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Managing your Department
Transcript of Managing your Department
• To deliver practical information on managing a department
• To monitor the performance of the department
• To ensure improvements through self-evaluation
• To examine leadership for learning
• To prepare for HMIe
10.00 Welcome, introductions and aims
10.15 Monitoring your department
11.20 Improvement through self-evaluation
12.00 Effective leadership for learning
14.00 Challenges and underperformance
15.15 Preparing for inspection
15.45 Action plans
Ann Marie Whiteside
Teacher of mathematics
PA executive member
School Services Manager
Ask 4 questions...
who are you?
what is (and how long have you been doing) your job?
One great thing about your department?
One thing you would like to improve?
Write down on a post it note a way in which you monitor the work of your department
stick it on the wall
then we'll talk about them...
•Complete your own calendar of activities
•Share with neighbour
•Identify an area for improvement in your department
In groups spend 5 minutes at each sheet
(Observing L&T, observing documents, quantitative data and peoples' views ) writing as many forms of evidence as you can
Feedback to group
What do you want from today?
With your neighbour,
discuss your understanding of leadership for learning
Preparing for an
What do you consider are the ‘high-leverage activities’ that will make the most
difference and impact on learning and teaching?
Where can you and your staff/department intervene to make the most impact on
improvements in learning?Why have you selected this area?
Create a list of strategies you have used to help staff come together to share ideas.
Can you think of any others?
Look at your DIP and identify activities with a focus on L&T
Sandra has been a member of the department for nearly 20 years. She struggles to maintain discipline in her classroom. There have been several instances where you have come across her shouting at a pupil in the corridor. Pupils frequently arrive at your door because she has sent them for misbehaving.
2x are one the most disruptive classes you have experienced. There are a large number of pupils with high levels of need and learning support .
Mr Jones is often late for his class. He cares for his mother who is severely disabled. At times, he goes home early , releasing his class before the end of the lesson. He is often absent on a Monday.
Mrs Hannon's eyesight is getting worse. You are not sure she can see the whiteboard clearly. When you have spoken to her about it she claims there is no problem.
John is an established member of staff who is an effective teacher. However, he refuses to take part in any curriculum development as he says it is not his job.
identify an area for improvement in your department
Inspectors focus on the quality of young people’s experiences and outcomes, and the success of the school in improving the quality of education.
Our inspections provide the opportunity for schools to show that they know themselves inside out and that they are using self-evaluation to focus on improving all the achievements of young people in line with Curriculum for Excellence.
•give a clear account of your establishment’s strengths and aspects for development;
•demonstrate where the school is improving and show how you know;
•identify the key sources of evidence which underpin your knowledge of school performance and improvement, and make these available; and
•show how you prioritise areas for improvement.
1.3 Leadership of Change
2.3 Learning, Teaching and Assessment
3.2 Raising Attainment and Achievement
3.1 Ensuring Wellbeing, Equality and Inclusion
The first three of these QIs will feed directly into the evidence base for the National
In addition, inspections will incorporate themes from other QIs to ensure we continue
to capture the evidence we need to promote improvement and provide evidence to
inform national policy development. These themes will be reviewed regularly to
ensure they remain relevant. From August 2016, we will include the Learning
Pathways theme from QI 2.2 Curriculum and will refer to QI 2.7 Partnerships in
evaluating the impact of parental engagement. We will also continue to have a focus
on safeguarding in every inspection.
A further QI will also be negotiated with the school. This will enable school staff and
inspectors to focus on a particularly challenging issue or new initiative with the aim of
bringing about improvement through professional dialogue. This QI will not be
evaluated on the six-point scale.
We are introducing a range of new inspection models to suit particular circumstances
and contexts. This will enable us to respond with greater agility and flexibility as key
educational policies and priorities develop. The inspection models to be introduced
in a phased approach from August 2016 are:
Full inspection model
Short inspection model
Localised thematic model