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Getting them all on board

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Title: Getting them all on board


1
Getting them all on board!
2
The Ashcombe School - Helen Myers
www.ashcombe.surrey.sch.uk Ashcombe Road,
Dorking, Surrey, RH4 1LY Tel 01306 88 63 12
Fax 01306 74 25 37 helen_at_djblow.fsnet.co.uk myers
.helen_at_ashcombe.surrey.sch.uk
www.all-languages.org.uk/
The Association for Language Learning the major
subject association in the UK for teachers of all
languages in all sectors of education and in the
field of business training. There is an Annual
Language World Conference and Exhibition.
www.linguanet.org.uk/
Lingu_at_NET
Keep in contact via the LinguaNet Forum
www.ict4lt.org
ICT4LT Training Modules
3
The Ashcombe School - Helen Myers
Helen Myers Senior Curriculum Manager MFL
teacher helen_at_djblow.fsnet.co.uk myers.helen_at_ashco
mbe.surrey.sch.uk Keep in contact via the
LinguaNet Forum www.linguanet.org.uk
www.ashcombe.surrey.sch.uk
4
Handouts
  • PowerPoint presentation notes
  • Letter inviting you to presentation days (ICT,
    Primary, Chinese)
  • Broadening Horizons
  • Primary article from The Teacher
  • 'Accent' - termly school magazine

5
Getting them all on board!
6
Aim of presentation
  • To give an overview of how we have got people on
    board
  • Staff
  • Pupils
  • Governors
  • Parents
  • Community
  • To be honest about our failures and successes!

7
The Ashcombe School
  • Brief introduction
  • 1600 mixed comprehensive
  • 14 FSM, 140 SEN, Ave
  • Language College, but no selection
    partnership with local schools other secondary
    school, Special secondary school, 11 primary
    schools

Crucial but different element for success
  • Welcoming
  • Keen to share practice
  • Half-termly presentations

8
Main area of expertise ICT
Crucial way of getting other staff on
board Improving MFL ICT helped everyone!
9
Our management approach
  • Whole-school approach to 'Management of change' -
    LC a microcosm of this
  • Situational analysis how will others view
    this? start from where 'they' are - NOT just
    talking about aims/objectives
  • Overall message opportunities (rather than
    negative impact) win-win

10
Our management approach
  • Reflections on that slide ....
  • easy enough to say ... text-book approach
    (typical interview response!)
  • not so easy to do ... especially when you are an
    enthusiast, brimming with ideas!

11
Our management approach
  • Questions to be asking
  • yourself while planning ...
  • How can I give them the EVIDENCE and the FEELING
    that I know where they are coming from?
  • How can I avoid 'stepping on toes'?

12
Our management approach
  • Some techniques
  • ACTIVE listening ... counselling approach ... use
    THEIR phrases .. play them back to them
  • Ban the phrases 'you should / you have to'
  • Don't worry if you don't get there fast .. be
    patient

13
Our management approach
  • Approach to THIS TALK needs to 'model' this
    ...You are all in different situations
  • new LCs, 2nd specialism
  • high / low profile ML
  • strong / weaker communities
  • staff for / against -

14
Our management approach
  • I need to avoid 'solutions' and stress 'process'
    ... (essentially, which questions to ask)
  • You'll probably wake up when I'm describing YOUR
    situation and giving you something YOU can use ..
    just as it will be for you ...

Your interest
15
Where are they now?
  • Now I'll suggest questions to ask, and give
    examples of what we found worked for us ...
  • Staff
  • Pupils
  • Governors
  • Parents
  • Community

16
The staff ML dept (1)
  • PERSONAL ROLES AND DEVELOPMENT
  • What is the role of HOD, and how do they feel
    about it? Ashcombe retains job description and
    accountability for the curriculum
  • Additional time

