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Building Student Leadership

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Bring back Coke and chocolate! Attitudes to learning ... Mrs C - lively; fun. Mrs W - explains clearly; not patronising. ... Use surveys for facts and attitudes ... – PowerPoint PPT presentation

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Title: Building Student Leadership


1
Building Student Leadership
  • GEOFF BARTON

King Edward VI School
2
Building Leadership ...
What do we know about young people? What do we
know about schools? How can our students help us
to improve our schools?
2 starting-points
3
Building Leadership ...
Nowadays all the children behave like adults and
all the adults behave like children (Terry Waite)
4
Building Leadership ...
Schools are places where children go to watch the
adults working (John West-Burnham)
5
What do we know about young people?
6
  • Childhood obesity fuelled by cartoons
  • Teenage pregnancy rates out of control
  • UK teenage girls seriously depressed
  • Boy stabbed to death for his 30 baseball cap
  • Violent TV harms children
  • Locals attack binge-drinking and yob behaviour
  • 40 of teens want plastic surgery
  • Avoid a tokenistic student voice and instead
  • Create a moral culture that challenges the
    stereotypes
  • Build self-esteem and leadership
  • Develop a partnership for genuine self-evaluation

7
What do we know about schools?
8
Going to school is compulsory but learning is
optional (Louise Stoll, et al) Schools teach
a 19th century curriculum in 20th century
buildings to 21st century students (John West
Burnham)
9
What do we know about young people and schools?
10
  • NFER survey of 14 year olds
  • 50 say most of the time they dont want to go
    to school
  • 25 think teachers are too easily satisfied
  • 20 deny being happy at school

11
Involvement in extra-curricular activities is one
of their most positive experiences 40 of all
young people in schools the disappointed
(Michael Barber)
12
Work is too easy in Year 7 then as it gets
harder in Year 8 they lose support of parents and
less praise from teachers. Only in Year 11
does the curve begin to rise again
13
5 steps to developing a culture of student
evaluation
14
1 Consistent key messages
Being an individual isnt just about how you dress
Self-esteem, not just self-confidence
Doing something for others isnt an optional extra
Only dead fish go with the river
Sense of pride
Judge me by who I am, not the number of
qualifications I have
Its our choices, Harry, that show who we really
are
15
2Create a civilising environment
  • The look of a school is not superficial
    its a statement
    of values
  • Art-work, plants, framed photographs, cheesy
    motivators
  • Humane toilets and toilet checks
  • Opening up rooms
  • School coat achievement assembly suits
  • Media team
  • Duty team approach / Barton Breakfasts
  • 3-session day
  • Bell-free

16
"I've missed over 9,000 shots in my career.  I've
lost almost 300 games.  26 times I've been
trusted to take the game-winning shot . . . and
missed.  I've failed over and over and over again
in my life. And that is why I succeed."
(Michael Jordan)
17
3 Give School Council teeth
  • Terms of reference
  • Budget
  • Direct access to the Kingmakers
  • Sexy, feisty, action-driven (not a talking-shop)
  • Action groups
  • Involve in LT, curriculum planning, evaluation
  • Report small successes and attribute to them
  • Give them quick hits
  • Take them out of lessons to raise status
  • Current projects developing Houses
    introducing recycling scheme planning new
    building

18
4 ACTIVELY BUILD LEADERSHIP
  • Create high-profile elected roles
  • Showcase them visually
  • Have student (m/f) voice in EVERY assembly and
    challenge stereotypes
  • Have vocabulary and skill-set of leadership -
    coach, resource manager
  • Expect leadership in every tutor time, every
    lesson
  • Build into school evaluations
  • Ask middle leaders for feedback on student
    leadership
  • Dont expect a quick hit its culture were
    changing here

19
5 FOCUS ON LEARNING
  • Develop house-style on behaviour language,
    and use the same with students and staff
  • Spell out expectations, but as few rules as
    possible
  • Get teachers talking less
  • Learning sessions, not lessons
  • Blur the distinction between in / out of class
    using an accreditation scheme
  • Expect leadership in lessons and monitor
  • Keep getting student feedback - eg sample of
    100 students says
  • Use questionnaires and focus groups and
    breakfasts

20
Student Evaluation
Examples
21
Student
22
Student
  • 12 What do you think is the most important
    ingredient in a good lesson?
  • fun but strict teacher
  • enjoyable and not boring
  • lots of topics
  • good discipline
  • active participation
  • variety of activities

