that I could do this gruelling two day job interview. I hope to be a positive force in the #WomenEd community for other female leaders out there who think they’re ready for the next step but are unsure where to start. Sometimes all you need is friendly encouragement to remind yourself that – YES! – you can do it!

COMMUNITY: Create an inclusive and interactive community

Working in silos is the quickest way to limit yourself. Being part of something larger than yourself makes us feel like it’s worth carrying on – even when things get difficult. I am part of several learning communities and I am keen to share these with my colleagues at my new school. For example, being part of the Teacher Development Trust (TDT) has made a significant difference to the way I plan, deliver and evaluate CPD. Another team I absolutely love is #TeamEnglish on Twitter, which exemplifies the positivity and kindness you can find on Twitter if you look hard enough. Dozens of dedicated English teachers sharing their resources for no other reason except wanting to support the learning of students who are not in their classes.

COLLABORATION: Enhance collaboration and sharing of experience

Collaboration is a word that gets bandied around but, when enacted, is one of the most powerful tools we have to develop our practices. Today I read a great excerpt from Carl Hendrick (@C_Hendrick) about the IKEA fallacy, where we believe that what we have created is more important than it actually is. If we’ve worked hard on something then we become protective of it. At my new school, there is a myriad of things that need to be changed and this will be painful for a range of teachers. One thing I am keen to do is create a team of departmental Lead Learners who are working with me so that, rather than me employ a top-down hierarchical approach, we work together to make these changes and motivate staff to come on board.

CONFIDENCE: Empower ourselves by being braver and by taking risks

I never feel clever. That famous ‘Imposter Syndrome’ is me to a tee. Unless you’re close to me, you might not know this. I talk a good game and, on the surface, I seem to be in control when presenting to or talking with teachers. But the reality is I am undergoing a serious bout of hives and am waiting for someone to turn up and shout ‘Don’t listen to her – she doesn’t know what she’s talking about!’. But I have to silence this irrational voice and keep taking risks and embracing challenges. I want to show other female colleagues that you don’t have to be perfect; all you need is authenticity and a passion for what you are talking about.

CHALLENGE: Highlight systemic barriers to more inclusive and diverse leadership

Why are there so few female headteachers? I work in the borough of Ealing in West London; there are 16 secondary schools and only four of them are headed up by a female headteacher. High school heads meetings are dominated by white males aged 50+. To be honest, it’s kind of depressing. I work with so many talented female leaders who could be headteachers yet very few think it is the job for them. Something is seriously wrong when this kind of talent is being frittered away. We must retain our best leaders – whether they’re male or female – and, if that requires systematic change, so be it.

CHANGE: Collate evidence of impact on developing inclusive/ diverse leadership

Deep down we all know that having a diverse senior leadership team can only be a good thing. Just as the police want to reflect the communities they serve, we too must hold up a mirror to the families we serve in our communities and ask ourselves ‘Do we reflect the community we serve?’ It’s not just about the representation of women; #WomenEd also advocates for BAME leaders and we must all get behind and support this grass-roots movement.

Here’s to being 10% braver!

High Challenge, Low Threat: thoughts on stepping up to deputy head

3 Apr

Last month, I read Mary Myatt’s book High Challenge, Low Threat, in preparation for my role as deputy head in a new school. I wanted to read her book as having met Mary and heard her present at several conferences, I find her to be intelligent, thoughtful and the most human of Ofsted inspectors I’ve ever encountered!

It’s been four and a half years since I started as an assistant head at Elthorne Park High School. If only this book had been about then, I probably wouldn’t have made so many rookie mistakes. What is so brilliant about Mary’s book is how she draws upon her wealth of experience and shares it without the need for a range of eduspeak acronyms. She articulates clearly what leaders can do to create a supportive climate and culture for excellent learning to take place.

Without doubt, my new job is going to be taking me out of my comfort zone. The school has some challenges it needs to face and, being the newbie once again, I am going to have to work hard to prove to everyone in the school community that I can contribute to the school’s journey of improvement. I am excited but also extremely nervous. The stakes are so much higher now and I want to get off to a good start. My remit at my new school is similar to the one I had when I started at Elthorne – to develop the quality of teaching and learning and create an effective CPD model – but I will also be responsible for how these tie into whole school quality assurance procedures and appraisal.

Reading through the book, 10 principles struck me as being important for the job I’m about to undertake.

