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Monday, 10 September 2012
Sunday, 2 September 2012
Thursday, 30 August 2012
Introducing #SLTchat to all teachers, for ALL teachers.
Quick simply, I've had another 'lightbulb' moment. My summer has been full of them; mainly for slowing down, not jetting-off and staying putt at home in the UK has helped. I've had a few great idea-moments, but think this one will work. Read the 'Introducing' sub-heading at the bottom of this post to get straight to the point!
Twitter Ideas:
I've seen a few great ideas on Twitter recently. One I have to keep very close to my chest for now... but, my particular favourite must be by @MrMicahelShaw of TES. He writes for the TESPro magazine (@TES) and broadcast on Twitter this evening, that the TES were creating a set of Teacher Twitter Trump cards. Now, if you've played top trumps and are tweeting, this sounds like lots of fun. So, I will be first in line to buy a set of cards!
Secondly, I have been responsible for signing up many colleagues to Twitter and taking part in many#Hashtag chats myself, such as #PhDchat, #Edchat and #UKEdChat.
It has also been great to reconnect with old friends that I used to work with and also excite current colleagues to become connected. What's even better, is the vast amount of twitter colleagues I have generated over the years and how many I have met, or 'bought-in' to lead CPD events at my place of work. Examples include @ActionJackson of The Fix Up Team; @MsVanessaS of The Rafiki Network; @LearningSpy and @PhilBeadle. It truly is a powerful forum and I cannot stress enough, how much Twitter can benefit Teacher-CPD, if introduced slowly, carefully and if demonstrated in it's usual way, be informative and inspiring!
Eureka moment:
Today was one of those great moments all teachers take pride in when you see a child grasp something in the classroom they had previously struggled with. A eureka moment! Only 2 years ago, I introduced @MrSulemanMaths to Twitter, and tonight I watched as he started up his#UMFac (Ultimate Maths Faculty chat) on Twitter. It filled my heart with warmth...
So, @MrSulemanMaths, I may have inspired you to get signed up to Twitter but you have inspired me to get reconnected onto Twitter with my very own school forum too! Thank you.
What's happening?
@LondonLeaders collapsed a few months ago. I never really got it started and only manged 2 or 3 successful weekly chats and polls over the past two years. I guess you could say I was rather busy dealing with redundancy and then @FreddieWM!
You may also argue that I set myself up to fail with my 8th Twitter account and a long-winded and complicated hahstag#LndLdrs. It's design by nature would hardly allow anyone across the country to engage with the forum; never-mind a name that was easy to remember or a forum that offered all teachers across the UK to be part of the gang! Therefore...
Introducing:
So ladies and gentlemen, allow me to introduce to you#SLTchat (Senior Leadership Team Chat) - open to:
1. all those currently in school leadership across the UK.
2. for those who aspire to be in a school leadership team/position and,
3. for anyone who is interested in what senior teachers are discussing up and down the country.
Of course, the forum is a perfect opportunity to open up the debate for all and allow Twitterverse teachers to discuss their experiences and ideas.
I intend to start off SLTchat with a simple TwitPoll. The forum itself will take place for 30 minutes only - every Friday night, initially throughout September 2012 with a special introductory SLTchat tomorrow evening. The aim is, once the SLTchat hashtag is up and running, the hashtag tweet will run by itself and I and others will occasionally dip in and out of TwitPolls to keep the debate fresh and lively. The plan will be at least once a half-term - but it is entirely open for debate, as are the timings.
SLTchat Dates:
So! What are you waiting for? Cast your vote now on this TwitPoll and join in our first ever SLTchat tomorrow night across the country.
Enjoy - @TeacherToolkit
Twitter Ideas:
I've seen a few great ideas on Twitter recently. One I have to keep very close to my chest for now... but, my particular favourite must be by @MrMicahelShaw of TES. He writes for the TESPro magazine (@TES) and broadcast on Twitter this evening, that the TES were creating a set of Teacher Twitter Trump cards. Now, if you've played top trumps and are tweeting, this sounds like lots of fun. So, I will be first in line to buy a set of cards!
