Building Student
Leadership
GEOFF BARTON
King Edward VI School
Building Leadership ...
What do we know about young people?
What do we know about schools?
How can our students help us to improve
our schools?
2 starting-points …
Building Leadership ...
Nowadays all the children behave
like adults and all the adults behave
like children
(Terry Waite)
Building Leadership ...
Schools are places where children go
to watch the adults working
(John West-Burnham)
What do we know about
young people?
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
•
•
•
•
•
•
•
Childhood obesity fuelled by cartoons
Teenage pregnancy rates out of control
UK teenage girls seriously depressed
Boy stabbed to death for his 30
baseball cap
Violent TV harms children
Locals attack binge-drinking and yob
behaviour
40% of teens want plastic surgery
Avoid a tokenistic ‘student voice’ and instead:
•
Create a moral culture that challenges the stereotypes
•
Build self-esteem and leadership
•
Develop a partnership for genuine self-evaluation
What do we know about
schools?
“Going to school is compulsory but learning is
optional” (Louise Stoll, et al)
“Schools teach a 19th century curriculum in
20th century buildings to 21st century students”
(John West Burnham)
What do we know about
young people and schools?
NFER survey of 14 year olds:
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
• 50% say most of the time they don’t
want to go to school
• 25% think teachers are too easily
satisfied
• 20% deny being happy at school
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Involvement in extra-curricular
activities is one of their most
positive experiences
40% of all young people in
schools = “the disappointed”
(Michael Barber)
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Work is too easy in Year 7; then
as it gets harder in Year 8 they
lose support of parents and less
praise from teachers.
Only in Year 11 does the curve
begin to rise again
5 steps to developing a
culture of student
evaluation …
1: Consistent key messages
Being an individual
isn’t just about how
you dress
Self-esteem, not just
self-confidence
“Only dead fish go
with the river”
Doing something for
others isn’t an
optional extra
Sense of pride
Judge me by who I
am, not the number
of qualifications I
have
“It’s our choices,
Harry, that show who
we really are”
2:Create a civilising environment
•
The look of a school is not superficial:
it’s a statement of values
•
Art-work, plants, framed photographs, cheesy motivators
•
Humane toilets and toilet checks
•
Opening up rooms
•
School coat; achievement assembly suits
•
Media team
•
Duty team approach / Barton Breakfasts
•
3-session day
•
Bell-free
"I've missed over 9,000 shots in my
career. I've lost almost 300 games. 26
times I've been trusted to take the gamewinning shot . . . and missed. I've failed
over and over and over again in my life.
And that is why I succeed."
(Michael Jordan)
3: Give School Council teeth
•
Terms of reference
•
Budget
•
Direct access to the Kingmakers
•
Sexy, feisty, action-driven (not a talking-shop)
•
Action groups
•
Involve in L&T, curriculum planning, evaluation
•
Report small successes and attribute to them
•
Give them quick hits
•
Take them out of lessons to raise status
•
Current projects: developing ‘Houses’; introducing recycling
scheme; planning new building
4: ACTIVELY BUILD LEADERSHIP
•
Create high-profile elected roles
•
Showcase them visually
•
Have student (m/f) voice in EVERY assembly and challenge
stereotypes
•
Have vocabulary and skill-set of leadership - coach, resource
manager
•
Expect leadership in every tutor time, every lesson
•
Build into school evaluations
•
Ask middle leaders for feedback on student leadership
•
Don’t expect a quick hit: it’s culture we’re changing here
5: FOCUS ON LEARNING
•
Develop ‘house-style’ on behaviour & language, and use the
same with students and staff
•
Spell out expectations, but as few rules as possible
•
Get teachers talking less
•
Learning sessions, not lessons
•
Blur the distinction between in / out of class using an
accreditation scheme
•
Expect leadership in lessons and monitor
•
Keep getting student feedback - eg “sample of 100 students
says …”
•
Use questionnaires and focus groups and breakfasts
Student Evaluation …
Examples
2 Do you enjoy being at school?
Student
…
Always
21%
Always
21%
Mostly
67%
Mostly
68%
Rarely
8%
Rarely
6%
Never
3%
Never
5%
4 Are our expectations about behaviour
clear?
Always
44%
Mostly
48%
Rarely
3%
Never
5%
5 Do you feel safe and secure at school?
Always
24%
Mostly
63%
Rarely
8%
Never
5%
6 Do you enjoy assembli es?
Always
3%
Mostly
43%
Rarely
38%
Never
12%
7 Do you drink more water since comi ng to this school?
Yes
58%
No
42%
8 Do you eat more healthily since comi ng to this school?
Yes
54%
No
46%
9 Are you more aware of needing to have a healthy lif estyle since
comi ng to this school?
Yes
78%
No
22%
10 Do you take part in any club or activity at school?
Yes
71%
No
29%
Yes
100%
No
3 Do you feel proud of being at this
school?
11 Do you li ke the 3-session day?
Student …
12 What do you think is the most important
ingredient in a good lesson?






