Leaders 3 -Leading and Managing Staff

So you have made it to leading your own team or have being doing so far a while and want to check what you have forgotten.  (I often did that remembered 5/6 things and the sixth would just be waylaid so I had to keep refreshing myself).

It is crucial that you develop a team spirit where everyone helps everyone else to make it right that definitely doesn’t mean blaming anyone. Those working in schools with high blame culture ethos’s eventually start to fail as people are fearful of getting things wrong and let’s be fair in a day many things change and different decision have to be made out of the hundreds of different unexpected decisions that you make over a week if one is wrong then hey ho.  The only thing I would say is that if that person genuinely thought they were doing the right thing and their rationale is believable then its a mistake so we all help to solve it, if not then we are looking to another route i.e. competency but this will be no surprise as you will have already noticed other things that seem out-of-place.

Here are some questions to guide you as you think about your position and leader and manager of your team.

1. How will you help to achieve constructive working relationships with pupils and staff?

2. How ill you sustain your own motivation as well as those of others?

3. How will you sue performance management to improve the effectiveness of all of your team?

4. How will you manage and co-ordinate professional development or new teacher development via INSET, mentoring, coaching, workshops and lesson observation?

5. How will you work with the SEND and or EAL coordinators?

6. What reports do you need to send to Head teacher, Senior Team, Governors, Parents, Pupils about your subjects policies, plan and priorities, subject targets and professional development plans?

Leaders 2 -Strategic Planning and Development

As a leader you will need to ensure all of your teachers and learners receive the same curriculum to the same level using individuals skills, prior experiences and individual personality. Written like this it looks a large task but in reality it is made easier if you think about and follow your response to these questions.

  • How will you develop subject policies then ensure all teachers” commitment to them?
  • How will you ensure the above particularly in relation to high achievement and teaching and learning?
  • How will you maintain a positive attitude towards your subject?
  • What data will you need to collect? How often will it need to be collected? How should it be sued to inform policies, planning, targets and teaching methods.
  • How will you establish short, medium and long-term subject development plans? How will you ensure that:-they contribute to the whole schools aims, that they are based on pupil performance data, identify targets for improvement within your subject and then most importantly ensure that they are understood by everyone involved, parents included.
  • How will you monitor progress made in achieving your subjects development plan and targets?

Positive learning ethos

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.