Radical Candour

Candour

In high functioning settings people want to be held to account for their work. But they don’t want to feel like Muppets. No one want to be made to feel like a Muppet. However, top leaders understand that everyone wants to get better at what they do… But we don’t do this on our own. We need people who are able to analyse what we are doing well so that we can do more of it and talk us through how things might be better.’ P.17

In schools with big challenges to address, it would be all too easy to go down a high-stakes accountability model with paper trails and monitoring everyone within an inch of their lives… but that is not the best way to get teachers to come on board and work together to address the challenges. Holding people to account is about clearly communicating the vision and speaking with colleagues about how they are implementing the vision around school. We also need to be careful not to fall into a deficit model, where senior leaders spend more time highlighting things that are wrong and not enough time highlighting things that are working well. The structure of line management meetings with middle leaders needs careful thought so that teaching and learning remains the core discussion point. Everything needs to be brought back to what impact curriculum, teaching and assessment are having on student outcomes.

Management by wondering around

Noticing

Thoughtful leaders know that behind every piece of data there is a bigger story of information, which comes from a wider context. Top leaders know where there is strong practice in their settings. They know where students are getting a good deal. Particularly those who are disadvantaged. And they affirm this by being around school. They know that their presence is there to reinforce high standards of behaviour, courtesy and respect. That the school’s values and ethos are being lived out on a daily basis. They have established a culture where it is acceptable to walk into any classroom at any time. They have made it clear and colleagues know that they do this primarily to support and celebrate. There is never any intention of catching people out, only moving practice on.’ P.20

When I was interviewed for my new job, I was asked which members of staff have most influenced my thoughts on leadership and teaching. Without hesitation, I named one of my previous deputy heads; he would make it his mission to stalk the corridors every day and would think the day had not been a success unless he’d popped his head into every classroom. As a newly qualified teacher, I welcomed his visits as I felt safe to let him know if the lesson wasn’t going well and I needed some extra support and I looked forward to highlighting students whose learning needed celebrating. Starting at my new school, my priority is to ‘take the temperature’ of the classrooms and get beyond the data spreadsheets. I can only do this by being highly visible, being inquisitive and being a supportive presence to teachers.

Gratitude

Gratitude

The most valuable resource which leaders have are their colleagues. So they express gratitude to them. The say thank you, and often. But the thanks are not cheap, off-the-cuff platitudes. They are deep and heartfelt and they come from noticing. Noticing is one of the most powerful things that thoughtful leaders do. They notice the small stuff, the things that make a person tick, the small triumphs and gains. And they know when it is appropriate to express those thanks in public and when to do it quietly.’ P.27

Feeling valued is so important. I’m sure we’ve all worked in places where we’ve gone the extra mile and not been thanked. Of course, we don’t stop going the extra mile because we want the best for our students but it can touch a nerve when it seems that no one is noticing the extra effort we’re putting in. I believe that creating open, friendly and trusting relationships is the most important thing a leader can do. If you think someone cares about you and has got to know you as a person first, teacher second, then you’re more inclined to want to work with them. One of the things I’ve scheduled in for the first six weeks of my new job is to carry out joint learning walks with the heads of subject. Of course, this will help me diagnose the strengths and areas for improvement of staff but, equally important is the opportunity for heads of subject to tell me the story of their department and flesh out the people behind the staff acronyms.

The Essentials

Essentials

In schools which have adopted essentialism principles, their school development plans describe no more than three overarching priorities. Because they know that otherwise colleagues will not be able to keep focus on the main things which need to be done. There is simplicity and power in returning to our main goals. People working in schools where there is clarity report not only greater focus, but a sense of security in knowing that the major item in meetings is strongly linked to the major goal for overall school improvement, and that they are all clear about what their contribution needs to be.’ P.40

When people ask me what I think is the difference between a good and outstanding school, I always return to the same two points: clarity and cohesion. What can happen all too easily is different members of SLT pushing their own agenda and, before you know it, the vision becomes overcomplicated and overwhelming. I am absolutely committed to making sure all my responsibilities link and there is cohesion between teaching and learning priorities, CPD delivery and appraisal targets. Our priorities are to have a relentless focus on raising the level of challenge in lessons, thus leading to accelerating learning. All T&L decisions will be based upon high quality ‘gold standard’ research rather than fads or gimmicks.

