Leading Teacher and Learning

The objectives of this session were to:

• gain a knowledge of leadership strategies which can be used to influence and improve the quality of teaching
• understand the principles, models and practice of effective teaching and learning
• know how to identify outstanding teaching and learning and be able to lead on this through example

It is important as a leader to prepare students for jobs that are not available yet but by teaching the students the necessary knowledge in order for jobs to be created for them, especially in the technology industry as it is vastly expanding with opportunities potentially becoming available.

The myths and facts about schools gave me an interesting insight into some of the common misconceptions about the activities schools are required to carry out within the academic year for 2015-2016. With regards to the curriculum, it was a common myth that schools would stop offering vocational courses to make time for the EBacc. In actual fact, there is time for pupils to follow technical and practical courses alongside their EBacc subjects. Each year Dfe identifies high-quality technical awards that can contribute to performance measures alongside GCSEs. Another myth was that technical qualifications at key stage 4 are too specialist and will narrow pupils' options post 16. In actual fact technical awards are not specialist. They develop useful and relevant skills and knowledge, while enabling students to gain practical abilities that would not normally be developed through GCSEs. Another myth is that the government is ignoring arts. In fact broadening access and opportunities to the arts is priority for this government. Since 2012 the government invested £460 million in cultural education projects that complement what's happening in the classroom. E.g. the 123 music education hubs and the British Film Institute's "Film Academy". The government are making changes to ensure that GCSEs in arts subjects are more rigorous, in line with their reforms to other academic subjects so they sufficiently prepare students for careers in the arts and so they develop an appreciation and understanding. The Secretary of State in her recent speech at the Creative Industries Federation, highlighted the importance of the arts to this country and stated that there is an increasing breakdown in the divide between arts and science. Another myth is that Personal, Social, Health and Economic (PSHE) Education is not important. In fact high quality PSHE teaching helps pupils to develop their resilience and ability to learn across the whole curriculum. It can provide pupils with the knowledge and skills they need to manage risks and stay safe. Schools can also teach skills that prepare students for the workplace through PSHE, such as team working and communication. The Government has made it clear in the introduction to the National Curriculum Framework Document that all schools should teach PSHE, drawing on examples of good practice. Ofsted has identified that outstanding schools generally have outstanding PSHE education, and that PSHE education contributes to a number of key judgements in the new inspection framework, especially in relation to personal development, behaviour and welfare, SMSC and safeguarding. They have in order to help schools published a review of impact and effective practice in PSHE so that schools can develop their own PSHE and curriculum based on the best available evidence.  Schools can also use the PSHE Association's non-statutory Programme of Study. The government are considering what further action to take to improve the quality of  PSHE and will make further announcements later in the year.

With regards to exams and qualifications it is a myth that UCAS have reduced the value of the AS level from 50% to 40% of an A level because the new reformed AS level will be less challenging. In actual fact UCAS have amended the amount of tariff points awarded for an AS level certificate to better reflect the current value of that qualification. There will be no overall change in the level of challenge at AS level.

With regards to assessment and performance it was a myth that schools would lose out in the performance tables if students enter for AS levels. In fact AS levels will continue to count for performance measurement. An AS level can count towards a school's measure in either key stage 4 performance tables or the 16-18 performance table. However, this does depend on the student's age at the time they achieve their qualification. However, the grade that is recorded for the qualification in the schools performance measurement tables is the one at A level not the AS level in a single subject between the ages of 16-18. Another myth is that the government's changes to the way they record first entry results means that pupils cannot progress to further education if they achieve a poor grade the first time they sit their exam. In fact, students are able to use their best result when applying for progression to post-16 education or employment, irrespective of the number of resits. Pupils do not need to cite the grade reported in the school performance measures which records first entry outcomes. Another myth is that Ofsted will limit themselves to consideration of first entry results when assessing schools. Actually, Ofsted will not look solely at first entry outcomes when judging achievement. An additional 'reporting and analysis for improvement through self-evaluation' (RAISE) online report will allow schools to compare their first entry results with the best overall results. However, they believe its only right that students are entered for qualifications when they are ready, which is why they introduced the early entry policy.