17
The staff ML dept (1)
  • PERSONAL ROLES AND DEVELOPMENT
  • What is the role of the staff and how do they
    feel about it? Ashcombe Opp to share
    responsibilities
  • How do we give development opportunities to
    staff? Opportunity for training get promotion!
    additional professional bursaries / honoraria
    Support for any development opps (e.g. membership
    of ALL)
  • How will recruitment be affected by the status?
    High quality applicants

18
The staff ML dept (2)
  • Possible opportunities for individuals
  • ENHANCED TIME AND RESOURCES
  • Allocation for additional training /
    demonstration / management
  • Time in lieu for twilight sessions
  • Increased access to quality resources
  • (ICT, text books)
  • Additional support for increased visits

19
The staff ML dept (3)
  • Possible solutions ..
  • PROTECTION MORAL SUPPORT!
  • Not involved in the paperwork (e.g. bid)
  • Acknowledgement of severe grading (see papers on
    this downloadable from London's ALL site
    www.all-london.org.uk)

20
The staff outside the dept
  • Have we already got them 'on board' (e.g. through
    involving them in the decison-making to become a
    LC)
  • OR
  • Do we need to start now?

21
The staff outside the dept
  • Approach Tap into THEIR enthusaisms
  • Ask 'what would enthuse YOU?' (rather than
    seeking to enthuse them!)
  • Be flexible about allocating money to support the
    process

Their interest
22
The staff outside the dept
  • Possible areas to highlight
  • Recruitment stress the benefits of the status
  • Opportunities for more professional development
    and involvement in visits e.g. China, Tanzania,
    Comenius partners
  • No disruption to the balanced curriculum (extra
    Spanish taken from subject which has over its
    time allocation)
  • Better ICT infrastructure for all

23
So many opportunities
  • Visits - local, within UK
  • Exchanges, foreign visits, activities week, ski
    trips
  • Links with Romania, Tanzania and China

24
The staff outside the dept
  • Example Comenius Projects
  • Gives opportunity to make contacts with other
    countries which can use this to 'badge' their
    activity
  • Not much money - unhelpful rules - so use some LC
    money to support

25
The staff outside the dept
  • Observation re Comenius projects
  • need for us to subtly 'take the lead' implicitly
    - often more management expertise in UK schools /
    Elsewhere often more limited, formalised set-up -
    inflexible procedures
  • Don't get depressed if it doesn't work .. don't
    take it personally!

26
The pupils
Their interest
  • What do they think of languages?
  • What is going to make them enthusiastic? (or less
    unenthusiastic ...!)
  • Focus - from THEIR point of view, what can you do
    that will strike a chord? e.g. exploit world cup
    ...at one level, anything is better than nothing
    ... e.g. how to pronounce Thierry Henry .. and
    that he's known as Titi!

27
The pupils
  • Ideas Benefits for ALL pupils
  • Regular access to ICT (multimedia suite data
    projectors in every classroom)
  • Wide variety of resources (incl DVDs, CD ROMs)
  • Special- esp now that ML not compulsory
  • Better grades!
  • Acceleration One and a half for the price of one
  • Enhanced opportunities
  • Events trips
  • Celebration Accent, displays (including screen -
    e.g. Royds)
  • LOADS of ideas from the LC network ...

28
The pupils
  • 'Big Events' to 'celebrate' languages /
    internationalism
  • World Cup - tutor groups assigned qualifying
    teams - decorated room - played short matches at
    lunch time - culminated in cup final last Friday,
    (Euro 2008, Here we come ....! Ideas form Paul
    Keogh)
  • European Day of Languages
  • Awards evening - speakers
  • Business Week - following slides

29
The pupils
30
IBW - Key aspects
  • Approach
  • Inclusive (all Year 10 participate fits with
    philosophy that anyone, including SEN, can learn
    MFL)
  • Teamwork pupils working as a team (teams of 8
    carefully composed to mix attainment, attitude
    gender) teams gain points towards final prize

31
IBW - Key aspects
  • Language elements
  • 3 sessions of Italian from scratch
  • 2 sessions of Chinese (incl culture and language)