fun but strict teacher
enjoyable and not boring
lots of topics
good discipline
active participation
variety of activities
14
Any suggestions
for how we could further improve the
Student
…
school?













•

More time for coursework
Bring back Foundation Days
More access to water
Allow iPods in some situations
More special non-timetabled days
Give students more choices
Allow Sixth Form to wear shorts
Teach us about finance – loans, mortgages, etc
Fairer rules for playing games at lunchtime
Make sure there is always a teacher on the lower field
More achievement assemblies
End-of-year rewards – eg Alton Towers
Have the last lesson of each term in tutor groups
New headteacher
Bring back Coke and chocolate!
Attitudes to learning
1 What grade did you get in Engli sh?

Engli sh Literature?

2 Think of all the subjects you studied last year. Circle one of the numbers below to show
where you would place Engli sh in a rank order of the subjects you studied
1 (high) 2 3 4 5 6
7 8 9 10 (low)
3 Without nami ng t eachers, please name ONE thing you li ked most about Engli sh lessons
4 Without nami ng t eachers, please name ONE thing you li ked least about them
5 Looking back, how did you feel about your usua l group for Engli sh for Ι
(a) ge tting o n with other people?
(li ked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)
(b) learning effectively ?
(li ked it a lot) 1 2 3 4
5 6
7 8
9 10 (liked it a little)
Of all the ways the teacher gets you to learn about
things, which do you enjoy least?
•
•
•
Vague questions that you don’t know what it
means
I think we should be setted for English
because it could be more challenging too long
on one piece of work would be helpful,
disruptive people were in difficult group
Humanities – go round and round in circles
because don’t have specialist teachers. Spend
time trying to manage behaviour
PE Review
Yr9 students:
Positive response – but could not say that this was due to sports
college status impact or it was just the difference between
their middle school experience and the current diet offered
here. Students appear to know what level they are at and
what they need to do to improve and the subject was ranked
high (3), which indicates a potential high level of interest in
the subject as a GCSE option choice.
Yr10 students:
They were slightly less positive – There appears to be no
noticeable difference between GCSE and CORE students
apart from the indication that the GCSE students are more
aware of their level and are being informed more about what
they need to do to improve. The CORE students gave more
‘negative’ responses than the GCSE students. The subject
was ranked average (5) by both GCSE and CORE students.
Instrumental Tuition Review
Student Feedback (based on 110 student questionnaires)
•
84% of students always enjoy instrumental lessons
•
71% of students feel they always receive encouragement in
their lessons
•
79% of always feel well prepared for exams
•
93% of students feel that they make good progress in their
lessons
•
94% of students feel there is good variety and interest in the
lessons
•
84% of students feel motivated to practise after their lessons
•
86% of students feel there is an appropriate level of challenge
There are areas of inconsistency:
•
Nearly 75% of students do not regularly use the instrumental
record booklet
•
Nearly 50% of students feel they do not learn aspects of
music theory in their lessons
•