Making a mess

Messy learning

Clever leaders understand that learning is messy. It involves hard work, making mistakes, having another go. It involves scribbling out, reworking and redrafting. It involves debate and discussion. It involves unpacking and deconstructing. And none of this is neat. But the goal is to bring it to a satisfying resolution. Above all, they know that it is underpinned by a discipline and coherent aims. They know that learning does not take place in neat gobbet-sized lessons, that the arc of learning something takes more than an hour, that it needs to be revisited. But all these are held within a structure and a framework which allow for this messy deliberation to take place.’ P.57

I am a firm believer in embedding lesson routines to free up more time for students to learn. Every time a teacher has to explain why certain tasks are happening in their classroom is a moment where students are not focusing 100% on their learning. Once students understand what is expected of them and the bigger picture of learning, learning will accelerate. That is not to say that every lesson will look the same across a school – far from it. Departments are encouraged to take the whole school teaching and learning framework and personalise it for their own departments. At my new school, I have introduced 4 phases of learning: hook and connect; explore and discuss; apply and practise; reflect and review. However, there is significant room within the phases of learning for teachers to experiment with innovative practice.

Evidence to tell a big story

Evidence

Sensible leaders know that they can use selected evidence to tell a big story. This saves them a heap of time and their colleagues too. Why would anyone need, or feel that they need, to keep track of everything? The logic of this is that we would spend half our time doing things and the rest of the time clocking that we had done something, somewhere. Top leaders know that this is bonkers.’ P.78

I am not a fan of paperwork for paperwork’s sake. I have worked with some leaders who have been open in saying that the more folders they had filled up with paper, the more they felt they were achieving something. I’m in the middle of packing up my office and it’s become a bit of a joke how few folders I have gathered over the four and a half years I’ve been there. This doesn’t mean that I haven’t been monitoring and evaluating areas I am responsible for; rather, I prefer to make one template fit for purpose so that it can be used for a range of quality assurance procedures. When I start my new job, one thing I am going to be advocating is the use of Google Drive to capture the evidence as it makes quality assurance transparent as middle and senior leaders can collaborate on the same document and it is ‘live’ as every edit is saved in the cloud. No need for multiple versions of the same document sitting dormant on the network.

The paradox of safety

Coaching

When people feel safe they are prepared to move out of their comfort zones. They know that the world won’t fall apart and that while they will be held to account, they will not be humiliated. If they are put down, they are likely to put others down. The culture of coaching and the culture of contempt flows from the top. The coaching culture creates a safe space which allows for discomfort. But the discomfort isn’t crippling, it is recognised as part of growth. Whereas the culture of contempt shuts down the wider concerns for an organisation and means that people work to protect themselves.’ P.95

Culture is everything. No change to practice can be sustained unless the culture is in place first. There may be some quick wins that can happen with a top-down approach, where staff are compliant rather than curious. But they don’t last. The most effective change happens when colleagues recognise every teacher has a duty to develop their practice and welcome discussion and feedback. A vital part of the CPD model that I have worked on at Elthorne is developing a coaching culture, where everyone is coached – including the head. At my new school, I will remind staff of Dylan Wiliam’s well-known mantra: ‘Every teacher needs to improve, not because they are not good enough, but because they can be even better.’

The leadership of inclusion

Responsibility

The balance of providing support and expecting a child to offer something is the line where transformation takes place. It is part of the human psyche to take pride, to feel positive when asked for an opinion, to be asked to contribute…. Top leaders support their children through this. They give them as much responsibility as they are capable of and then they stand back and are prepared to be surprised.’ P.107

You can tell a lot about a school by the way students speak about their school to others. The first school I worked in was a fantastic example of how all the students felt they belonged to something much bigger than them. It was not enough for the students to work hard; they had to make a wider contribution to the school. There were no exceptions made: all students had to commit to the principle that they showed their pride for the school through the actions they undertook. The idea of the school being the hub of the local community was shared with students, time and time again. At my new school, part of raising the bar and level of challenge will start in the classroom but extend beyond it to all aspects of school life so that students take pride in their school and recognise the part they play in making it a great place to come and learn.

