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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


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


The tyranny of assessment

  • Dylan Wiliam (King’s College):

    • UK versus Japanese teachers

    • Marks can have a negative impact

    • Demotivation of UK students


  • 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%


4 key ingredients in good assessment

  • Quality of questioning

  • Quality of feedback

  • Sharing criteria with learners

  • Using peer and self-assessment


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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