Secondly, I have been responsible for signing up many colleagues to Twitter and taking part in many
It has also been great to reconnect with old friends that I used to work with and also excite current colleagues to become connected. What's even better, is the vast amount of twitter colleagues I have generated over the years and how many I have met, or 'bought-in' to lead CPD events at my place of work. Examples include @ActionJackson of The Fix Up Team; @MsVanessaS of The Rafiki Network; @LearningSpy and @PhilBeadle. It truly is a powerful forum and I cannot stress enough, how much Twitter can benefit Teacher-CPD, if introduced slowly, carefully and if demonstrated in it's usual way, be informative and inspiring!
Eureka moment:
Today was one of those great moments all teachers take pride in when you see a child grasp something in the classroom they had previously struggled with. A eureka moment! Only 2 years ago, I introduced @MrSulemanMaths to Twitter, and tonight I watched as he started up his
So, @MrSulemanMaths, I may have inspired you to get signed up to Twitter but you have inspired me to get reconnected onto Twitter with my very own school forum too! Thank you.
What's happening?
@LondonLeaders collapsed a few months ago. I never really got it started and only manged 2 or 3 successful weekly chats and polls over the past two years. I guess you could say I was rather busy dealing with redundancy and then @FreddieWM!
You may also argue that I set myself up to fail with my 8th Twitter account and a long-winded and complicated hahstag
Introducing:
So ladies and gentlemen, allow me to introduce to you
1. all those currently in school leadership across the UK.
2. for those who aspire to be in a school leadership team/position and,
3. for anyone who is interested in what senior teachers are discussing up and down the country.
Of course, the forum is a perfect opportunity to open up the debate for all and allow Twitterverse teachers to discuss their experiences and ideas.
I intend to start off SLTchat with a simple TwitPoll. The forum itself will take place for 30 minutes only - every Friday night, initially throughout September 2012 with a special introductory SLTchat tomorrow evening. The aim is, once the SLTchat hashtag is up and running, the hashtag tweet will run by itself and I and others will occasionally dip in and out of TwitPolls to keep the debate fresh and lively. The plan will be at least once a half-term - but it is entirely open for debate, as are the timings.
SLTchat Dates:
- SLTchat: Friday 31st August 2012 (8pm - 8.30pm)- TwitPoll debate now open below.
- SLTchat: Friday 7th September 2012 (8pm - 8.30pm)
- SLTchat: Friday 14th September 2012 (8pm - 8.30pm)
- SLTchat: Friday 21st September 2012 (8pm - 8.30pm)
- SLTchat: Friday 28th September 2012 (8pm - 8.30pm)
So! What are you waiting for? Cast your vote now on this TwitPoll and join in our first ever SLTchat tomorrow night across the country.
Enjoy - @TeacherToolkit
Friday, 24 August 2012
What #Gove's up, must #Gove down! My top 10 Gove faux-pas.
For this informal post, I had considered producing a top and bottom 10 of Gove's successes and failures, but I've decided to keep this very brief, not waste my time and concentrate on the latter. Before I do, I had questioned why I wanted to do this...
I am far from a malicious person, and far from partisan to politics...but my leadership role in school has made me much more aware of government interference and downright chaos ensued upon us all! No doubt this may haunt me in the future, so I make my apologies now. I say nothing new and do not claim to be an expert. I will use 'Freedom of Speech' and all that jazz when I am called forward to the stand.
Now, straight to the point. I have carefully listed the top 10 worst events of Mr. Gove's short tenure as Education Secretary. I have not really given it that much thought, as he has only been in post for two short years. Yes, you did read that sentence correctly! How could a man cause so much havoc in just two years!
Okay. I think the first two are very easy and are probably the worst. Note, I have not intended to write the others in ranking order, but it appears that they have naturally fallen into rank, due to severity.
1. August 2012: Despite the worst results (ever) in the history of GCSEs, Gove refuses to accept that standards have dropped under his leadership. Coupled with the unforgiveable mess regarding English GCSE results (across the country) and Gove's lack of character to impart any accountability onto other bodies liable for the mixup, he has denied putting pressure on the examiners to bring down grades.
When questioned about the results, he said, "Yes, the number of As and A*s has fallen, but the number of Bs has increased...(really?!) ...That is a result of the independent judgments made by exam boards entirely free from any political pressure," he told the BBC.