On creating energy

Creating energy

Talking with colleagues in schools, many say that they are overworked and overwhelmed. When we discuss the difference between feeling overwhelmed and feeling energised, the difference usually relates to whether they see the purpose in what they are doing. When information, data and numbers are collected and nothing appears to happen to them, it can feel pointless. Because it often is. But the energy shifts from negative to positive when colleagues ask why is this needed, what will happen to it, where will this improve practice?’ p.127

One of the great things about joining a new school is you get to come in with a fresh pair of eyes. You are expected to ask questions, to share different ways of thinking and make changes where they are needed. Yet, is there the space for experience, long-standing members of a school to do this without being labelled as awkward or troublesome? Well, in the best schools that are confident in the direction they are taking, they encourage staff to ask the difficult questions to check that what they are doing is actually worth it. But when schools face tough times, it can seem overwhelming to hear criticism from staff, even if it is constructive feedback. The temptation is to ignore the concerns of the doubters but we do this at our peril. If staff cared enough to make time to share their concerns, then they should be shown enough respect by engaging with them and seeing if changes do need to be made to what is expected of staff.

Reasons vs excuses

Why

A reasons culture supports ongoing improvement. It is the kind of narrative which says: ‘This didn’t go as well as it might. What are we going to do differently? How can we support these children to catch up? What have we learnt? How are we going to be better as a result of this?’ This is the polar opposite of an excuses culture, which places responsibility and blame elsewhere and washes its hands. The legitimate reasons use setbacks as a springboard for renewed improvement. The excuses result in complacency and eventually a downward spiral. Because no one is taking responsibility.’ P.130

As a perfectionist, I absolutely hate it when things go wrong! I know – not very growth mindset of me… but as soon as the initial emotional reaction to things going wrong subsides, my next question is ‘Why?’ And by ‘Why?’, I don’t mean ‘Whose fault is it?’. Rather, I’m interested in what happened that we weren’t prepared for or what didn’t we take into consideration when making decisions. This is completely different to making excuses for things going wrong. In schools, which are under significant pressure, it is easy to play the blame game instead of trying to learn from what happened and striving to do better the next time. However, improvements will happen more quickly if colleagues feel they are working in a trusting, supportive environment where everyone is working towards a common goal. I know I am going to have several tough conversations in the first few weeks of my new job and I will be asking colleagues to search for reasons and solutions and encourage them to put the excuses to the side.

As I leave my school behind and focus my attention on my new school, it is a combination of sadness and excitement I’m feeling. I will miss my school dearly but it’s time for a new challenge. Over the next few months, I’ll be blogging about my experience of being a deputy head in a new school. Thanks to all the deputies and heads who have shared their wisdom with me. I will be drawing upon it in the coming months. Wish me luck!

The Inclusion agenda: how do we get the best for all of our students?

