Programme Information: 2013-14
1. Participants:
School
Brookside
Elmwood
Elmwood
Fairmead
Selworthy
Sky College
Aspiring Leader
Lydia Lister
Lucy Rowe
Ivana Hodgkinson
Adrian Simmons
Helen Price
Nancy Mills
Coach
Sarah Ashford
Kat Burgess
Mel Marshall
Diana Denman
Gill Heighway
Richard Berry
2. Programme Facilitator and Tutor: Jacky King. Jacky will be happy to help if you have any queries about the programme content or the project.
Contact Details: jkpartnership@dutchone.co.uk
Mobile: 07786 288 659
Home: 01963 34409
SkypeMe!: jacky.king1
3. Programme Co-ordinator: Harry Dicks.
Harry will be happy to help if you have any organisational queries.
Contact Details:
HDicks@educ.somerset.gov.uk
4. Session Dates and Outlines
Session 1 (full day): Launch Day for all aspiring leaders (AL) and coaches (C)
Facilitator: Jacky King, Venue: Long Sutton Golf Club
Date: Monday 21.10.13 (9.30am – 4.30pm)
Session Objectives
• Introduction to the Aspiring Leaders for Teaching and Learning Programme
• Reflective Practice: Reflective diary, CPD plan and Learning Journal
• Community of Learners
• Introduction to core skills and qualities in coaching
• Aspiring Leader and Coach meet in pairs and discuss the focus for the first term based on key areas for development as identified with headteacher.
Session 2 (afternoon) Leading Change and developing the team and individual
Facilitator: Jacky King, Venue: Selworthy School
Date: Wednesday 27.11.13 (1.30pm – 4.30pm)
Session Objectives
• Been introduced to ways of making best use of team meetings to support improvement; getting the link between team performance and pupil outcomes
• Begun to develop an understanding of how to evaluate and lead teams
• Carried out a Performance Analysis of a real team
ALfT&L 2013-14 Dates and Session Outlines 1

• Considered strategies for Coaching an improving or underperforming individual / team
• Reflected on focus for development and support strategy
Session 3 (afternoon): Managing and monitoring the performance of the team and individual
Facilitator: Jacky King, Venue: Fiveways School, The Bradbury Centre
Date: Monday 27.01.14 (1.30pm – 4.30pm)
Session Objectives
• Motivating change
• Managing teams through change
• Principles of effective change process
• Rational, Emotional and Political aspects of Change
• Mobilising desired change
• School Change Teams
• Emotional responses to Change
• Barriers to Change
• Managing Difficult Conversations
Session 4 (afternoon): How to get AfL & Inclusion to make the difference to
Personalised Learning
Facilitator: Jacky King, Venue: Fiveways School, The Bradbury Centre
Date: Wednesday 19.03.14 (1.30pm – 4.30pm)
Session Objectives
• Been introduced to the concepts of for , as , and of Assessment
• Begun to gather ideas for different ways of assessing pupils formatively.
• Considered the link between formative assessment and personalisation of lessons.
• Considered the importance of tackling teacher underperformance.
Session 5 (afternoon): Linking Data to High Performance (CASPA, Performance
Guidance and Target Setting)
Facilitator: Jacky King, Venue: Fiveways School, The Bradbury Centre
Date: Monday 19.05.14 (1.30pm – 4.30pm)
Session Objectives
• Considered a range of data used in schools
• Discussed how data sources in schools can support the holistic evaluation of pupil progress.
• Had an opportunity to consider CASPA data
• Discussed how data links to High Performance
Session 6 (Whole day): Moving to mostly good and outstanding (please note that the content of this day will be driven by the earlier sessions and may not reflect the agenda below)
ALfT&L 2013-14 Dates and Session Outlines 2

Facilitator: Jacky King, Venue: Long Sutton Golf Club, Wednesday 02.07.14 (9.30am –
4.30pm)
Session Objectives
• Considered Leadership styles
• Considered personal Leadership style
• Presented feedback on Key areas for Development
• Given feedback on the programme
• Celebration!
5. School Improvement Project
As part of the programme Aspiring Leaders are expected to carry out a school improvement project. The aim is for Aspiring Leaders to lead on an aspect of whole school improvement taken from the School Improvement Plan. As a result, it is important that this has been discussed and agreed with Headteachers or senior leaders, prior to the project launch day.
Time will be provided on the Launch day for Aspiring Leaders to meet with their coaches to discuss the project further. Time will also be set aside during each of the afternoon sessions to continue to have coaching conversations around the development of the projects. The final day of the programme culminates in the Aspiring Leaders sharing the outcomes of their work with the whole group.
Last year’s projects were:

Marking and Feedback at Fairmead – Tracey Felstead

Investigate strategies to enhance reading – Emma Gilbert

Setting up and running a successful class in a non-school setting – Matt Godwin

Enhancing Physical Education and Sport across the Elmwood/Penrose Federation –
Matt Henderson

Improving Science provision at Selworthy – Andy Holden

Developing an International Ethos at Avalon School
– Megan Moon
6. Commitments
Schools will make their individual decisions about how to manage the time commitment of this project. Outside of attending face-to-face sessions, working on their project focus and associated coaching sessions, Aspiring leaders should have opportunities to visit other schools to observe exemplary practice and to work alongside other Aspiring leaders.
ALfT&L 2013-14 Dates and Session Outlines 3

Original Project Brief
Aspiring Leaders for Teaching and Learning: 2010 –2011
Strategic Vision

