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Middle Management to Deputy Headship. Geoff Barton.  Not NPQH  Essentials of getting, then surviving, the job. PowerPoints available at www.geoffbarton.co.uk . Getting the interview … getting the job. Identifying the right job for you Using the letter to get the interview

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middle management to deputy headship

Middle Management to Deputy Headship

Geoff Barton

 Not NPQH

 Essentials of getting, then surviving, the job

PowerPoints available at www.geoffbarton.co.uk

getting the interview getting the job
Getting the interview … getting the job
  • Identifying the right job for you
  • Using the letter to get the interview
  • Using the interview to get the job
getting the interview
Getting the interview
  • Identifying the right job for you
  • What’s motivating you?
    • Ambition?
    • Boredom?
    • Desire to escape?
getting the interview1
Getting the interview
  • Identifying the right job for you

Pros and cons of senior management

Frustration

Never complete

Exposed

Lack of team spirit

Make an impact

Variety

High-profile

Whole-school

3 letters
3 Letters

Quickly skim the 3 letters and comment on:

  • The impression you get of the candidate
  • How well the structure helps you
  • Comment on the style of the letter
writing the letter some hints
Writing the letter: some hints
  • 2 sides max
  • Not an autobiography and beware of ‘philosophy’
  • Target the selection criteria
  • Use formatting - bullets, bold, sub-headings, even tables
  • A good letter will tell you what the school is asking for through clear structure
the interview
The Interview
  • Preparation
  • The day itself
  • Questions
the interview1
The Interview
  • Preparation
    • Look the place over - pay attention to uniform, site, general ethos, quick hits for improvement
    • Know the panel: it’s a governor appointment
    • Know the issues facing the school
    • What are your experiences?
the interview2
The Interview
  • The day itself
    • How to dress
    • What to take with you
    • How to play it
    • Who to talk to
the interview3
The Interview
  • The interview
    • How to sit
    • Who to look at
    • How long to answer for
    • Some question ideas …
middle management to deputy headship1

Middle Management to Deputy Headship

Geoff Barton

Effectively planning, monitoring and developing a quality curriculum

middle management to deputy headship2

Middle Management to Deputy Headship

Geoff Barton

Past: what we teach

Present: how we teach

slide14

MONITORING

THE CURRICULUM

&

ASSESSMENT

monitoring the curriculum

Monitoring the curriculum

6: Always focus on IMPACT

10 suggestions …

2: No more documentation

1: Start with evaluation principles

8: Use student evaluations

4: Have term-by-term plan

3: Draw in the TAs

7: Make feedback public

10: We should measure what we value, not value what we can measure

9: Observation is the key to changing classroom practice

5: Every meeting is a training opportunity

slide16

The tyranny of assessment

  • Dylan Wiliam (King’s College):
    • UK versus Japanese teachers
    • Marks can have a negative impact
    • Demotivation of UK students
slide17

Research from Israel:

    • 33% of students given marks only – made no progress
    • 33% given mark and comment – no progress
    • 33% given comment only …
  • … increased their performance by 30%
slide18

4 key ingredients in good assessment

  • Quality of questioning
  • Quality of feedback
  • Sharing criteria with learners
  • Using peer and self-assessment
slide19

Summative assessment:

How have I done?

Formative assessment:

“How am I doing?”

Learning

teacher - peer - parent - buddy - mentor

verbal - tick-list - general comment - written feedback

teaching learning
Teaching & learning
  • Starting-point: what are the essential skills and knowledge our students need?
  • More important: what kind of citizens do we want them to be?
teaching learning1
Teaching & learning
  • A: Core learning
  • To be successful as a student and in later life, you need to:
      • Have high expectations of the quality of work you will produce
      • Be motivated
      • Use target setting to improve the quality of the work you produce
      • Be able to meet deadlines
      • Be able to carry out independent research
      • Evaluate your strengths and weaknesses to improve your learning in future
      • Have concentration
      • Develop areas of special interest and expertise
teaching learning2
Teaching & learning
  • B: Personal Qualities

To be successful as a student and in later life, you need to:

 Be courteous

 Be trustworthy and reliable

 Show commitment

 Be adaptable, coping with change

 Have a broad range of interests eg sport/social life/academic/cultural aspects – books, music, films, art etc.

 Make informed decisions

 Plan and organise own workload

 Show that you value your own and other people’s individuality

teaching learning3
Teaching & learning
  • C: Knowledge
  • There are certain areas that you will need to have some knowledge of if you are going to be able to make important life decisions for yourselves. These are:
      • Nutrition and healthy eating
      • Diseases and preventative medicine
      • Importance of exercise
      • Facts about drugs
      • Contraception and Sexually Transmitted Diseases
      • Mental Health
      • Personal Finances
      • Criminal Justice System
      • Political Awareness
      • Awareness of opportunities and careers
      • First Aid
teaching learning4
Teaching & learning
  • D: Citizenship
  • To be a successful citizen, you need to show that you:
      • Participate in school life eg year committees, School Council, sports teams, orchestras, debating society etc
      • Contribute to school life eg helping out in departments, charity committees, school council, contributing to assemblies etc
      • Get involved in local community eg helping the elderly, play groups, primary schools, local charities, youth clubs etc.
      • Are able to discuss issues in the news
      • Attend an organised visit
      • Can show some understanding of local and national politics
teaching learning5
Teaching & learning
  • The current curriculum is failing some students
  • But don’t tinker: start with the big picture
  • Involve everyone and don’t rush it
  • And EVALUATE
teaching learning7
Teaching & learning

SUMMARY

  • Evaluation is essential
  • It’s the start, not the end of a process
  • It doesn’t have to be mechanical
middle management to deputy headship3

Middle Management to Deputy Headship

Geoff Barton

The 1 most challenging thing about being a deputy head …

PEOPLE

middle management to deputy headship4

Middle Management to Deputy Headship

Geoff Barton

1: A boy accuses a member of staff of hitting him in the stomach

middle management to deputy headship5

Middle Management to Deputy Headship

Geoff Barton

2: Week 1 - you are called to a classroom where students are throwing paper around

middle management to deputy headship6

Middle Management to Deputy Headship

Geoff Barton

3: Someone complains about the absence rate of a Year Head

middle management to deputy headship7

Middle Management to Deputy Headship

Geoff Barton

4: A member of staff is apparently not setting or marking homework

middle management to deputy headship8

Middle Management to Deputy Headship

Geoff Barton

5: A Head of Year gives consistently awful assemblies

middle management to deputy headship9

Middle Management to Deputy Headship

Geoff Barton

6: People say that they find a senior teacher aggressive and unapproachable

middle management to deputy headship10

Middle Management to Deputy Headship

Geoff Barton

7: A supply teacher has consistently poor discipline

middle management to deputy headship11

Middle Management to Deputy Headship

Geoff Barton

8: A Head of Department is consistently negative at staff meetings

middle management to deputy headship12

Middle Management to Deputy Headship

Geoff Barton

9: A parent is going to report you to the LEA for harrassing her daughter about uniform

middle management to deputy headship13

Middle Management to Deputy Headship

Geoff Barton

10: The staff hold a vote of no-confidence in your plans to restructure the school

the essentials
The essentials
  • Be driven by a moral purpose
  • Have someone out of school to talk to
  • It’s about judgment more than experience
  • Admit to getting things wrong
  • It’s also about pretending to know what you’re doing
middle management to deputy headship14

Middle Management to Deputy Headship

Geoff Barton

Good Luck!

PowerPoints available at www.geoffbarton.co.uk

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