33% of students do not get given targets to aim for in their
lessons
•
36% of students stated that lessons don’t always start on time
2 Π Do you feel
chall enged in this
subject?
number of students
percentage of sample
Very
Mostly
6
7
Not
Very
60
69
21
24
Very Mostly
3 - Are you clear what level
or grade you are capable of
achieving?
number of students
percentage of sample
4 Π Do we tell
you clearly what
you need to do to
im prove?
number of
students
percentage of
sample
15
17
Not
at
all
Languages
Review
87
%
Not Not
Very at
all
48
55
17
20
7
8
87
%
Often Sometim es Rarely Not
at
all
5 - Does the pace of
lessons generally feel
right?
number of students
percentage of sample
22
44
15
6
87
25
51
17
7
%
Yes Too Too
fast slow
65
75
6 - where would you place this
subject in a rank order of
subjects? (10 being botto m and
1 being to p)
number of students
percentage of sample
15
17
1
0
0
Total
87
%
7
8
2
2
2
3
9
10
4
7
8
5
15
17
6
6
7
7
11
13
8
8
9
9
13
15
10
16
19
tot al
87
%
What do teachers do that helps you to learn well?
•
•
•
•
•
•
•
•
•
Talk less and let us get on with work
Teaching us techniques for learning and
revising
Practice papers
Explain things clearly
Acknowledge different kinds of learners
Praise us
Basic ideas about how to do things
Providing lunchtime sessions
Teach me in a way that I understand
BOYS
1: Think of people in music, media, sport, politics.
Who do you see as positive role-models?
Michael Jordan; Johnny Wilkinson; Richard
Branson; Marcus Trescothick; Gary Lineker;
David Beckham; Paul Merton; Tiger Woods;
Slash; Thierry Henry; Bob Geldof; Rolling Stones
2: Think of teachers who motivate you most
successfully. What do they do?
Mr G - funny; tells us what we need to know; knows his stuff
Mr W - teaches well; encouraging; takes no rubbish from anyone
Mr W - honest; encourages everyone, not just the best
Mr P - energetic; makes lessons active
Mrs C - lively; fun
Mrs W - explains clearly; not patronising.
3: How could we encourage you to take on
leadership responsibilities around school?
•
Give everyone in Year 11 someone to look after in Year 9
•
Give us more responsibility
•
Get us teaching younger students - eg how to play the guitar
•
Better rewards policy
•
Extra privileges
•
Give us more say
•
Rewards - eg non-uniform
•
Let us run clubs.
4: Put these in rank order:
•Lessons
•Breaks / lunchtimes
•Extra-curricular activities
•Weekends
100% like weekends best
79% like lessons least (98% in bottom two)
50:50 split between breaks / extra-curricular
SUMMARY
• Quote students’ views on learning and environment
• Use surveys for facts and attitudes
• Think: “Would I be happy for my child to be taught in this lesson?”
• Challenge media stereotypes through charity events,
concerts, technical team
• Student news in assemblies and notices
• Be tough on expectations: give clarity
• Provide role-models.
Building Student
Leadership
GEOFF BARTON
King Edward VI School
STUDENT
ENGAGEMENT
AT
QUEEN ELIZABETH’S
SCHOOL
CORE
PRINCIPLES







Every stakeholder must have a voice
Consultation is pointless without outcome
Engagement is better than involvement
Current students could actually be disadvantaged by
having a new school built
Students know best what the school is like
Expertise is not limited to the experienced
Additionality – must work alongside current structures
and not create extra burdens
THE PROBLEM
Easy to say
Not so easy to do
STUDENT
ENGAGEMENT
AT
QUEEN ELIZABETH’S
SCHOOL
CORE
PRINCIPLES







