Leadership Programme 2012Leadership Programme 2012Session 4: Leadership for Session 4: Leadership for

LearningLearning

Homework Session 4Homework Session 4 Home Group Task: research critical incident Home Group Task: research critical incident

analysis and learning journals and share any analysis and learning journals and share any findings/resources/frameworks with your group.findings/resources/frameworks with your group.

Self Preparation: decide on a personal critical Self Preparation: decide on a personal critical incident for discussion at Session 4.incident for discussion at Session 4.

Self study: match yourself against PT(C) job Self study: match yourself against PT(C) job spec. Note any development areas and add spec. Note any development areas and add them to your PLP.them to your PLP.

Coach Conversation: discuss how your project Coach Conversation: discuss how your project will secure QI in your school and the tools you will secure QI in your school and the tools you might use to achieve this?might use to achieve this?

Check InCheck In

Self Preparation: decide on a personal critical incident for Self Preparation: decide on a personal critical incident for discussion at Session 4. (Homework Session 3)discussion at Session 4. (Homework Session 3)

With a partner discuss your critical incident. Find out:With a partner discuss your critical incident. Find out:- What impact did this have on you?What impact did this have on you?- What learning did you identify?What learning did you identify?- What would you do differently the next time?What would you do differently the next time?

• Be prepared to share key points with the whole group.Be prepared to share key points with the whole group.

Today’s Special GuestsToday’s Special Guests

Evelyn Russell, PTC, Broxburn AcademyEvelyn Russell, PTC, Broxburn Academy

Lisa Hunter, PT, Kirknewton PSLisa Hunter, PT, Kirknewton PS

The Role of the Principal TeacherThe Role of the Principal Teacher

PTC PostPTC PostArt, Music & PEArt, Music & PESession 2009/2010 Session 2009/2010

PTC Guidance Monitoring & PTC Guidance Monitoring & TrackingTracking2011/122011/12

Evelyn RussellEvelyn Russell

Broxburn AcademyBroxburn Academy

Essential skills and qualitiesEssential skills and qualities CommunicationCommunication TrustTrust LeadershipLeadership VisionVision Quality AssuranceQuality Assurance Time ManagementTime Management DelegationDelegation Knowledge Knowledge FlexibilityFlexibility Can do attitudeCan do attitude

ChallengesChallenges TIMETIME Staff AbsenceStaff Absence Negativity of staffNegativity of staff BudgetsBudgets Deadlines for 3 departments (practical exams)Deadlines for 3 departments (practical exams) S2 Year Head responsibility as wellS2 Year Head responsibility as well Departments effective use of policies – Departments effective use of policies –

discipline/homeworkdiscipline/homework Timetabling Timetabling Sharing staff with departments (Guidance)Sharing staff with departments (Guidance)

PositivesPositives Fresh pair of eyesFresh pair of eyes Tightening of internal structuresTightening of internal structures Increased knowledgeIncreased knowledge Increased responsibilityIncreased responsibility Initiating positive changeInitiating positive change Implementing new QA measures to Implementing new QA measures to

support staff and studentssupport staff and students Cooperation and collaboration with Cooperation and collaboration with

professional colleagues professional colleagues Encouraging staff responsibilityEncouraging staff responsibility Personal satisfactionPersonal satisfaction Ongoing personal developmentOngoing personal development

Everyone wants a piece of you!Everyone wants a piece of you!

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Scenario 1 (Primary)Scenario 1 (Primary) You are leading the Play School Improvement Planning You are leading the Play School Improvement Planning

Group. There are five members of your group. One Group. There are five members of your group. One member of the group is known for not meeting deadlines member of the group is known for not meeting deadlines and getting vital work completed. At a SIP group and getting vital work completed. At a SIP group session you delegate tasks to each of the members in session you delegate tasks to each of the members in preparation for a staff CPD session. The day before the preparation for a staff CPD session. The day before the CPD session you arrange to meet with the group to CPD session you arrange to meet with the group to check that all is ready. All of the members of the group check that all is ready. All of the members of the group have completed their part of the session apart from the have completed their part of the session apart from the person known for not meeting deadlines. The part she is person known for not meeting deadlines. The part she is presenting is vital to the success of the whole session. presenting is vital to the success of the whole session. She says that she is too busy planning for her class She says that she is too busy planning for her class teaching and has had no time to do distributed teaching and has had no time to do distributed leadership tasks.leadership tasks.

