For new Pastoral leaders September is a time for change so maybe this is a good time to write about what a pastoral leader should be about. Those who have done it for along while it may be a time to reflect and ask whether some things that they sued to do would be a good idea to bring back. You know your children so what is right for them?
the object of the pastoral system is to give support and guidance in various measures depending on the situation occasionally there will be a need to be objective and influence to ensure both the students and the staffs needs are met. This is what makes it tricky when staff member A comes and says child X is making my life hell…you listen and respond supportively then talk to child X. That’s if child X hasn’t already reached your door saying staff member A is a (expletive). Again listen and respond supportively negotiate and influence better behaviour and learning. Then go back to staff member A without going into too much detail explain you have talked to child X and again negotiate a way forward without them losing self-respect or their authority but make sure that learning on their next lesson together occurs. NB know your staff and children then it is far easier to referee.
Our role is to nurture and support i.e. we must constantly strive to foster personal development through providing our students with counselling and guidance. They must always be given the opportunity to take responsibility for their own actions, to make decisions based on knowing the implications of choice. Self respect and respect for others must be key. Unacceptable action can be challenged but not the individual or their background. As teachers we must work towards the students developing self discipline and understanding responsibility for actions. Ultimately we want students to behave responsibly because they feel it is important.
Suggestions for a referral system for challenging behaviour or under achievement in a secondary setting could be;
Tutor or/and Subject Teacher
to to
Head of Year or/and Head of Department or/and Head of curriculum Area
to to
School Attainment Officer / Learning Leader
to
Deputy Headteacher (Attainment or behaviour)
to
Head teacher
One of the best ways to ensure the students and staff (from a managers point of view) are all aware of the system is to be clear what the behaviour policy, attainment policy and marks scheme is. Clarity from these adhered to by all ensures a more successful school.
Most schools have a clear marking scheme but if you are new to the job of coordinating or leading this maybe a good starting point. What makes this good is a child could have put E top effort in but got 1 for understanding making them feel their effort has been recognised. Whilst just on this subject it is also good to let parents and students know how you will be marking i.e. over a term you may mark 1/3 in-depth, 1/3 impressionistic and 1/3 self assessment.
In depth means marking to curriculum and subject/exam expectations of understanding and feeding back relevant information to help them develop their work to the next level or grade boundary.
It is also worth mixing things up a bit and also change seating so that students gain many experiences and also develop their own learning strategies. once you are settled into school use a mix of 1/3 friendship grouping, 1/3 boy/girl seating and 1/3 teacher defined pairs (based on ability etc.)
|
EFFORT |
PERFORMANCE (Understanding/Knowledge/Skills) |
||
| Excellent Effort | E | 5 | You really understand this work |
| Commendable effort | G | 4 | You have a good understanding of this part of the work but with a little more effort you will understand it better. |
| Satisfactory effort | S | 3 | You seem to understand it but you need further work to understand it better. |
| Unsatisfactory effort | P | 2 | You don’t seem to have understood all of it, ask me for help. |
| No effort made | C | 1 | You haven’t understood this. Please ask for help. |
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