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Ensuring School Success: Knowing your

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Ensuring School Success: Knowing your non-negotiables Prue Barnes Executive Principal & Educational Consultant, London, UK – PowerPoint PPT presentation

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Title: Ensuring School Success: Knowing your


1
Ensuring School Success Knowing your
non-negotiables
  • Prue Barnes
  • Executive Principal Educational Consultant,
    London, UK

2
Personal Context
  • Australian trained 22 years in British system
  • Executive Principal of 3 Schools
  • National and International Educational Leadership
    Consultancy providing corporate training, key
    notes presentations, conference speaker Executive
    Principal mentoring and coaching.
  • Conference Speaker 3rd Seminar for Directors of
    Education, The Catholic University of Valparaiso,
    Chile January 2013
  • Workshop presenter ICSIE Chile January 2012
  • Conference Speaker 2nd Seminar for Directors of
    Education, The Catholic University of Valparaiso,
    Chile January 2012
  • Sessional lecturer on the MA in Educational
    Leadership at the Institute of Educational
    Leadership, University of London, UK.

3
Main Contextual Themes
  • The impact of the political agenda and the
    perceived powerlessness of those that live in
    these communities (Galbraith 1992), (Grace 2006)
  • The impact that the historical British class
    system in particular the perceived middle
    class has on urban students expectations (Buck
    et al. 2002), (Thrupp 1999), (Grace 2002), (Reay
    2003), (Willis 1977), (Riley and Stoll 2005)
  • Development of a curriculum to create a community
    of critical thinkers (Freire 1993), (Halpin
    1997), (Grace 2006)
  • The need for urban school leaders to develop self
    knowledge and through this find successful and
    effective ways to engage in meaningful
    partnership work, so they can build relationships
    with (often) dispersed communities (Riley 2009),
    (Harris 2002), (Riley and Stoll 2005), (Riley
    et.al 2006), (NCSL)

4
UK Government School Inspection System
5
NEWPORT SCHOOL CONTEXT
  • 910958054331
  • 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
    feel enthused 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

6
Newport Pupil Outcomes
  • 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.

7
The Required Elements
8
Moral Imperative
  • Development of the moral aspect has the greatest
    effect on ones leadership. Barnes, Campbell
    Emmerson
  • Geoff Southworth, the deputy executive director
    of Englands National College for School
    Leadership argues that leadership needs to be
    finely tuned to the circumstances in which
    leaders operate.
  • Dr Sandra J. Stein argues that you must know your
    non negotiables to ensure success at all
    levels.
  • Therefore if the development of the moral aspect
    of leadership has the greatest effect on creating
    outstanding leaders then what are you willing to
    be fired for? What are your non negotiables?

9
Cycle of School Improvement
10
Newports Professional Development Ethos
  • Staff are all given a mentor who acts as a
    professional coach from within the school.
  • All staff have an individual professional
    development programme which is evaluated against
    pupil performance outcomes.
  • Staff are placed in triads where they work
    together over the year to act as a peer coach to
    eachother.
  • All staff are expected to engage in professional
    reading and lead a professional dialogue at
    least once a term.
  • All staff are expected to carry out a piece of
    action research each year.

11
Supporting this model
How to find time?
Successful Leadership experienced
When is time up?
How to ensure equity?
How to deal with internal deficits?
Physical
How to balance priorities ?
Metaphorical

Is accessibility balanced?
12
Newports Professional Development Ethos
  • There is an increasing emphasis on collaboration
    and personalisation of professional learning
    activities, with clear links to the Appraisal
    process. All staff are required to carry out a
    piece of action research each year as part of
    their personal appraisal cycle. This research is
    directly linked to the needs of their current
    cohort of pupils based on the students academic
    performance data.
  • To ensure that professional learning is valued by
    teachers and supports students progress, staff
    are constantly reminded of three key questions
  • Whats in it for them as individual teachers?
  • Whats in it for the students
  • Whats in it for their team and the whole school?

13
We are guilty of many errors and many faults but
our worst crime is abandoning the children,
neglecting the fountain of life. Many of the
things we need can wait. The child cannot. Right
now is the time his bones are being formed, his
blood is being made, and his senses are being
developed. To him we cannot answer 'Tomorrow.'
His name is 'Today.' Gabriela Mistral

14
Contact Details
  • Prue Barnes
  • Executive Principal Educational Consultant
  • Newport School, Newport Rd,
  • Leyton. E10 6PJ
  • school_at_newport.waltham.sch.uk
  • www.newport.waltham.sch.uk
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