Every stakeholder must have a voice
Consultation is pointless without outcome
Engagement is better than involvement
Current students could actually be disadvantaged by
having a new school built
Students know best what the school is like
Expertise is not limited to the experienced
Additionality – must work alongside current structures
and not create extra burdens
THE PROBLEM
Easy to say
Not so easy to do
FIRST
THOUGHTS
 Which
methodology? Which gimmick?
 Student shadow teams
 Using ICT to the maximum
 Real issues; real questions -> burning
question of the month
 Events and conferences
 A legacy of student engagement
STRUCTURE FOR STUDENT ENGAGEMENT AT
QUEEN ELIZABETH’S SCHOOL
Project
Managers
Ecology
Colin Pielou & David
Crudgington
Project
Core Group
DCC
Education
Officer
Shadow Core Group
STUDENTS
Mark Willis
Champion
Carol Tompsett
MSP Facilitator
Kristina Wingeleth
(Champions)
Sustainability
Keith Armstead
School Champion
Kevin Brougham
DCC
Katie Wynn
Mike
Petitdemange
Headteacher
Andy Puttock
Design Team
Working
Groups
Andy Ratcliffe
Mouchel Parkman
(Champions)
Construction
David Stansfield
Feilden Clegg
Bradley
Governor
John
Andrews
Contractor
David Pritchard
Alfred McAlpine
Elected
Members
Phil Sterling
Staff
Andy Dickinson
(Champion)
Curriculum
Development
Design &
Graphics
Caroline Kurtulan
Champion
Cara Tully
(Champion)
Others
Other Stakeholders
Cherrie Murray
DCC Youth Service
Students
Neighbours
Leisure
Centre
Services
Other Organisations
(Champion)
3 FOCUSES FOR ENGAGEMENT
CONSULTATION
Le Papier
Workshops
ALL
Interactive Message Board
Assemblies
EDEP Ambassadors
Project Core
Group
Working Groups
Questionnaires
Website
ENGAGEMENT
Art & Design
MANAGEMENT
CURRICULUM
Work Related Learning
Shadow Project Team
Science
Business Education
Curriculum Working
Group
DEFINITION OF STUDENT ENGAGEMENT GROUPS
GROUP
TERMS OF REFERENCE
Work with the School’s curriculum
objectives to link them to the project.
• Deliver curriculum links through the
Working Groups and across the school in
lessons.
• Staff will develop a programme of work to
disseminate across the school.
FREQUENCY MEMBERSHIP
OF MEETINGS
CHAMPIONS
•
Curriculum
Development
Group
Working
Groups
(Ecology,
Sustainability,
Construction,
Management,
Design &
Graphics)
Tackle real project issues as problem
solving exercises or linked to curriculum
work.
• Members of the project team will be
required to submit relevant project issues
to the working groups, or suggest related
work along with a timescale for inputting
findings back into the project.
Termly
Staff from a
MSP Facilitator and Staff
range of
Champions.
subject areas.
•
Shadow actual Project Core Group
member roles.
• Be invited to attend certain relevant
Project Core Group meetings and have
some decision-making capacity on
appropriate issues.
• Liaise between the Project Core Group
and the Working Groups on real project
issues, feeding back problems, solutions
and suggestions from the Working
Groups.
Monthly to
Half-Termly
(depending on
project phase
and extent of
tasks.)
Students
(5 per group)
1 staff and 1 other
champion
for each topic based
group.
•
Shadow
Project Team
Monthly to
Half-Termly
(or when
called to
present to the
Project Team)
Students
(5 – one lead
representative
from each
Working Group)
To be determined.
(rotating Working Group
Champion? / DCC Youth
Service)
PROPOSED TASKS FOR WORKING
GROUPS
MANAGEMENT
CONSTRUCTION
• Consider and evaluate new ways of organising the
school
• Construction Process –
• Research the Project Process
• Research Building Materials
• Develop a Brief for an area of the School for Design
Group
• Creative Spaces – CITB
• Plan a Community Event
Site Visits
• Careers in Construction
• Develop a Communication Plan for the Student Body
• Vocational Skills – link with Weymouth
College
• Manage and Co-ordinate Student Media Reports
• Work Experience
• Problem Solving activities related to the Project
SUSTAINABILITY
DESIGN & GRAPHICS
• Designmyschool.net
• Design aspects of School,
classroom, storage, dining, etc.
• Visit to Feilden Clegg Bradley
• Visits to School Buildings
• Use Student Brief to design
area of the School.
• Research and evaluate
Sustainable Technologies
ECOLOGY
• Audit Wildlife and Plant Species
on site
• Visits to Sustainable Buildings
• Evaluate possible effects on the
environment due to construction
• Relate Sustainable
Technologies to School Plans
• Design Wild Area in School
Grounds
• Plan and develop Sustainable
Resource Centre
• Meet National Trust to identify
issues
• Research and evaluate
Sustainable Building Materials
• Develop a plan to protect wildlife /
plant life on site