Through leadership development building towards consistently good and outstanding learning and teaching

Collaboration to secure the highest quality aspirational and creative learning and teaching for the whole school community

All schools are judged to have good or outstanding learning and teaching by 2012.
Strategic Intentions

Secure good progress in all schools

Progress in lessons and over time is at least good

Staff are more confident and are consistent in their understanding of learning and progress

Leaders support and enable confidence of staff to build capacity and embed developments for sustainability
Target Audience

Leaders, and Coaches to be decided by individual schools
The Aspiring Leader
In this flexible programme, we are bringing aspiring leaders the latest insights on leadership thinking and helping them to:

develop learning and teaching across the school

develop and fulfil their leadership potential.
The programme is also designed to support those who may aspire to undertake the National
Professional Qualification for headship (NPQH) in the future.
The course aims to:
 Increase the aspiring leaders’ ability to lead and manage learning and teaching across the school
 Increase the aspiring leaders’ ability to lead innovation and change in the key area of learning and teaching

Deepen their knowledge and understanding of their role in leading learning and teaching

Build their self-confidence and competence as leaders

Show how the effective management of people and resources can build capacity

Provide a trained coach who will work with and support the aspiring leader
The Coach
The coach will not be from the same school as that of the aspiring leader. Coaches should be successful leading professionals who have the commitment and desire to coach and support the aspiring leader. There will be training and through coaching we aim to build capacity in order to further improve the quality of learning and teaching across the family of schools within SAHSP.
The line manager for each aspiring leader should be aware of and support this programme and keep an overview of the teacher’s development over the year.
Programme

From each school 1 aspiring leader plus (optional) a coach

course lasts one year; the project runs for three years
ALfT&L 2013-14 Dates and Session Outlines 4


by the end each school will have three teachers and may have a coach developed through the project

heads may opt to be the coach

each aspiring leader undertakes to support the development of teaching and learning in school

all schools aim for all teaching to be at least good with significant elements of outstanding
Commitments
Schools will make their individual decisions about how to manage the time commitment of this project. A guide is that:

aspiring leaders should be allocated a half day per week dedicated time

coaches two days per term (6 term year)

each school will conduct an audit of skills to identify where there are areas of exemplary practice

each school should have as a minimum a computer with web cam set up for skype
Time Frame

By the first SAHSP meeting of the autumn term each head will have identified the aspiring leader and coach

At that meeting heads will agree pairing of aspiring leaders and coaches

The first whole day launch will take place immediately before the autumn half term break

Training sessions will take place each half term – two full and four half days
Programme Structure:
Sessions 1 and 6 will be full days. Sessions 2-5 will be afternoons, 1.30 – 4.30pm.
Coaching sessions will also take place in the afternoons. Both Aspiring Leaders and
Coaches will be allowed additional non-contact time in which to undertake this.
Session 1 (full day): Launch Day for all aspiring leaders (AL) and coaches (C).

Introduction to the CPD project

Reflective Practice: Reflective diary, CPD plan and Learning Journal

Community of learners

Introduction to core skills and qualities in coaching

Development activities in core skills

Leading and Managing learning and teaching

Aspiring Leader and Coach meet in pairs and agree the focus for the first term based on key areas for development as identified with headteacher
Session 2 (afternoon): Linking Data to High Performance (CASPA, Performance
Guidance, And Target Setting)

Using data within the wider vision in individual schools

Aspirational targets

Why is it important that Leaders understand data?

What is important to measure and what do we need to know?

CASPA, Performance Guidance, Target Setting

How to create a simple and transparent explanation of core data for team members

How do you use data management to impact on learning and teaching?

Data is great! So What! Intervention Strategies that work!

AL and C agree focus for development and support strategy
ALfT&L 2013-14 Dates and Session Outlines 5

Session 3 (afternoon) Leading Change and developing the team

Managing classroom teams

Making best use of team meetings to support improvement; getting the link between team performance and pupil outcomes

Coaching the improving or underperforming team

Performance Analysis of current team

AL and C agree focus for development and support strategy
Session 4 (afternoon): Managing change and monitoring performance

Motivating change

Managing teams through change

Leading and evaluation learning – current debate ensuring theories of learning link to practical learning in the Coaching the improving or under-performing individual

Making lesson observations developmental

Managing difficult conversations

AL and C agree focus for development and support strategy
Session 5 (afternoon): How to get AfL & Inclusion to make the difference to
Personalised Learning

Outstanding uses of AFL

Assessment and moderation

Outstanding Inclusion Practice

Supporting the teaching and learning agenda in classrooms.

AL and C agree focus for development and support strategy

Leading and managing personalised learning and the role of the teacher
Session 6 (Whole day): Celebrating our Aspiring Leaders
The content of this session will be shaped by the previous sessions and to will deal with issues that the Aspiring Leaders have raised.
In addition, this session will include:

Feedback on individual Projects

An opportunity to celebrate the achievements of the Aspiring Leaders

Provide feedback on the ALfT&L Programme
So that impact can be measured, prior to the launch meeting heads/senior leadership teams need to:

Establish a baseline of the quality of teaching and learning in school

Set a target for improvement – SMART and data evidenced

Agree an area for school development (eg literacy; augmentative communication)

Ensure that the aspiring leader comes to the launch meeting knowing the school target for improvement and area for development
Heads will:

Contribute to a mid-year review conducted through SAHSP

Monitor and evaluate the programme as part of the SIP meetings
ALfT&L 2013-14 Dates and Session Outlines 6