Dodging a bullet?
 |
| Ben Jennings cartoon - The Guardian Comment |
2. July 2012: As the end of summer term arrived and the greatly anticipated London 2012 Olympics kicked off, Gove decided that it was now a good time to make statutory, that Academies and Independent schools will be allowed to employ people with no formal teaching qualifications (i.e. QTS). This announcement was poorly timed for the education sector, but perfectly timed for the government, when in essence, schools and teaching staff have gone to sleep over the summer break. What a perfect start for his vision to commence without any impediment on the 1st September! I must add, that this decision has caused mixed reactions.
3. November 2011: The greatest farce. 'The Importance of Teaching' White Paper was published. It was the first paper I had ever read cover to cover. Gove wanted a profession that insisted on entrants to the profession with no less than a 2:1 degree. That's a good start...
Remember 'Troops to teachers?'; I'm sure you haven't forgotten about the goalposts being moved when the English Baccalaureate was introduced. Floor targets are to be increased to a dizzying height of 50%! Of course, the National Curriculum review (recently) took place, despite his push for schools to convert to academies and then to be allowed to opt of of a national curriculum. Does that make sense to you? The reform of A-levels, GCSEs (examinations at end with no re-sits) and the re-introduction of tests at 6 and 11 years old. I could go on...
4. July 2010: Blaming Labour for a break in the link between class and achievement, I think this is his worst quote to date and really shows his intent: "In effect, rich thick kids do better than poor clever children when they arrive at school [and] the situation as they go through gets worse."
 |
| Credit: PoliticalScrapBook |
5. June 2012: A return to O-levels is quite possibly, another Gove statement of hypocrisy... "Students...shouldn’t be doing anything so old-fashioned as passing on knowledge, requiring children to work hard, or immersing them in anything like dates in history or times tables in mathematics."
He continues to avoid answering any question on this topic after a leaked document in The Daily Mail. I cannot imagine students returning back to the age of education, at the point when I last sat in the classroom as a child!
 |
| Examinations questioned |
6. February 2011: Gove unlawfully axed the funding for BSF (Building Schools for the Future) programme without consultation and immediately affected hundreds of schools across the country, already mid-build, or with funding ring-fenced. Communities were squished in an instant! Hmm, sensitive.
 |
| Credit: Western Telegraph |
7. May 2012: His lack of 'love for learning' was embodied with his 'run for-profit model' schools hot-potato.
I quote you not: "It's my belief that we could move to that situation but at the moment it's important to recognise that the free schools movement is succeeding without that element and I think we should cross that bridge when we come to it."
 |
| Credit: The Spectator |
8. May 2012: Now I was brought up in a Christian home...
Gove wants every school to receive a copy of the King James bible with a personal inscription by him. Need I say more? This is on hold until he can find private funds to the sum of £337,000, (after original post) but I have now heard some schools have received their copies - without inscription.
 |
| Add you own Gove inscription here... |
9. May 2010: When Gove was put in post, Gove immediately ousted the DCSF and re-branded the department, 'responsible for issues affecting people' as the DfE (Department for Education). What I failed to realise at the time, was how the coalition taking up power, would use the current climate (recession) as a persistent excuse to cut all quangos. Redundancies and educational closures, such as the TDA were all bludgeoned.
 |
| Gove chopping down the DfES 'rainbow' logo |
10. 1989 and most recently March 2012: Slagging teachers off for voting to strike, branding "union leaders as militants itching for a fight." despite the irony and this internet image doing the rounds, here is a happy-smiley picture of Gove doing it all himself on the frontline as a young journalist for the NUJ (National Union of Journalists) in 1989! 'Smile' Michael...
 |
| Not Credited: as widely circulated on the internet |
I concur. It is time...
Gove must call for a GCSE exam inquiry or go!
@TeacherToolkit.
Policy review: are schools facing an autumn of discontent?
This post is published on The Guardian Teacher Network Blog, here on Monday 20th August.
As I write, we are currently lingering between the end of the
the Olympics and the start of the Paralympics 2012. For the vast
majority of us, we seem to be filled with euphoric pride following Team
GB's performances, but now shocked by the sudden cold turkey sensation
following the closing ceremony.