22 Jan

This year, I have taken on a new role line managing Inclusion. Previous to this, I was leading on teaching and learning but after doing this for nearly three years, I kept getting this nagging feeling and asked myself:
Are all students getting the same quality learning experience?
And, if I’m being really honest, the answer was ‘No, not really’. We have made great strides with our teaching and learning, and our results and progress measures have all shown significant improvement. However, from walking around school and going into classrooms every day, I knew that some of our most vulnerable students were not having the same experiences as their peers. Teachers were trying their best but there were still too many blank faces or students disengaging because they couldn’t access the content.
As a result, I asked my head to move me across from teaching and learning to Inclusion. What a shock it has been to the system!!! I thought I knew what was going on in school but until I started having daily contact with the Inclusion department, I had no idea about what was really going on. Before I go any further, I have to state that our SENCO who is on maternity, our acting SENCO, our Pupil Premium coordinator and our team of TAs are doing a fantastic job. From 8am till the caretakers kick them out, these wonderful people are spending their whole day trying to make sure our most vulnerable students have a good experience at school. Sometimes it’s disheartening – it’s easy to get bogged down in all the difficulties and lose hope – especially in the face of ever-dwindling budgets and an increase in the amount of students who need extra support. I’ve had more moments in the last four months than the previous three years where I’ve woken up in the middle of the night worrying about certain students; it’s hard to leave it at the door when you know the full story of what is going on in certain students’ lives. Yet it also produces high-fives-in-the-air fist-pumping whooping when you make a small gain with a student who is at risk of not making it. It really is, excuse the cliché, a rollercoaster of emotions over in the world of Inclusion.
The first thing I had to realise is you can’t fix everything overnight. The world of SEND can be a very slow and arduous process, mired in a mountain of paperwork. It can also take a long time to really get to the bottom of what is going on for a student. Teacher might be exclaiming “This student’s behaviour is outrageous!”, “This student doesn’t care about their work” or “This student doesn’t write anything” but it’s our job to try and diagnose the cause of the students’ behaviour. Can they access the learning? Is it frustration or fear causing that reaction? Are they showing off to save face? Did they have a quiet space to do their work at home? Did they misinterpret the instructions but were too shy to let the teacher know? Are they pretending to follow the textbook when they have a reading age of eight years old? Don’t get me wrong: there are times when the student is just being a typical stroppy teenager and their behaviour has nothing to do with their SEN but there are other times when the student needs our help in sharing with teachers how they’re feeling and support them in overcoming their barriers.
This year, my remit is to consider how pedagogy and curriculum can make a difference to students who need extra support. In September, we are going to open an Alternative Resource Provision specialising in speech and language and we are keen to use this as a springboard to focus on how we can become a more communication-friendly school. We have many students who have speech, language and communication needs who will benefit from a whole school approach to developing our teaching to have a stronger focus on communication in all its forms. Moreover, from my work with disadvantaged students, we have also identified that many of these students struggle to articulate their ideas and find it difficult to express themselves coherently, verbally and on paper. So we feel that training staff on specific speech and language strategies will benefit a wide range of students. The borough and NHS have provided us with some really thought-provoking training and given us specific resources and strategies to trial with our classes. Linked to this, we are starting our third year of Lesson Study and have made speech and language our focus. I have been very fortunate to have had the support of our Research and Development lead in finding a wealth of articles, journals and blogs on different aspects of SLCN. Finally, all departments have pledged their Communication Commitment; each department is focusing on three specific strategies to trial in their area, focusing on vocabulary, sequencing/organising material and memory retention. I think we are at a very exciting stage at school and it is great to see teachers talking about learning with this focus on Inclusion.
As well as refining our teaching, I have also been considering how effective our curriculum offer is for students who need something more than the standard curriculum offer. We have a very good curriculum in the main but we have been slow to recognise that too many students who have SEN, are classified as disadvantaged and are low attainers on entry are slipping through the net. We have extra Literacy and Numeracy classes, which we call Learning Plus but this is very much a sticking plaster for a great big gaping wound. We have a menu of interventions to support students with SEN but it’s still a reactive process; their progress report will pick up if they’re at risk of underachievement and then we can identify which intervention might help them close the learning gap. In an attempt to proactive rather than reactive, we are trying to create more developed and differentiated pathways for these learners where they only have a handful of teachers to improve consistency of approach, and they are taught elements of literacy and numeracy in all their subjects, in every lesson. They do not cover the same breadth of the curriculum because the pace of learning is slower but the focus is on mastery and seeing how literacy and numeracy is relevant in all aspects of their learning. The hope is that these students will use key stage three to close the learning gaps and have greater opportunities to succeed in a range of courses at key stage four.
So this is where I’m at after one term in my new role. I’ve never been so tired in January but I’m really excited to be learning about something so important. If we can really get Inclusion right, live and breathe it and not just pay lip service to it, then I think we can move from being a ‘Good’ school to a great one. If anyone working in Inclusion has any thoughts on our SLCN focus or curriculum pathways, please let me know!

#EducationFest 2015: a feast of pedagogical delights!

22 Jun

 

Education Festival

 

I shouldn’t really have been there.

After all, how could I justify taking two days off school to attend a jolly at Wellington College? For the record, Wellington College is Hogwarts without the wizards.

Luckily, my head decided I was allowed two days out for good behaviour and as a present for the publication of our first book.

Wellington College is an amazing setting for what turned out to be two days of high-quality speakers that left my head reeling with ideas. It was incredibly difficult to choose the sessions to attend as all of them had something to offer. What I appreciated in particular was there didn’t seem to be an ‘agenda’ for the festival; all too often you can attend educational events and realise that everyone presenting has the same educational outlook, which can get a bit much by the end of the day. Here, difference of opinions were not only tolerated by positively embraced! All pedagogical approaches were given airspace which made the festival a real joy to attend.

 

hogwarts

wellington college

 

My highlights of the festival

Normally when I get back from a conference or course, the inevitable write-up of what I’ve learnt and how I will disseminate it takes place; I have to admit that I have found it a bit tiresome at times… This time, however, I couldn’t wait to get back to school and share with colleagues some of the exciting and innovative ideas I heard over the two days.