23
  • 14 Any suggestions for how we could further
    improve the school?
  • More time for coursework
  • Bring back Foundation Days
  • ? More access to water
  • Allow iPods in some situations
  • More special non-timetabled days
  • Give students more choices
  • Allow Sixth Form to wear shorts
  • Teach us about finance loans, mortgages, etc
  • Fairer rules for playing games at lunchtime
  • Make sure there is always a teacher on the lower
    field
  • More achievement assemblies
  • End-of-year rewards eg Alton Towers
  • Have the last lesson of each term in tutor
    groups
  • New headteacher
  • Bring back Coke and chocolate!

Student
24
Attitudes to learning
25
  • Of all the ways the teacher gets you to learn
    about things, which do you enjoy least?
  • Vague questions that you dont know what it means
  • I think we should be setted for English because
    it could be more challenging too long on one
    piece of work would be helpful, disruptive people
    were in difficult group
  • Humanities go round and round in circles
    because dont have specialist teachers. Spend
    time trying to manage behaviour

26
PE Review
Yr9 students Positive response but could not
say that this was due to sports college status
impact or it was just the difference between
their middle school experience and the current
diet offered here.  Students appear to know what
level they are at and what they need to do to
improve and the subject was ranked high (3),
which indicates a potential high level of
interest in the subject as a GCSE option
choice.   Yr10 students They were slightly less
positive There appears to be no noticeable
difference between GCSE and CORE students apart
from the indication that the GCSE students are
more aware of their level and are being informed
more about what they need to do to improve. The
CORE students gave more negative responses than
the GCSE students.  The subject was ranked
average (5) by both GCSE and CORE students.  
27
Instrumental Tuition Review
  • Student Feedback (based on 110 student
    questionnaires)
  • 84 of students always enjoy instrumental lessons
  • 71 of students feel they always receive
    encouragement in their lessons
  • 79 of always feel well prepared for exams
  • 93 of students feel that they make good progress
    in their lessons
  • 94 of students feel there is good variety and
    interest in the lessons
  • 84 of students feel motivated to practise after
    their lessons
  • 86 of students feel there is an appropriate
    level of challenge
  • There are areas of inconsistency
  • Nearly 75 of students do not regularly use the
    instrumental record booklet
  • Nearly 50 of students feel they do not learn
    aspects of music theory in their lessons
  • 33 of students do not get given targets to aim
    for in their lessons
  • 36 of students stated that lessons dont always
    start on time

28
Languages Review
29
What do teachers do that helps you to learn well?
  • Talk less and let us get on with work
  • Teaching us techniques for learning and revising
  • Practice papers
  • Explain things clearly
  • Acknowledge different kinds of learners
  • Praise us
  • Basic ideas about how to do things
  • Providing lunchtime sessions
  • Teach me in a way that I understand

30
BOYS
1 Think of people in music, media, sport,
politics. Who do you see as positive role-models?
Michael Jordan Johnny Wilkinson Richard
Branson Marcus Trescothick Gary Lineker David
Beckham Paul Merton Tiger Woods Slash Thierry
Henry Bob Geldof Rolling Stones
31
2 Think of teachers who motivate you most
successfully. What do they do?
Mr G - funny tells us what we need to know
knows his stuff Mr W - teaches well encouraging
takes no rubbish from anyone Mr W - honest
encourages everyone, not just the best Mr P -
energetic makes lessons active Mrs C - lively
fun Mrs W - explains clearly not patronising.
32
3 How could we encourage you to take on
leadership responsibilities around school?
  • Give everyone in Year 11 someone to look after in
    Year 9
  • Give us more responsibility
  • Get us teaching younger students - eg how to play
    the guitar
  • Better rewards policy
  • Extra privileges
  • Give us more say
  • Rewards - eg non-uniform
  • Let us run clubs.

33
  • 4 Put these in rank order
  • Lessons
  • Breaks / lunchtimes
  • Extra-curricular activities
  • Weekends

100 like weekends best 79 like lessons least
(98 in bottom two) 5050 split between breaks /
extra-curricular
34
SUMMARY
  • Quote students views on learning and
    environment
  • Use surveys for facts and attitudes
  • Think Would I be happy for my child to be
    taught in this lesson?
  • Challenge media stereotypes through charity
    events,
  • concerts, technical team
  • Student news in assemblies and notices
  • Be tough on expectations give clarity
  • Provide role-models.