Over the past few days, to compensate the loss, I have viewed countless Mo Farah postures and reruns of Usain Bolt's 100m sprint in brick-by-brick reconstructions. When feeling occasionally serious, I've read all references to education and the decisions politicians make to continue funding (or not) and how sport and PE in school can make a difference to the next generation of Olympians.
However, putting current affairs abruptly aside, have we been ignoring the chalk face?
Now, I know it's the summer holidays and like anyone, I should be sunning myself on some far-off exotic shore and taking a moment to switch off, but instead this summer, I am at home in London enjoying life with our son following his second operation. Deciding not to jet off has allowed me to pause for reflection and take each day very slowly. I've never had a more relaxing break, but despite the niceties, one issue has been niggling away at the back of my mind and I've have been left wondering how on earth I will go about informing staff about all the latest Department for Education changes for September 2012.
I write this particular post because I often read and research what is going on in our field; I am expecting an autumn of discontent within the education sector. I suspect the pensions debate will continue as many of us will start to really understand our payslips and notice a difference, but as the 1 September looms, there are changes that are due to kick-start and we all must take note.
As a school, we have already adapted, consulted, modified and rewritten our practices, but I still feel apprehensive. How will our staff feel? I would imagine many schools will sense the same and will continue to do so until we all settle into the new procedures and collaborate once more.
As an example, for the past 12 years, I have been involved with supporting all pathways and new teachers into school. This September, what I will not communicate to newbies, is that over the past two months I have been dissatisfied. The goalposts have shifted again and discontent may prevail until we readjust.
Not only has Gove suddenly scrapped the requirement for anyone to have QTS in order to work within an academy and free school, but the new Teacher Standards come into force in a few weeks time for all teachers (part B only). Are you up to date?
I am also left with a dilemma. I currently work in an academy and although we can adopt national policy, we are free to do what we will.
So, if you are also wondering what is going on, allow me to share with you some key DfE messages you may have missed.
• DfE announces schools can hire staff without QTS.
• Performance Management and Capability procedures are reviewed. Performance management will now be called Appraisal.
• A possible pay reform by the School Teachers' Review Body (STRB) for all teachers. You must read Michael Gove's letter to Dame Patricia Hodgson (chair of STRB) and make sure you check out his handwriting at the end of the letter.
• Teachers who qualified in Australia, Canada, New Zealand and the United States of America will be recognised with Qualified Teacher Status (QTS) without being required to undertake any further training or assessment.
Further education teachers who have Qualified Teacher, Learning and Skills status (QTLS) will be recognised as QTS without being required to undertake any further training or assessment.
• The Register of Teachers ceases to exist; there is no longer a requirement for teachers to register or pay a registration fee. Instead, employers can check a teacher's status through the Teaching Agency's online service.
• A new National Curriculum for English, maths and science is launched for primary schools and will be implemented in September 2014.
• Parental consent needed for school biometrics - this will be put into place in September 2013.
And announcements that come into action from 1 September 2012:
• New Teacher Standards for us all (part B only) with some extremely important myths and facts that you must read.
• All external examinations in two-year GCSE courses starting in September will have to be taken at the end of the course (summer 2014). Students will not be able to sit individual modules before the end of the course.
• Ofsted Common Inspection Framework changes again.
New arrangements and guidance on induction for newly qualified teachers come into effect. This includes enabling more types of schools and colleges to offer induction, including PRUs.
• New exclusion rules and guidance come into effect which will change the system for reviewing permanent exclusion decisions and revoke the duty to hold a reintegration interview following certain fixed period exclusions.
• Maintained schools are no longer required to produce an annual prospectus or curriculum policy, but must provide key information online instead.
• Schools must publish online information about how they have used the pupil premium.
• The new statutory key stage 2 test of grammar, punctuation and spelling made available on the Department's website (Dec 2012).
• Take note of this useful DfE timeline with forthcoming changes for all types of schools.
After all of that I am still pondering my academy dilemma.