With regards to pupils another myth is that the Prevent duty will limit debate difficult subjects in schools by criminalising pupils and staff who make controversial comments. Actually, the department's published advice on the Prevent duty makes it explicitly clear that the Prevent duty is not intended to stop children debating controversial issues, it encourages schools to provide safe spaces in which children, young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments. Another myth is that the Prevent duty requires schools to spy on pupils and undermines relationships between staff and pupils. Actually the Prevent duty is about keeping children safe from harm and should be seen in the context of the schools' wider safeguarding work. Another myth is that when Ofsted, DfE and others recommended that schools commission pupil premium reviews, it was unclear as to what was expected. In fact there is information on the National College for Teaching and Leadership (NCTL) webpages about pupil premium reviews. This includes information on who should carry out the review; advice on where to go to find a reviewer and what it might cost and a link to a review quote. Another myth is that the government has forced schools to promote views that are not consistent with their philosophy. In fact, local-authority-maintained schools, academies and independent schools now actively promote fundamental British values. These are democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. These values have been part of the Ofsted framework since 2013 for independent schools and 2014 for maintained schools and academies. Schools have embedded these values as a central part of their curriculum and teaching practices. Their aim is to encourage schools to promote pupils to respect other people, whatever their personal circumstances, background or beliefs in order to prepare them for life in modern Britain. The Equality Act 2010 applies to all schools.


With regards to vocational education reform. It is a myth that technical and vocational qualifications categorised as tech levels in the performance tables are for further education (FE) colleges and those categorised as applied general qualifications apply to schools and sixth form colleges. Actually tech levels and applied general qualifications are both categories of level 3 qualification that can count in the school and college performance tables from 2016. Another myth is that 16-19 year old students taking academic courses don't need to do work experience. In fact both academic and vocational students are covered by the 16-19 study programme requirements, an important part of which is the opportunity to do work experience. Another myth is that 16-19 year old students without an A to C grade in GCSE English and/or maths have to retake them. In fact only full time 16-19 year old students with grade D in English and/or maths enrolling on a 16-19 study programme must retake the GCSE examination. For those with a GCSE of grade E o below, there is a range of 'stepping stone' qualifications that can be studied, such as Functional skills. Further information is found in the published guidance providing information on the 16-19 maths and English conditions of funding.

With regards to Governance it is a myth that individuals are not allowed to serve on the governing body or board or more than 2 schools or academies. In fact there is no rule to prevent an individual from serving an as a governor or trustee at more than 2 schools or academies. They recognise that there are a number of people who have unique skills and the time to serve effectively on a number of governing bodies, and they don't want to restrict their ability to do so. The governance handbook and statutory guidance for local-authority-maintained schools state that boards and other appointing bodies should interview and take references to ensure that the people they appoint are appropriate and they have the necessary skills and time to serve effectively. This is important if they are already serving on the governing board of other schools. This decision is made by the body making the appointment.

With regards to teachers pay, it is a myth that all teachers on the maximum of the main pay range should receive an increase of 2%. In fact the maximum of the national main pay ranges was increased by 2% from 1st September 2015. However, it is up to the schools to determine whether and in what circumstances the salaries of individual teachers should be increased by 2%. There is no statutory requirement for all teachers at the top of the main pay range to receive the full 2%.

There are many different leadership styles that a leader needs to demonstrate in order to be an effective leader in order to be able to adapt to change. These consist of coercive, authoritative, affiliative, democratic, pacesetting and coaching styles. I carried out a leadership style assessment and found out I demonstrate more of a democratic leadership style in that I like to reach a consensus through others participating in the discussion by asking them what they think. This style involves collaboration and team leadership and generally has a positive impact as it takes other members contributions into consideration to build a consensus. Democratic leadership encourages people to have a say in the decisions that affect their goals and how they do their work. By doing this a leader builds trust, respect and commitment as well as increasing flexibility and responsibility and improving morale. This style works best when a leader, who is clear about the overall objectives still needs guidance from experienced employees as to how it might be best attained. A downfall of this style is that crucial decisions are put off, relying on solutions which emerge from democratic discussions which can leave people confused and lacking leadership, especially in times of crisis and change. So as a leader I need to be clear as to what it is I want the team to do.

As I leader I need to be consistent and focus relentlessly on improving teaching and learning and provide focused professional development for all my staff, especially those who are newly qualified and at an early stage of their career. This means I need to search performance management that encourages and supports teachers' improvement in order to improve the overall quality of teaching. I found out that as a teacher in order to demonstrate a good to outstanding lesson you are required to achieve a number of 'tick boxes' that have been incorporated into your lesson. So sometimes a teachers view of what makes and effective teaching and learning in lesson may be somewhat different to a child's view of effective teaching and learning in lesson. Overall, I found that it is important to set your expectations in terms of behaviour in lessons so students know where they stand. Lessons should be fun, follow a routine, issue praise where requires, involve variety, have a good pace and students can demonstrate their understanding to show what they have learned and that the more able students have been challenged in the form of a variety of tasks in lessons. Factors that make a good lesson include personalised plans, the didactic approach, teacher direction, teacher scaffolding, teacher as a facilitator, teacher guidance, group based learning.