32
IBW - Key aspects
  • Application of language to
  • 1 day of financial literacy
  • (NatWest Face2Face - Italian focus)
  • 1 day manufacturing simulation business game
    (Chinese focus)
  • 1 day interview techniques

33
Italian - detail
  • 3 sessions of Italian in multimedia room with
    staff 'facilitating'

34
Evaluation
  • Student feedback
  • Teacher feedback
  • External feedback (Barry Jones)

It was clear that the language learning
programme had such a variety of focused activities
I wouldnt starve in Italy now!
Put me down for Chinese again next year. Xie xie!
35
Recognition
  • Mary Glasgow Award,presented by Edwin Glasgow
  • The European Award for Languages judges said,
    The cross-departmental approach engaging
    teachers from other disciplines as facilitators
    is hugely successful. It clearly boosts morale,
    helps teacher-student relationships and shows
    students that they dont have to be experts to
    learn another language.

36
Recognition
  • Special assembly
  • Included video of staff from other subject areas
    saying how they had learned and used languages

37
Invitation to join us
  • Come and experience it next week / next year
  • It starts week beginning Monday 17th July 2006.
  • You can come as an observer or a facilitator,
    meet staff and pupils as well as our Chinese
    students and teachers who will be over with us
    for part of the week from Shanghai, taking part
    in the Chinese sessions.

38
Invitation to join us
  • For more information, please contact Peter
    Thompson, Deputy Headteacher thompson.peter_at_ashc
    ombe.surrey.sch.uk

39
The Governors
  • Did they all 'sign up' to the LC status?
  • Subcommittee - involvement meetings - share
    issues (e.g. severe grading)
  • Invitation to observe offer to use resources
  • Participation in trips

40
Parents
  • What do they think about the focus on languages?
  • Induction Evening Open Evening to stress
    OPPORTUNITIES for extending pupils - getting an
    'edge' over others
  • Access to resources (CD ROMs, dictionaries)

41
Community
  • Has it been easy / hard to involve the community
    in your status?
  • How does the community view 'Languages' .. how
    might this specialism compare with your first
    specialism? (Be realistic!! .. need to be
    pragmatic enthusiasts!)

42
The communityOur approach
  • September 1998 - bid already included commitment
    of 20 funding to the community (win-win)
  • DfES awarded matched funding
  • Money oils the process!

43
Community Sponsorship (1)
  • Difficulties. 1998, hardware software sponsors
    allowed
  • Compusys - hardware
  • (prize-giving, presentations,
  • test-bed)
  • Vektor (software)

Vektor Cup for achievement in teaching languages
using ICT
44
Community Sponsorship (2)
  • BAA (flight path guilt syndrome!)
  • Local firms (Johnson Engineering, UNUM insurers)
  • Organisations (PTA, Trust)
  • Individual (Martin Coe, Titan Tours, Governor)
  • Breakfast meeting
  • Lunch Chinese on European Day of Languages

45
Community Sponsorship (3)
SSAT Governors (personal interest vs firm
nominating representative)
Jim Baker, Goldman Sachs language enthusiast!
46
Community Business Courses Adult Ed
  • Context Surrey has no community structure (FE
    and Adult Ed separate) no infrastructure in
    school for evening activities
  • PTA evening Hands-on
  • Adult Ed Tutors wooed, but uncomfortable with
    technology

47
Community Business Courses Adult Ed (2)
  • In-house attempt - Language courses and IT
    courses (issues focus of course, technology,
    tutor expertise, publicity, bookings,
    smiler/greeter, refreshments, welcoming
    environment)
  • Working through East Surrey College
  • Lack of internal infrastructure, so buy into
    others. Y1 Adult Ed Y2 East Surrey Y3
    University for Industry

48
Spin-offs from International Business Week
win
win
  • Employers get
  • Practical way of supporting school (and a day out
    of the office!)
  • Marketing opportunity through Careers Fair
  • Local Business visit to Gouvieux
  • Speakers (for Rotary Clubs local business
    groups)
  • Opportunity to learn Chinese and visit China

win
win
49
Community The Family of Schools
  • What are relations like with your local schools?
  • Strong? - already well-established within the
    context of first specialism / Extended schools
    agenda / Support services collaboration
  • Unknown? - no collaboration?
  • competitive? - strong suspicions that status is
    used as a 'marketing tool'?
  • Put yourself in their shoes .. what would make a
    Primary Head want to turn up to a twilight
    meeting?