Things that have stuck with me over the weekend…

Geoff Barton’s passion for literacy. The man seems to live and breathe all things literacy. I came away from his session inspired and determined to implement a more cohesive approach to reading in my school. He also challenged anyone who starts a sentence with ‘Well, Ofsted says…’ to remove an item of clothing as punishment!

Dylan Wiliam has to be one of the cleverest people working in education. Having done my PGCE at King’s when Inside The Black Box was one of the most exciting pieces of research doing the rounds at the time, I have always viewed him as some sort of educational god. I feel no different over a decade later. He had the crowd eating out of his hands and he makes the most difficult of concepts accessible to those such as myself who may struggle with data and graphs. He is awesome.

David Didau has really put his neck on the line with his latest book. He pulls no punches when it comes to telling us we’re all wrong but he does it with such panache that it’s hard to take offense! He got one of the biggest laughs of the day when he said that ‘Good’ had become the new shit. This certainly rang true for a lot of us listening in the hall. He convinced me of my ‘wrongness’ so much that I shelled out 25 quid for his book before I left the festival.

Going to the Pupil Premium funding session, led by Andrew Morrish, Mary Myatt and Apples and Pears Foundation was a real eye-opener. I have to admit I was doing some metaphorical fist pumping when Andrew said that some of the best work we do with disadvantaged students cannot be measured. The panel were full of useful tips for making effective use of Pupil Premium funding and the audience were asked the question: ‘If Pupil Premium funding ended tomorrow, what interventions would you stop doing? Get rid of those anyway as they’re not worth it.’

Meeting up with Carl Hendrick, head of research at Wellington College, who I haven’t seen since we finished our PGCE. He hasn’t changed a bit and I had several pangs of nostalgia listening him speak to the audience about the role of research in schools. He is such a passionate speaker and is doing great, innovative work with Harvard Graduate School of Education to improve the way schools use and participate in research.

Bumping into Phil Stock on day two of the festival; we ended up having a great geeky chat about all things CPD and he made an excellent lunchtime companion – although he shamed me into buying four new books to read over the summer to keep up with his ferocious reading habits!

And then there was Tom Sherrington. I would work for him in a heartbeat (as would Mel). His values are spot-on. He discussed his efforts in implementing a National Baccalaureate and incorporating the principles in Martin Robinson’s Trivium 21st Century. Listening to Tom speak really does make you believe that the educators of the Heads Roundtable can make a difference to our educational environment. It was touching to see Tom get teary eyed as he ended his presentation with a photo of one of his students enjoying an outdoor adventure experience and learning so much from it that a classroom alone couldn’t give that young man. This moment reminded me of Andrew Morrish’s earlier words about some of our most important work not lending itself to measuring impact in terms of hard data.

As I mentioned earlier in the post, I have collated all of my notes from the two days and am ready to share with colleagues. If you’re interested in finding out more about the speakers discussed in this post, then you can check out my Prezi here.

http://prezi.com/kjnzu9muyg7o/?utm_campaign=share&utm_medium=copy&rc=ex0share

 

Thanks to all those involved in making it such a great two days of learning!

The story of a book

7 Jun

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If I did the Myers-Briggs test, I’d come out as an introvert. Perhaps I’m a typical scientist because I’m the type who will sit in a meeting and observe, assess all the evidence and possibly say something towards the end. I remember the interview for my National Strategy consultant job involved a ‘fishbowl discussion’ where we were asked to discuss a topic and a few people stood around the edge observing. I said very little as various people vied for the floor to have their opinion heard. Surprisingly, I made it through, despite saying very little, but I suppose that was quite an important skill for a consultant to have: To listen.

I think one of the reasons that working with Debbie was (and still is) so fantastic is that we go about things very differently. We worked together as ASTs a few years ago and if I picture the two of us in a meeting it would seem as though I wasn’t there half the time! Debbie would be a Myers-Briggs extrovert. She talks a lot but in such a good way – she asks really perceptive and challenging questions, perhaps typical of an English (as well as Media and Film, she’ll kill me if I miss those out) teacher, she is very good with words. Ever the scientist, I’d observe, listen and make a couple of points or ask a question towards the end and leave the meeting still pondering on some of the points raised.