Some questions I need to ask myself in becoming a leader include what is the biggest variable that explains in-school variation and how as a middle leader would I go about eliminating this variation in order to provide good to outstanding teaching. I would also need to consider what would be the non-negotiables to ensure the highest levels of consistently outstanding practice.  It has been stated that the biggest variable that causes in-school variation is the teachers and their standards. From the Sutton Trust (2011) report on 'improving the impact of teachers on pupil achievement in the UK; interim findings' the biggest single variable (30%) that explains in-school variation was the teachers themselves with regards to teaching strategies, professional characteristics and classroom climate. As a middle leader to achieve consistency would mean eliminating this variation and that would involve identifying the non-negotiables, ie aspects of teaching and learning that have been identified as being essential to raising performance and achievement. As a rule, high performing schools are schools with the lowest levels of in-school variation, ie the highest levels of consistently outstanding practice.

Effective Teaching as taken from the report from the Sutton Trust (2011) stated that the difference between a very effective teacher and a poorly performing teacher is vast. E.g during one year with a very effective maths teacher, pupils gained 40% more in their learning than they would with a poorly performing maths teacher. The effects of high quality teaching are especially significant for pupils with disadvantaged backgrounds; over a school year, these pupils gain 1.5 years' worth of learning with very effective teachers' as opposed to 0.5 years with poorly performing teachers. I.e. for poor pupils the difference between a good teacher and a bad teacher is a whole year's learning.

Ofsted describe outstanding leadership and management

• through pursuing excellence in all of the school's activities to improve and maintain the highest levels of achievement and personal development for all pupils over a sustained period of time.  
• being ambitious for the pupils and lead by example. Leaders and managers base their actions on a deep and accurate understanding of the school's performance and of staff and pupils' skills and attributes. 
• holding senior leaders accountable for school's performance.
• excellent policies that ensures that pupils have high levels of literacy, or are making excellent progress in literacy. 
• Leaders focus relentlessly on improving teaching and learning and provide focused professional development for all staff, especially those who are newly qualified and at an early stage of their careers. This involves searching performance management that challenges and supports teachers' improvement. This would lead to the overall quality of teaching to be consistently good or improving. 
• the school's curriculum promotes and sustains a thirst for knowledge and understanding and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical and sporting excellence. It has a very positive impact on pupils' behaviour and safety and contributes well to pupil's academic achievement, their physical well-being, and their spiritual, moral, social and cultural development.  
• the schools actions have secured improvement in achievement for disadvantaged pupils, which is rising rapidly, including English and Maths. 
• The school has highly successful strategies for engaging with parents to the benefit of pupils, including those who find working with the school difficult.
• promote improvement across the wider system including, where applicable, with early years providers to raise the proportion of children who are well prepared to start school.
• The school is adept at identifying any child at risk of harm and engaging with partners to respond appropriately. Staff model professional standards in all of their work and demonstrate high levels of respect and courtesy for pupils and others.
• through effective, rigorous planning and controls, governors ensure financial stability including effective and efficient management of financial resources such as the pupil premium funding. This leads to excellent deployment of staff and resources to benefit all groups of pupils
• leaders have ensured that early years and or sixth form provision is highly effective.

Middle leaders and senior leaders are pivotal to enhance the quality of learning and teaching. There are three main areas that do this, they include: modelling, dialogue and monitoring. As a leader I need to become more confident in leading professional conversations and listening and talking to colleagues within whole school briefing, departmental meeting and school/university liaison meetings, in order to do this takes practice and I need to share my teaching practice and ideas through these meetings and ask for feedback in order to improve. As a leader I need to model practice by leading by example, I have done some of this by acting as a BTEC Lead IV in sharing the protocol with other members of the team and stated how I would the documentation to be completed by providing example material. I need to be confident in monitoring and evaluating teaching and learning in knowing what is going on in the classroom to ensure students are focused on task and any poor behaviour is challenged along with poor punctuality and attendance. I also need to be aware of students with any SEN/G&T. I also need to be confident in knowing how to develop peoples skills and team effectiveness by understanding my leadership style and attributes as a person within a team in order for it to be effective. This involves mentoring and supporting the personal development of colleagues long term so as to improve the overall standard of teaching. I have demonstrated my mentoring skills as a BTEC Lead IV in mentoring staff in delivering the specified units with necessary documents and guidance.