35
Building Student Leadership
  • GEOFF BARTON

King Edward VI School
36
STUDENT ENGAGEMENT
  • AT
  • QUEEN ELIZABETHS SCHOOL

37
CORE PRINCIPLES
  • Every stakeholder must have a voice
  • Consultation is pointless without outcome
  • Engagement is better than involvement
  • Current students could actually be disadvantaged
    by having a new school built
  • Students know best what the school is like
  • Expertise is not limited to the experienced
  • Additionality must work alongside current
    structures and not create extra burdens

38
THE PROBLEM
  • Easy to say
  • Not so easy to do

39
STUDENT ENGAGEMENT
  • AT
  • QUEEN ELIZABETHS SCHOOL

40
CORE PRINCIPLES
  • Every stakeholder must have a voice
  • Consultation is pointless without outcome
  • Engagement is better than involvement
  • Current students could actually be disadvantaged
    by having a new school built
  • Students know best what the school is like
  • Expertise is not limited to the experienced
  • Additionality must work alongside current
    structures and not create extra burdens

41
THE PROBLEM
  • Easy to say
  • Not so easy to do

42
FIRST THOUGHTS
  • Which methodology? Which gimmick?
  • Student shadow teams
  • Using ICT to the maximum
  • Real issues real questions -gt burning question
    of the month
  • Events and conferences
  • A legacy of student engagement

43
STRUCTURE FOR STUDENT ENGAGEMENT AT QUEEN
ELIZABETHS SCHOOL
Project Managers Colin Pielou David
Crudgington DCC
Ecology Carol Tompsett Phil Sterling (Champions)
Shadow Core Group STUDENTS Mark Willis Champion
Project Core Group
MSP Facilitator Kristina Wingeleth
Education Officer Keith Armstead DCC
Sustainability Katie Wynn Mike Petitdemange (Champ
ions)
School Champion Kevin Brougham
Headteacher Andy Puttock
Design Team Andy Ratcliffe Mouchel Parkman David
Stansfield Feilden Clegg Bradley
Working Groups
Construction Andy Dickinson (Champion)
Staff
Governor John Andrews
Contractor David Pritchard Alfred McAlpine
Curriculum Development Caroline Kurtulan Champion
Design Graphics Cara Tully (Champion)
Other Stakeholders
Elected Members
Others Cherrie Murray DCC Youth Service (Champion)
Students
Neighbours
Other Organisations
Services
Leisure Centre
44
3 FOCUSES FOR ENGAGEMENT
CONSULTATION
Le Papier
Workshops
ALL
Interactive Message Board
Assemblies
EDEP Ambassadors
Questionnaires
Working Groups
Project Core Group
Website
ENGAGEMENT
Art Design
MANAGEMENT
CURRICULUM
Work Related Learning
Shadow Project Team
Science
Business Education
Curriculum Working Group
45
DEFINITION OF STUDENT ENGAGEMENT GROUPS
46
PROPOSED TASKS FOR WORKING GROUPS
  • MANAGEMENT
  • Consider and evaluate new ways of organising the
    school
  • Research the Project Process
  • Develop a Brief for an area of the School for
    Design Group
  • Plan a Community Event
  • Develop a Communication Plan for the Student
    Body
  • Manage and Co-ordinate Student Media Reports
  • Problem Solving activities related to the Project
  • CONSTRUCTION
  • Construction Process Site Visits
  • Research Building Materials
  • Creative Spaces CITB
  • Careers in Construction
  • Vocational Skills link with Weymouth College
  • Work Experience
  • ECOLOGY
  • Audit Wildlife and Plant Species on site
  • Evaluate possible effects on the environment due
    to construction
  • Design Wild Area in School Grounds
  • Meet National Trust to identify issues
  • Develop a plan to protect wildlife / plant life
    on site
  • SUSTAINABILITY
  • Research and evaluate Sustainable Technologies
  • Visits to Sustainable Buildings
  • Relate Sustainable Technologies to School Plans
  • Plan and develop Sustainable Resource Centre
  • Research and evaluate Sustainable Building
    Materials
  • DESIGN GRAPHICS
  • Designmyschool.net
  • Design aspects of School, classroom, storage,
    dining, etc.
  • Visit to Feilden Clegg Bradley
  • Visits to School Buildings
  • Use Student Brief to design area of the School.
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