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Senior leadership interview presentation

Gemma Holden-Parker

on 20 March 2013

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Transcript of Innovation

Excellent school leadership is, in no small part, about rigorously enforcing the basics;
Good behaviour and discipline;
A culture of excellence;
An effective curriculum;

First-class teaching in every classroom.
(Adonis, 2008) 'Good' to 'Outstanding' Having a 'United Vision' Pennine Way Junior
Academy It is human nature that we want to strive to be better than we currently are.

Therefore, as a 'good' school, we should be setting our sights on becoming outstanding...but how?
It's like searching for the coveted 'golden ticket'
...or is it? Our Ofsted Recommendations Excellent school leadership is, in no small part, about rigorously enforcing the basics;

Good behaviour and discipline;
A culture of excellence;
An effective curriculum;
First-class teaching in every classroom.
(Adonis, 2008) 'Outstanding leadership is essential to enable the transition from a coasting or good school to an outstanding one'
(CfBT, 2011). In outstanding schools... becoming Improve teaching in the minority of lessons where they only meet 'satisfactory' by:
Using examples of effective teaching that are already present in the school as models of good classroom practice.
sharpening teachers marking of pupils written work with more precise comments and by clearly indicating what they need to do to next to improve.
providing appropriate challenge for all groups of pupils in lessons to ensure that they make the best progress they are capable of. Our Ofsted Recommendations Strengthen monitoring and evaluation in the school by:
involving middle leaders more effectively in making classroom visits and scrutinising pupils' work, and in assessing the impact of their plans on outcomes for pupils.
regularly updating the monitoring and evaluation skills of all leaders, including members of the governing body.
engaging systematically the governing body in evaluating the work of the school. First...a quick reminder! What does Pennine Way need to
do to improve further? Leadership is inspirational in providing clear vision and direction. Leaders who take a school from good to outstanding focus on: raising attainment and accelerating progress; improving the quality of teaching and learning; improving the conditions for learning; and developing the school as a professional learning community.

They place high expectations on all their pupils. They have broad range of curricula to engage and support their children, and is personalised to accommodate individuals aptitudes and needs.

They insist on excellence in the quality of teaching, and have systems in place which mean that leaders know the strengths and weaknesses of all the teaching staff. They operate on an evidence based approach to what is happening in classroom. If staff teach less than very well, arrangements are in place to offer support. At the same time, they have a relaxed culture in which teaching and classroom management ideas are shared unselfishly and problems acknowledged without fear of blame. In outstanding schools... One of the key indicators of school effectiveness is the setting of challenging targets, and the good use of arrangements for assessing and tracking pupils' progress. These arrangments are supported by tracking software to which all relevant staff have access.

They are highly inclusive, having regard for the educational progress, personal development and well-being of every student. They prove that socio-economic disadvantage need not be a barrier for learning, and recognise that speaking English as an additional language can support academic success. In outstanding schools... Senior leaders make sure that the professional development of all staff, teaching and non-teaching, is relevant, continuous and of a high quality. Most of this professional development takes place in school.

Building and retaining links with parents and the local communities is integral to raising aspirations and ambitions for children in outstanding schools. They are also broad in their outlook, for example by having links with schools in other countries. Outstanding schools may well take on the responsibility to support other schools which need to improve. Sharing how we can work towards bridging the gap! Introducing the idea to staff So where do we start? How did I do? Putting myself on the line...be sympathetic! This isn't about critising the quality of teaching of Pennine Way staff, its about making our teaching even better than it is already, and knowing how we can achieve it. We self assessed a lot while we were students and NQTs against T-standards...what have we done since then?

Good schools seeking to be outstanding are advised to study closely the comparative criteria for 'good' and 'outstanding' judgements in Ofsted's inspection framework.

So each member of staff should self assess their own practice against the criteria, and recognise areas where their teaching can improve...remembering to be honest, so areas where staff need support become clear. Numeracy yes...sometimes struggle
to know how to push on the LA in literacy
so they are challenged but not struggling. Am I doing enough to support the LA?
If I talk with colleagues, will I find that I'm
being too self critical, or do I actually need
support with how to differentiate work more effectively to support the less able.

How can I be more effective in ensuring that pupils know how well they have done, and what they need to do to improve?

Could there be a whole school approach or training that might help, especially if others have similar problems? What have I learned? Potential Problems Staff being willing to self assess openly and honestly.
They need to see that we are all working towards a
common goal for Pennine Way to become outstanding.

Any problem areas highlighted by individual staff being forgotten about. This could be overcome by working this strategy into performance management (at the start of the academic year, before initial performance management meetings take place), so specific areas for improvement can be incorporated into lesson plans as professional development targets. This would help to maintain focus towards making lessons outstanding.

The cost of courses (potentially in school) and supply, so staff members can observe the practice of others in schools with outstanding status.

Forging links with outstanding schools in Derbyshire...will any of the 7 on the list from 2011-2012 be willing to let us observe the practice of others and share the key to their success? OUTSTANDING! The benefits? All pupils will, at least, achieve well. Some will begin to make rapid and sustained progress as we work towards raising our teaching standards.
Teaching strategies will match individual needs accurately.
Consequently, pupils will learn exceptionally well.
Children will be more enthusiastic and participate in lessons.
We will promote high levels of resilience, confidence and independence in the children as they tackle challenging activities.
The children will understand how to improve their work, encouraging high levels of engagement and interest. If it's about getting the basics right, we should be determined to reach outstanding status, and not get side-tracked by the latest initiative. Will we find reasons why we are 'only' good? So how do 'outstanding' schools do it? All this will work towards
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