Prepare for a bumpy ride this autumn as the government rolls out yet more changes for teachers and school leaders alike, says Ross Morrison McGill
 |
| Have teachers got a rough ride ahead? |
Over the past few days, to compensate the loss, I have viewed countless Mo Farah postures and reruns of Usain Bolt's 100m sprint in brick-by-brick reconstructions. When feeling occasionally serious, I've read all references to education and the decisions politicians make to continue funding (or not) and how sport and PE in school can make a difference to the next generation of Olympians.
However, putting current affairs abruptly aside, have we been ignoring the chalk face?
Now, I know it's the summer holidays and like anyone, I should be sunning myself on some far-off exotic shore and taking a moment to switch off, but instead this summer, I am at home in London enjoying life with our son following his second operation. Deciding not to jet off has allowed me to pause for reflection and take each day very slowly. I've never had a more relaxing break, but despite the niceties, one issue has been niggling away at the back of my mind and I've have been left wondering how on earth I will go about informing staff about all the latest Department for Education changes for September 2012.
I write this particular post because I often read and research what is going on in our field; I am expecting an autumn of discontent within the education sector. I suspect the pensions debate will continue as many of us will start to really understand our payslips and notice a difference, but as the 1 September looms, there are changes that are due to kick-start and we all must take note.
As a school, we have already adapted, consulted, modified and rewritten our practices, but I still feel apprehensive. How will our staff feel? I would imagine many schools will sense the same and will continue to do so until we all settle into the new procedures and collaborate once more.
As an example, for the past 12 years, I have been involved with supporting all pathways and new teachers into school. This September, what I will not communicate to newbies, is that over the past two months I have been dissatisfied. The goalposts have shifted again and discontent may prevail until we readjust.
Not only has Gove suddenly scrapped the requirement for anyone to have QTS in order to work within an academy and free school, but the new Teacher Standards come into force in a few weeks time for all teachers (part B only). Are you up to date?
I am also left with a dilemma. I currently work in an academy and although we can adopt national policy, we are free to do what we will.
So, if you are also wondering what is going on, allow me to share with you some key DfE messages you may have missed.
• DfE announces schools can hire staff without QTS.
• Performance Management and Capability procedures are reviewed. Performance management will now be called Appraisal.
• A possible pay reform by the School Teachers' Review Body (STRB) for all teachers. You must read Michael Gove's letter to Dame Patricia Hodgson (chair of STRB) and make sure you check out his handwriting at the end of the letter.
• Teachers who qualified in Australia, Canada, New Zealand and the United States of America will be recognised with Qualified Teacher Status (QTS) without being required to undertake any further training or assessment.
Further education teachers who have Qualified Teacher, Learning and Skills status (QTLS) will be recognised as QTS without being required to undertake any further training or assessment.
• The Register of Teachers ceases to exist; there is no longer a requirement for teachers to register or pay a registration fee. Instead, employers can check a teacher's status through the Teaching Agency's online service.
• A new National Curriculum for English, maths and science is launched for primary schools and will be implemented in September 2014.
• Parental consent needed for school biometrics - this will be put into place in September 2013.
And announcements that come into action from 1 September 2012:
• New Teacher Standards for us all (part B only) with some extremely important myths and facts that you must read.
• All external examinations in two-year GCSE courses starting in September will have to be taken at the end of the course (summer 2014). Students will not be able to sit individual modules before the end of the course.
• Ofsted Common Inspection Framework changes again.
New arrangements and guidance on induction for newly qualified teachers come into effect. This includes enabling more types of schools and colleges to offer induction, including PRUs.
• New exclusion rules and guidance come into effect which will change the system for reviewing permanent exclusion decisions and revoke the duty to hold a reintegration interview following certain fixed period exclusions.
• Maintained schools are no longer required to produce an annual prospectus or curriculum policy, but must provide key information online instead.
• Schools must publish online information about how they have used the pupil premium.
• The new statutory key stage 2 test of grammar, punctuation and spelling made available on the Department's website (Dec 2012).
• Take note of this useful DfE timeline with forthcoming changes for all types of schools.
After all of that I am still pondering my academy dilemma.
Sunday, 17 June 2012
A Fathers Day post in The @GuardianTeach er Network
This article appears here on The Guardian Teacher Network Blog.
I have just become a father after 20 years of teaching and this week, I will be celebrating my second Father's Day. However, on this particular occasion, this Father's Day will not be spent on a Neonatal unit.