So what led us to write a book together? I’m going to be honest here; I decided quite a few years ago that I was going to have a try. I had a boyfriend at the time who had edited a book and regularly wrote articles for specialist magazines (I know, that sounds intriguing, I just don’t want to give too much away to protect identities but they weren’t that type of publication). The thing was, he asked me to proof-read and check the spelling and grammar ‘because you’re a teacher’ and as I did this I thought: ‘Well if he can do this why can’t I?’

Fast forward a few years and I was working with Debbie on some training sessions focusing on moving from Good to Outstanding. These sessions went down well and I started asking people whether they thought they’d read a book along these lines. I discussed this with Debbie and obviously, she asked all the right questions and there we were. We spent the summer holiday that year writing a chapter each and then emailing it to one another. We were so excited and started the challenging process of giving it a name. I was totally taken, in my naivety, with ‘The O word’ but various people politely informed me that this might mean a different thing to many people and I might want to rethink that one!

One of the things we realised once we’d finished was that we should really get someone to proof-read what we had and this is where my lovely Dad came in. Bless him, he went through every single word of the book and forensically edited it. He didn’t just check the spelling, punctuation and grammar (but I would like to mention here that Debbie, the English teacher, definitely had more grammar errors than me. This was a proud moment for someone who had to work very hard to get an A in GCSE English!), he also cross referenced and checked for continuity errors. It must have taken him days, quite possibly longer than it took us to write in the first place.

The story of publishing is that it took quite a while. We submitted a proposal to a small publisher and although they were interested, it didn’t seem to be the right time and didn’t come to anything. It was during this process that we discovered Twitter. The forms from the publisher all asked about Twitter accounts and blog sites and we didn’t have a clue about any of this. One of our ex-colleagues had moved to a school that was already using Twitter a lot and she had been badgering us to get on board so we decided to have a look. At the time, it seemed like a perfect solution to the fact that Debbie had taken on an Assistant Head job in a different school and we were both panicking that we weren’t going to be able to work together any more.

It isn’t an understatement to say the Twitter changed our lives. OK, so maybe not in a momentous way, but it has had the biggest effect on my career since getting that Nat Strat consultancy job. The people on Twitter are amazing; I could watch debates and discussions (and cusses about football from @JamesTheo and @C_Hendrick) all day and the support network is unbelievable. We started blogging and I could not believe the feedback. As I said, I struggled through GCSE English and here were people reading and enjoying what I had written. As an aside, people have said to me that they really want to blog but don’t know how to start and this is what I tell them: I start pondering about something when my brain is in ‘autopilot mode’, for example, when I’m driving or in the shower, and then I just sit with the laptop and type what is in my head as if I were saying it.

Back to the story. We are so glad we set up the Twitter account and one of the many fantastic outcomes has been making contact with the delightful Holly from Bloomsbury publishing. Holly was brimming with energy and enthusiasm from the outset and it spurred us on to make the many, many (many) edits to our book.

Holly

So June 18th 2015 is the release date for ‘Lesson Planning Tweaks for Teachers’ an important date of course but today has been a much more important day for me: The day I got to show my Dad an actual copy of our book. It’s an important day because I didn’t think I’d be able to do this and every time we had more changes to make I became surer it wouldn’t happen.

In September 2014 my dad was diagnosed with a brain tumour and for someone so cerebral and proud of his intelligence it was the worst possible news. We (me, my brother and sister) were devastated and made the most of every moment as doctors warned us he was unlikely to make it past Christmas. Dad has been so brave and determined for his children and grandchildren and we have been so blessed to have months longer than expected. I’ve been selfish recently when Dad has said he’s had enough, I’ve said: ”Just hang in there, you can see my book in a few days.”  So today I finally got to show him that all his hard work was worth it and his comment?

“When’s the second book out?”

MelPa

Reflections from Teachers’ Book Group

1 Jun

It’s that wonderful time of year again. Exam classes leaving and everyone wants to claim some of your precious gained time. My favourite aspect is that I can take time to reflect on the year and start planning what I’d like to focus on next year and STILL travel to and from work while it’s light!

We tried out a few new things this year and my favourite has been a teaching and learning book group. This has been shared by some fantastic bloggers from @shaun­_allison to @dan_brinton but I’m going to share a few points that you might want to consider if you are thinking of setting up a teaching book group.

Bookshelf

Is it worth it?