Their interest
50
Community The Family of Schools
  • The Family includes
  • 2 secondary - 14 primary
  • 1 special - Nursery

There are web links to other schools from the
Ashcombe site
51
The Family of Schools
  • How the group was formed and sustained
  • Group set up prior to LC status
  • Regular meetings chaired by local Primary Head
  • Meetings attended by Headteachers
  • Money / Goodies ... (e.g.colour printer)
  • Now the 'bedrock' of collaboration in other areas

52
The Family of Schools
  • The DSLDG committee meet twice each term with
    meetings being held in the local schools

53
The Family of Schools
  • The DSLDG committee meet twice each term with
    meetings being held in the local schools

54
The Family of Schools
Essential support
  • Admin/Secretarial Support
  • As Language College Secretary,
  • Alison Owen provides essential
  • support for the full range of
  • activities and events.

55
The Family of Schools
  • International / European activities
  • Sports Day
  • European Primary Week
  • The Big Sing
  • Visits (pupils staff)
  • Resources / ICT Support
  • Modern Languages Work
  • Outreach teacher
  • organises development for teachers (full day,
    twilight, weekends away!)
  • does 'model lessons'
  • purchases and manages resources
  • Some examples ....

56
The Family of Schools
European Primary Week
Making bunting to celebrate links with France
A postcard to a Swedish friend
57
The Family of Schools
  • The Big Sing (held alternately in both
    secondaries in the town)

58
The Family of Schools
Year 5 visits to both Secondary Schools
59
The Family of Schools
ICT Outreach Teacher
David Seume works within the Language College and
with the Family of Schools on a variety of
projects incl website help
60
The Family of Schools
The Ashcombe School website - which incorporates
the Language College resources and links to the
Family of Schools
61
The Family of Schools
  • ICT Training/workshop sessions
  • - for and by local teachers (incl both
    secondaries primaries EBD)

62
The Family of Schools
  • Modern Languages Work
  • INSET opportunities (courses, LEA)
  • Outreach teacher Jennie Clarke skills the
    teachers trainer and facilitator
  • Some examples ...
  • Chinese
  • Story Sacks

63
Resources staff
  • Who does the teaching in the classroom?
  • Outreach teacher team teaching / lead
  • Enthusiastic non specialists
  • Class teachers
  • Native speakers
  • Teaching assistants
  • Parents

64
Resources planning documents
  • What do they teach?
  • QCA Guidelines for KS2 MFL
  • Scheme of Work personalised for each school
  • Glasgow
  • Early Start
  • Houlala
  • Pilote
  • Watch this space DfES KS2 Framework and
    training folder

65
Story Telling
66
Curriculum context
  • International / European events
  • Sports Day
  • International Primary Week
  • The Big Sing
  • Visits (pupils staff)
  • Resources / ICT Support
  • Chinese club
  • Exchange students visit primaries

67
WEEKEND INSET in France(Paris and Lille)
  • Purpose
  • Cultural awareness and personal / professional
    development
  • Cooperation between schools
  • Development of resources and practical lesson
    ideas
  • Activities
  • Cultural visits immersion in language/literature
    /art/science
  • Role play / interviews/discussions with local
    people
  • Visit to cinema
  • Collection of resources books, music, DVDs
  • Filming / photographs of authentic shops, signs,
    buildings
  • Visits to French schools

68
Staff Training
69
The Family of Schools
  • Modern Languages Work
  • Lingua C assistant visits
  • Eva teaches us to sing in Italian!
  • Exchange Visits

70
The Ashcombe School
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