jennifer buster 12-13 june 2015 - ioe confucius institute · jennifer buster 12-13 june 2015...

Jennifer Buster 12-13 June 2015

12th Annual Chinese Teaching ConferenceUCL IOE Confucius Institute for Schools 1

Who are we?

PGCE studentsNQTsMandarin TeachersAspiring Head of departmentHead of MandarinHead of LanguagesSenior Leadership Team



What are we looking at this

afternoon?

Teacher and Middle LeaderLeading and Managing (the differences)What kind of leader are you?Qualities of a good leaderThe roles of:

Teaching and LearningMonitoring and Evaluation

My Personal Journey

Explore the tasks of a teacher vs a subject leader (middle leader)

Teacher vsHead of

Department



Teacher vsMiddleLeader

• Planning lessons

• Marking

• Behaviour management

• Displays

• Organising trips

• Assessment

• Meetings

• Communication with parents

• Emails

• Making 20 cups of coffee / tea

raising standards and achievement in

your department

• Having a strong vision• Managing staff including completing performance management• Planning SOWs, exam board choices etc• Organising mock exams, paperwork for exam entries,

coursework/controlled assessment admin• Sorting cover work for absent colleagues• Dealing with behaviour management• Sharing good practice amongst colleagues• Planning and leading department meetings• Introducing and running whole school and often government

initiatives within your department • Liaising with SLT• Organising trips• Managing a budget and organising orderingYou are ultimately responsible for the results of your dept ‐ both successes and failures

TeachervsMiddleLeader



LeadingvsManaging

Manager

Organise and planDirect operationsDo things right

Leader

Influence peopleInspire to follow and

produceDo right things

Leader – Manager

Influencing and Organising Authority



‘The role of a subject leader is one of the most important in any school, subject leaders are working in the ‘engine room’ of a school life, expected to turn the vision, values and ethos of a school into reality.’

Steve Garnett (2012)

The Subject Leader: An introduction to leadership and management

Identifyyour

leadership style.



Whatisyourleadershipstyle?

Style

Coercive

(they do it the way I tell them)

Authoritative

(firm but fair)

Affiliative

(people first‐task second)

Democratic

(participative)

Pacesetting

(do it myself)

Coaching

(development style)



Now add up what you gave yourself for each of the following sets of statements. These have been grouped into sets of five. Each set of five represents a particular style of leadership ( coercive, authoritative, affiliative , democratic, pacesetting or coaching).

Style Score

Coercive

(they do it the way I tell them)

Response 3, 5, 10, 15, 19

Authoritative

(firm but fair)

Reponses 2, 9, 13, 18, 21

Affiliative

(people first‐task second)

Responses 11, 12, 25, 29, 30

Democratic

(participative)

Responses 4, 16, 17, 20, 23

Pacesetting

(do it myself)

Responses 6, 14, 22, 24, 27

Coaching

(development style)

Responses 1, 7, 8, 26, 28



The closer the number to 15 the stronger this suggests you have the leadership style related to a particular category. The closer your score is to 0, the less this suggests you have a tendency towards this type of leadership. A distribution of where your tendencies lie can be mapped onto the following diagram.

• Of these six leadership styles it is important to note that they all have a time and place when they are the ‘best’ kind of leadership for a particular context or scenario, so there is not necessarily a right wrong outcome to this survey.

• The following table suggests scenarios when each of the six leadership styles is effective and times when they are less effective:



Leadership style Effective for … Ineffective as it ….

Coercive

(they do it the way I

tell them)

Immediate compliance from your team

Getting straightforward tasks done

Crisis situations

Underperforming staff when all else

fails

Can cause resentment when tackling complex

issues

Stifles self‐motivated staff

Prevents initiative from knowledgeable staff

Authoritative Situations where routines are running

smoothly

Staff who need guidance from an

‘expert’

Creates dependency

Prevents creative initiative

Affiliative Getting diverse groups together

Giving personal help and support

Can mean avoidance of confronting

Underperforming staff

Doesn’t suit staff who do not want friendship

at work and prefer to be task orientated

Democratic Working with competent team Can cause tension when there is no time for

discussion or when there are competency

issues

Pacesetting Times when quick results are needed

Staff who are highly motivated

Colleagues who have similar views to

leader

Can leave some behind in dazed state!

Can create too much work for subject leader

Coaching When staff know there is a need to

improve performance

Staff willing to accept support

Can be time consuming

Can prevent action when leader has low

credibility

Leads to procrastination if done badly

Top10QualitiesThatMakeAGreat Leader1. Honesty

2. Ability to Delegate ‐ if you don’t learn to trust your team with that vision, you might never progress to the next stage. Its important to remember that trusting your team with your idea is a sign of strength, not weakness.

3. Communication

4. Sense of Humour

5. Confidence

6. Commitment

7. Positive Attitude – keep team motivated

8. Creativity

9. Intuition

10. Ability to Inspire

http://www.forbes.com/sites/tanyaprive/2012/12/19/top‐10‐qualities‐that‐make‐a‐great‐leader/



The7thingssuccessfulheadsofdepartmentdo

• Lead by example

• Praise others, not yourself

• Don't do things for Ofsted – understand Ofsted Criteria

• Protect your staff

• Deploy your troops wisely

• Exploit what you've got

• Set, short, achievable goals each term/year

http://www.theguardian.com/teacher‐network/teacher‐blog/2013/may/23/7‐things‐successful‐heads‐of‐department‐do

YourVision?



Teaching&Learning

• Learning Walks • Open door policy• Skills focus

• Sharing good practice• Shared planning & resources• Team teaching

• Strategic CPD (Continual Professional Development)

• Effective teaching should also be rewarded and poor teaching needs to be remedied through training and development programs.

• Understanding Ofsted / HMC Criteria• Progress‐based judgement

Monitoring&Evaluation

• Learning Walks

• Book monitoring

• Homework monitoring

• Differentiation

• SOW

• Building Accountability

• Understanding and using data effectively



Question Comments Evidence

What has been the impact of strategies

employed by you/the department since the

last meeting?

How good has the overall progress in your

classes been since the previous meeting?

What percentage of pupils are making

expected progress in each class?

What are the strengths and weaknesses for

progress for different groups of pupils in your

classes (e.g Most Able, Middle Ability, SEN,

EAL, FSM)? Can you explain them?

Have you identified underachievers in each

class? What strategies have you put in

place?

Is there any way the department can help you

increase the percentage of pupils making

expected progress?

BuildingAccountability

MyPersonalJourneyMandarin teacher

NQT

Head of Mandarin

Lead teacher of Mandarin

Primary Liaison

Transition

Coaching Team

China Links

Asst Director of Learning

Mandarin

KS3 English and

Humanities

Gifted & Talented

Lead Coach

Summer School

Core Observation

Team



MyPersonalJourney•Core Observation Team

•Primary Liaison

•Transition

•Coaching Team

•China Links

Asst Director of Learning:

Homebase

• Mandarin

• KS3 English and Humanities

• Gifted & Talented

• Lead Coach

• Summer School


Inspire Leader

• Inspire Programme(raising A‐A*)• Language Aptitude

Programme• Appraisal Team• Deloitte Partnership• Chrysalis Partnership• Confucius Classroom

• Core Observation Team

• China Links• Summer School


Inspire Leader

Monitoring & Evaluation

• Monitoring and Evaluation

Assistant Principal• English • Media• MFL

Jennifer BusterSt Mary Magdalene AcademyAssistant Director of Learning

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