Leading T eachers to S uccess. Seminario – Taller Internacional 27 th de agosto de 2014 Prudence Barnes UK. Personal Context. Australian trained; 22 years in British system Executive Principal of 3 Schools
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Seminario – Taller Internacional
27th de agosto de 2014
Prudence Barnes UK
Newport School Context
Government Inspection Findings of Newport 2009
“Levels of achievement in the past have been inadequate because poor teaching has failed to ensure that all pupils make effective progress.” Ofsted
Government Inspection Findings of Newport 2013
“Teaching is consistently good, with many examples of outstanding practice, and this has led to rates of pupil progress rising rapidly since the last inspection and pupils achieving highly. The school has a strong commitment to learning and teachers are very well supported and feelenthused to do their very best for the pupils. They have very high expectations of pupils and this is reflected in the excellent pace of much of the teaching at Newport.” Ofsted
The below table shows the pupils attainment against the national averages for Age Related Expectations (Reading, Writing & Mathematics combined) at the end of Key Stage 2.
John West Burnham states ‘Leadership is about being an effective human being.’
Individually take 5 minutes to reflect on this and list areas in your professional life, where you are effective.
What makes you effective as a teacher?
What makes you effective as a leader?
How does it feel when you are effective?
What are the outcomes when you are effective?
In your group discuss and list the key traits that you believe make you effective as a an educator and leader.
Successful facilitation comes through effective communication. We need to ensure that all understand what is expected, how accountability will be measured and the consequences of performance judgement.
Effective leaders are constantly in dialogue with their staff. How do you communicate with those you lead?
What are the barriers to effective communication as a leader?
Are you aware of when your reactions to your staffare stopping people from performing. Do you know when to step back?
Think of an example of when you have communicated in a way that has had a detrimental effect. In groups discuss how this could have been handled better.
What are the key factors you individually need to consider when communicating?
Holding people to account can be challenging. Avoiding honest feeedback is detrimental to the credibility of the process.
What formal and informal systems are in place in your setting for teacher performance feedback?
What are the key points to consider when giving this feedback?
What can corrupt the process?
What assists the process being successful?
When does feedback become focused on development rather than accountability?
Rehearse the dialogue. Pre-decide what it is that you want to have heard. Have the key findings already in writing.