There are three points of focus that I’m taking during my school visit programme:
- Distributive Leadership; and
- Learning tasks.
I’m going out to Kingsmeadow Primary School tomorrow. HT Donald McGillivray sent me a paper which outlines how they know their school and how leadership is distributed right across the school.
It’s really helpful to get this kind of detail.
Self Evaluation – How I Know My School
- SINATRA planning tool– regular access and written comments
- Teacher’s PET tracking tool – regular access and feedback at…..
- Target meetings and mgt/staff discussions. Review of assessment info.
- Team leaders report back at…..
- Management meetings – fortnightly
- Staff Meetings – monthly
- Support staff meetings
- ASL review meetings: attend, read minutes,etc
- Jotter moderation and comment
- Surveys – pupils, staff, parents
- Peer and management classroom observation and….
- ED&R – tying the above into the process
- Area meetings – participation/minutes
- Involvement with parents via Parent Council and informally
- Involvement in curriculum development – take the lead, eg, “Radiowaves.”
- Annual whole school audit
- Main author of development plan, drawing together from staff input and other sources
- Ensuring continuous review of development plan via set-piece meetings and other activities contained within CAT calendar
- Management team class involvement: timetabled, other than observation
- Walking about and being seen
Leadership – How Distributive Leadership is Developed and Promoted
- Staff encouraged to, and do, take leadership roles in development plan priorities
- “Team Leaders” a feature at each stage, with PTs having a major leadership role for their year group/area
- Staff rotate chair all staff meetings and have right of access to agenda setting
- Area meetings on CAT calendar allow staff to share issues and resolve problems by themselves
- Collegiate planning at each stage is firmly embedded as a means of developing collective responsibility for learning and teaching [on CAT calendar]
- School Advisory Group, made up from staff representing each stage, manage all ASL resources
- Staff have complete management of the school fund
- Staff all have their own budget for purchasing educational materials[ not texts]
- Peer observations are a feature where staff agree a focus for class observation with another teacher who then carries this out and gives feedback
- Timetabling for the session is devolved to a staff group….with…..
- RCCT being agreed and delivered within this same context
- Prefect system in place, covering: playground, wet weather, library, computer suite,etc
- PLPs allow some pupil control over their own learning
- Existence of School Parliament, Executive Group, Pupil Council, Green Team, Health Group – pupils actively participate in all of these. Membership via electoral process
- School Bank run by pupils
- House system in place with House Captains elected by pupils
- Reward system that allows house points to be accumulated …and, also….
- Personal success celebrated via award of certificates – weekly, termly sessionally
- Development of an enterprising culture via much of the above, as well as curricular, class-based activities that promote enterprise
- Pupils run assemblies under the direction of the teacher
- Golden Rules allow children to develop responsibility for self and others
- Inclusion allows opportunities for pupils to be responsible for supporting /assisting other children [ wheelchair bound, Down’s Syndrome, etc]
- Children teach other children [Radiowaves,etc] in order to pass on information/skills
- In class, pupil peer/pair assessment is developing