Scenario 2 (Primary) Scenario 2 (Primary) You are leading a project in your school and at a Staff Meeting you You are leading a project in your school and at a Staff Meeting you

share a new assessment format for science with the whole team. share a new assessment format for science with the whole team. You ask everyone to complete the assessment format whilst the You ask everyone to complete the assessment format whilst the children complete an active science task. Class teachers must children complete an active science task. Class teachers must complete the format explaining what the active learning was in the complete the format explaining what the active learning was in the task and assess the children’s skills. One member of the staff task and assess the children’s skills. One member of the staff team (P4 teacher) is resistant to change and teaches science from team (P4 teacher) is resistant to change and teaches science from a text book, page by page. You ask everyone to hand their first a text book, page by page. You ask everyone to hand their first task into you for evidence and evaluation purposes. The P4 task into you for evidence and evaluation purposes. The P4 teacher has not completed hers and says that she is unable to teacher has not completed hers and says that she is unable to complete it as the textbook doesn’t have active science in it.complete it as the textbook doesn’t have active science in it.

Scenario 3 (Secondary)Scenario 3 (Secondary) You are the Principal Teacher Curriculum of a faculty in a You are the Principal Teacher Curriculum of a faculty in a

secondary school in West Lothian. You and your faculty secondary school in West Lothian. You and your faculty team members appear to have made huge progress in team members appear to have made huge progress in developing and implementing the faculty policy on developing and implementing the faculty policy on homework. This approach to homework is in line with local homework. This approach to homework is in line with local and whole school policies. and whole school policies.

On Monday morning, your DHT line manager stops you in On Monday morning, your DHT line manager stops you in the corridor, first thing as you come in the door, and the corridor, first thing as you come in the door, and passes you a note in which a parent is complaining that a passes you a note in which a parent is complaining that a member of your faculty is not giving any homework to their member of your faculty is not giving any homework to their child and that she knows that there are other parents who child and that she knows that there are other parents who feel the same. The DHT asks you to investigate and get feel the same. The DHT asks you to investigate and get back to him/her and they will then speak to the parentback to him/her and they will then speak to the parent..

Scenario 4 (Secondary)Scenario 4 (Secondary) You are a newly-appointed PTC to the arts faculty in a You are a newly-appointed PTC to the arts faculty in a

secondary school in West Lothian. Your own subject is secondary school in West Lothian. Your own subject is art but you have a very sound and thorough knowledge art but you have a very sound and thorough knowledge of music and had considered this as an alternative of music and had considered this as an alternative career before choosing to study art. career before choosing to study art.

As part of quality assurance procedures you are As part of quality assurance procedures you are observing a lesson being given by a music teacher. She observing a lesson being given by a music teacher. She demonstrates on the piano required concept which demonstrates on the piano required concept which applies only to string instruments, i.e. pizzicato, and tells applies only to string instruments, i.e. pizzicato, and tells the pupils to listen out for this when carrying out listening the pupils to listen out for this when carrying out listening past papers. You are concerned that pupils are not being past papers. You are concerned that pupils are not being taught this concept accurately and effectively. taught this concept accurately and effectively.

Scenario 5 (Secondary) Scenario 5 (Secondary) You are participating in the West Lothian introduction to You are participating in the West Lothian introduction to

leadership course. As part of this, you are leading a leadership course. As part of this, you are leading a project in your school in which you are implementing project in your school in which you are implementing certain literacy Es and Os into your secondary school. certain literacy Es and Os into your secondary school. You hope that this will influence all departments. You hope that this will influence all departments.

However a member of your project team comes from a However a member of your project team comes from a particular department that has never before considered particular department that has never before considered literacy to be part of their teaching practice. In the course literacy to be part of their teaching practice. In the course of the project, it becomes apparent that a member of the of the project, it becomes apparent that a member of the department has their own difficulties with the particular department has their own difficulties with the particular aspects of literacy. aspects of literacy.

ScenariosScenarios

Choose one of the scenarios and discuss Choose one of the scenarios and discuss with a partner:with a partner:

What do you do and what are the What do you do and what are the implications of your actions?implications of your actions?

What values are being challenged?What values are being challenged? What knowledge do you need to have?What knowledge do you need to have?

What interpersonal qualities and skills do What interpersonal qualities and skills do you need to use?you need to use?

Homework for Session 5Homework for Session 5 Home Group: “How do you know?” think Home Group: “How do you know?” think

about the different types of about the different types of data/evidence and the ways these are data/evidence and the ways these are collected in your school.collected in your school.

Self study: write up a critical incident Self study: write up a critical incident from your project.from your project.

Coach Conversation(suggestion): discuss Coach Conversation(suggestion): discuss how data is informing your project and how data is informing your project and what data will be generated by the project.what data will be generated by the project.