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isaac green fs s&l

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by

Dave Green

on 29 June 2017

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Transcript of isaac green fs s&l

Delivering continuous improvement
Modelling excellence in teaching
effectively articulates broad vision and fine standards
focuses on the aspects of teaching that make the most difference to pupils’ progress
can recognise good/outstanding leadership in teaching and learning
initiates and supports sharing of expertise, good practice and research
Resilience and emotional maturity
challenges others to speak and act in accordance with school values
implements appropriate decisions even if difficult or controversial
resolves conflict in a calm way; seeking support appropriately
responds positively when faced with personal criticism or setbacks, maintaining perspective
Impact and influence
articulates a compelling vision and unites others
prepares and calculates impact of actions and words
understands and employs others’ approaches when agreeing solutions
uses direct and indirect influence to build alliances and secure support
where did it all begin?
develops vision beyond the school
involves and inspires governors and stakeholders takes calculated risks, anticipates potentially adverse impact and identifies contingencies
has ability to design and implement a curriculum that reflects the needs, abilities and interests of pupils
makes effective use of new technologies to enhance teaching and learning
ISAAC Green: Skateboarding
Specific example
A popular TA made disparaging remarks about the school to a visitor. HR suggested level 2 warning. The union said no action should be taken for typical 'industrial language'. I went for level 4 dismissal. She resigned on the day of the final hearing.
Specific example
I made a two year plan with the whole staff, using development milestones to lock everyone into solutions at each stage.
Planning
was solved first with a QA template, followed by
APPs
. Rigorous observations/learning walks regularly established accountability, compliance, and built up an evidence bank for analysis. The
flightlines
came after whole school INSET trials. Now all pupils have credible tracking sheets (praised by OFTED: '
innovative
').
Some decisions are never going to be popular, particularly working in contentious areas framed by EBD, attachment disorder, ADHD and ASD. The key questions are always:
what will be in the best long term interests of the pupil?
what will be in the best long term interests of the school?
what support do staff need to achieve these?
This means have robust oversight of:
safeguarding priorities
attendance and exclusions
use of restraints
staff resilience
the dignity of pupils and staff
My main project in terms of impact within the teaching and learning plan involved initiating and embedding a new system of data accountability, visual flightlines and individual long term targets. This was against a background (baseline) of:
inconsistent or non-existent data
poor, undifferentiated planning
no moderation or credible assessment
'optional' curriculum with no entitlement
The core value of improving life chances (
impact, outcomes
) is reflected in all the work I have initiated. For example:
starting every day with
RWI
and
MMS
for all pupils
targeted early accreditation (
FS
)
use of iPads to record reflections of serious incidents for pupils
sharing
flightlines
with all stakeholders and collating feedback (86
% positive: parents
)
initiating subject half days for extended off site study and experiences
I have used my advanced coaching expertise and employed recent research into effective support staff to involve all TAs closely in learning across the school. TAs now, when required:
work with the most able
run summer schools, visits, holiday clubs
lead parts of or whole lessons
plan with teachers
share all teaching and learning CPD with teachers (
common values and aims, shared impact and accountability
)
IMPACT
Attendance 89% (previous: 65%).
80% of teaching at least good.
66% of pupils make at least good progress in English and Maths with 40% pupil turbulence.
IMPACT
100% of pupils (on/off site) have entitlement curriculum
95% Eng Ma quals gained
95% non-NEET
IMPACT
Level 3 and 4 TAs demonstrate confidence and competency such that no supply staff have been used for 2 years.
IMPACT
100% of pupils have long term targets and UQ predictors linked to accreditation plans and pathways.
IMPACT
IMPACT
Damage to the building (total costs) reduced by 42% over one year.
it all began in the late 1940s in California.loacal surfers wanted something to do while the waves were flat.
the first skateboards were simply roller skate wheels screwed to a plank of (often drift) wood
what next?
once skating caught on people wanted somewhere to skate so started building there own obstacles. this is still a big part of skating today
skating in 2017
now skating is a sport of its own with its own culture and sub cultures. most city's have multiple skate parks and as of 2020 skateboarding will be an olympic sport!
Why I enjoy skateboarding
#ripkwikfit
I enjoy skating for many reasons, mainly its a social sport. there is a thriving skate community where everyone knows everyone
I also enjoy progressing and getting better over time, there's always something new to learn or something bigger to jump. the possibilities are endless
modern skate decks
A modern skateboard is made up of 7 ply's (usually maple) pressed together. the ply's are usually different colours for aesthetics.
the modern skateboard has come a long way from the old drift wood roller skate combo
skate teams
skate company's make the products for skaters but to advertise them they have a team of pro skaters who will produce a skate edit every so often to promote there clothes and skateboards
thank you for listening, i hope you learned something new about skateboarding culture.
by Isaac Green
Full transcript