Just over one year ago, my son was born 12 weeks premature, weighing just 1lb 9ozs. Despite only 28 weeks gestation which would normally carry a 75% survival rate, his extreme prematurity coupled with an extreme low-birthweight, meant that his survival rate was more like 50-60%, similar to a premature baby born at 24 weeks gestation.
Looking back at the first four weeks of my son's life in hospital, Father's Day arrived and my first was a celebration indeed. After the typical nervous night's sleep, not quite sure what to expect in the morning, I arrived to NICU (Neonatal Intensive Care Unit) to hear of no major news or further set-backs. Our nurse greeted me with a wonderful blue rosette badge and a small card that lay on top of the incubator; the card contained a tiny hand-print and footprint stamp, no bigger than four or five cms in length; my first cuddle after 19 long days made this one of the best days of my life.
Thirty-five days later, my son was transferred 85 miles back home to his third hospital, where he spent the next 47 days in special care. He has battled through 35 days of intubated ventilation, a further 30 days on CPAP ventilation, Meningitis, four blood transfusions, a hydrocele and hernia operation. The list goes on…
Consequently, my journey into parenthood may not be a typical beginning, but some of the following scenarios I now face in school may sound familiar to you if you are a parent and also a teacher…
Firstly, let us consider sleep and tiredness.
I used to think working 60 hours a week for 38 weeks of the academic year was exhausting. How foolish was I?! Parenting a newborn takes fatigue to a new level. Exhaustion as a result of teaching does not come close. I now have to reduce my hours and find a day at work like a pleasant day off from the over-tiredness.
Secondly, the logistics of work and working.
I now have to work smarter and consider what days I have to arrive late and leave early due to childcare commitments. Where possible, I consider planning my week ahead in a different way, considering late evenings, doctors appointments and deadlines much more carefully. I did this exceptionally well before, but ponder this much more thoughtfully. I also have a new-found respect for all the colleagues I used to line-manage who are parents. I now understand and I am so sorry if I did not appear further compassionate… I find myself walking through the school gates twice a week just before the bell rings and I have the same reasons.
My suit.
Oh yes, my smart, dry-cleaned and leg-pressed suit. Your days are numbered as I arrive to work; I sit down to a meeting with a colleague and then look down only to discover a dried-out lump of porridge glued to my trousers! I am now officially part of the "stain-on-every-garment" gang as I lick my finger to rub away the stain!
Subsequently, a change in perception is the adjustment of conversation I have with colleagues and my headteacher. I talk about the work I complete at 2am in the morning or the amount of "spew and poo" I had to clean up at 6am before leaving for work… I'm sure staff do not want to hear about this, but there are some exceptionally funny circumstances with children at home that can bring about a great deal of laughter at work.
Equally, the fulfilment of teaching and parenting has taken me and my purpose to the next level. At parent evenings, I truly have something in common with every parent I talk with. I understand their frustration, their hopes and fears and the joy a good report must bring. I have stated time and time again, that parenting is the key to a successful learner in the classroom. Today, I have the responsibility to meet my own expectations…
From a business perspective, becoming a parent has allowed me to consider value for money in the classroom. Every lesson counts more than it did before. I know this is an unrealistic statement and some may ask what have I been doing for the past 20 years? Imagine some of the poorer lessons you or I have delivered? What if my son was in that class? How would I feel being a parent? I have never felt stronger about students receiving good quality lessons and learning experiences…
Fatherhood has completely changed my perception of teaching. As a parent, not only do the Peppa Pig parables improve my storyteller techniques, but now I am equipped with an array of fables and family experiences to share in the classroom or whole-school assemblies. Students thrive on real-life stories and I am a better teacher for it.
My son has never been healthier and I've never been happier. Please share the joy of Father's Day with your students and colleagues, or even make a donation to premature charities such as Bliss and Tommy's Baby. Happy Father's Day!
- @TeacherToolkit
I have just become a father after 20 years of teaching and this week, I will be celebrating my second Father's Day. However, on this particular occasion, this Father's Day will not be spent on a Neonatal unit.