If in doubt about whether it’s a good idea, stop doubting. It is. A book group is amazing for more reasons that you may have thought.

  1. It makes staff feel valued: They get books of their own, an opportunity to learn something new, to consider different viewpoints and share ideas.
  2. It will set off a buzz: There may be things people strongly agree or disagree with, techniques people have never thought of before or research that completely changes the way they think and teach. This buzz will spread as teachers start discussing things they have read or sharing ideas they have tried out.
  3. It is ongoing CPD: Just how ongoing might depend how book group members read it – do they dip in and out regularly or do a last minute readathon the weekend before the meeting! However, is does mean that throughout the year, each teacher will spend a considerable amount of time reading, trying out something new or reflecting. This is like being an NQT again but hopefully without the constant feeling of exhaustion (I don’t think that was just me!) Our book group has been composed of staff from a range of departments and experiences, including a member of SLT, but all have been in that stage of their career when their impact is apparently at risk of levelling off. (There has been a lot of discussion about this idea and the graph below but this post is not the place for it, see @pedagog_machine’s post  http://bit.ly/1SR3iRC) I think the injection of thought –provoking reading and discussion is a great way to avoid this and get on the dotted line on the graph below.
  4. It is great value for money: Yes, there is a cost implication but when it boils down to it, you are investing in your staff and when you compare the cost of buying a few books to the cost of a day’s external training, factoring in the cost of cover, it is actually pretty cheap.

teachergraph

From David Weston’s (@informed_edu) presentation at Research Ed 2014.

Points to consider

So having run a book group for a year, there are a few points that it would be useful to think about:

  1. Budget: One of the selling points already mentioned is that a book group offers good value for money, but there is still a cost implication. I started by working out the cost per person based on a range of books, including a couple that were more pricey and others that were mid-range. The next question is where the budget will come from – does it come under CPD, or is there a library budget that could cover some of the cost?
  2. Keep or loan: The ideal scenario is for the book group members to be rewarded for their investment of time by being able to keep the books, but if the budget is really tight, perhaps you could buy a smaller number of each book and have a couple of smaller book groups that run on a rotation basis? That way, when they books are finished with they could end up in the library for other interested staff to refer to. Perhaps if this is the model you decide is best for your school, you could allow each book group member to choose their favourite book to keep at the end of the year. An alternative to keep the cost down might be to team up with a couple of local schools and agree to each buy a couple of sets of books that are shared between the three schools.
  3. Rules: This has been a tricky one for me. The idea of setting up the group is that the members are agreeing to commit to reading a book per half term but this has not always been possible. Staff may leave, take on a new responsibility or just not stick with it and this can be quite frustrating for whoever is leading the group. It isn’t possible to avoid this completely, but I have found it better to order the books after each meeting rather than buying them all in at the start of the year. I have also made a point of ensuring that the meetings are arranged and books distributed with a holiday available, for those people who don’t read as much during term time.  I have also found it helpful to send out a reminder email a couple of weeks before the meeting for those last minute crammers!
  4. Book selection: This can be the most fun aspect but it is worth doing a bit of research before choosing your book each time. You may want to take into account the particular development priorities in your school, the areas of interest of your group members or the type of book that you read previously. As mentioned above, you may wish to order the books throughout the year and this can give you a chance to ask your book group to vote on the next book they would like to read. Our books for this year are listed below and some were popular with everyone, while others gave polar opinions.
  5. Sharing: Think about how you can share the findings from the book group. This is a fantastic opportunity to ask book group members to write a short article for a staff bulletin, post resources on a sharing board or even to ask people to run a short CPD session (like the Fifteen Minute Forum discussed by @shaun_allison in his fab book ‘Perfect Teacher-led CPD’ http://www.crownhouse.co.uk/publications/product.php?product=873). Another really effective strategy is setting up a blog for the book group so that staff can share their thoughts on the books with the rest of the school.

triviumtlactlthmindset

Book Selection

Teach like a champion: Doug Lemov

Full on Learning: Zoё Elder

The Hidden Lives of Learners: Graham Nuthall

Embedded Formative Assessment: Dylan Wiliam

Mindset: Carol Dweck

Practice Perfect: Doug Lemov, Erica Woolway, Katie Yezzi

The Lazy Teacher’s Handbook: Jim Smith

Trivium 21C: Martin Robinson

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