Just over one year ago, my son was born 12 weeks premature, weighing just 1lb 9ozs. Despite only 28 weeks gestation which would normally carry a 75% survival rate, his extreme prematurity coupled with an extreme low-birthweight, meant that his survival rate was more like 50-60%, similar to a premature baby born at 24 weeks gestation.
Looking back at the first four weeks of my son's life in hospital, Father's Day arrived and my first was a celebration indeed. After the typical nervous night's sleep, not quite sure what to expect in the morning, I arrived to NICU (Neonatal Intensive Care Unit) to hear of no major news or further set-backs. Our nurse greeted me with a wonderful blue rosette badge and a small card that lay on top of the incubator; the card contained a tiny hand-print and footprint stamp, no bigger than four or five cms in length; my first cuddle after 19 long days made this one of the best days of my life.
Thirty-five days later, my son was transferred 85 miles back home to his third hospital, where he spent the next 47 days in special care. He has battled through 35 days of intubated ventilation, a further 30 days on CPAP ventilation, Meningitis, four blood transfusions, a hydrocele and hernia operation. The list goes on…
Consequently, my journey into parenthood may not be a typical beginning, but some of the following scenarios I now face in school may sound familiar to you if you are a parent and also a teacher…
Firstly, let us consider sleep and tiredness.
I used to think working 60 hours a week for 38 weeks of the academic year was exhausting. How foolish was I?! Parenting a newborn takes fatigue to a new level. Exhaustion as a result of teaching does not come close. I now have to reduce my hours and find a day at work like a pleasant day off from the over-tiredness.
Secondly, the logistics of work and working.
I now have to work smarter and consider what days I have to arrive late and leave early due to childcare commitments. Where possible, I consider planning my week ahead in a different way, considering late evenings, doctors appointments and deadlines much more carefully. I did this exceptionally well before, but ponder this much more thoughtfully. I also have a new-found respect for all the colleagues I used to line-manage who are parents. I now understand and I am so sorry if I did not appear further compassionate… I find myself walking through the school gates twice a week just before the bell rings and I have the same reasons.
My suit.
Oh yes, my smart, dry-cleaned and leg-pressed suit. Your days are numbered as I arrive to work; I sit down to a meeting with a colleague and then look down only to discover a dried-out lump of porridge glued to my trousers! I am now officially part of the "stain-on-every-garment" gang as I lick my finger to rub away the stain!
Subsequently, a change in perception is the adjustment of conversation I have with colleagues and my headteacher. I talk about the work I complete at 2am in the morning or the amount of "spew and poo" I had to clean up at 6am before leaving for work… I'm sure staff do not want to hear about this, but there are some exceptionally funny circumstances with children at home that can bring about a great deal of laughter at work.
Equally, the fulfilment of teaching and parenting has taken me and my purpose to the next level. At parent evenings, I truly have something in common with every parent I talk with. I understand their frustration, their hopes and fears and the joy a good report must bring. I have stated time and time again, that parenting is the key to a successful learner in the classroom. Today, I have the responsibility to meet my own expectations…
From a business perspective, becoming a parent has allowed me to consider value for money in the classroom. Every lesson counts more than it did before. I know this is an unrealistic statement and some may ask what have I been doing for the past 20 years? Imagine some of the poorer lessons you or I have delivered? What if my son was in that class? How would I feel being a parent? I have never felt stronger about students receiving good quality lessons and learning experiences…
Fatherhood has completely changed my perception of teaching. As a parent, not only do the Peppa Pig parables improve my storyteller techniques, but now I am equipped with an array of fables and family experiences to share in the classroom or whole-school assemblies. Students thrive on real-life stories and I am a better teacher for it.
My son has never been healthier and I've never been happier. Please share the joy of Father's Day with your students and colleagues, or even make a donation to premature charities such as Bliss and Tommy's Baby. Happy Father's Day!
- @TeacherToolkit
Friday, 8 June 2012
Handbags and Gladrags on @GuardianTeach
This is my latest post on The Guardian Teacher Network Blog.
Handbags and Gladrags
Article no.7– May 2012
Embrace your school prom!
Popular
culture has embedded the school prom into the UK education system.
Don't shun it, argues our blogger, students and teachers need to share
these magic moments.
It's easy to be cynical about this
American imported rite of passage, but the school Prom is a beautiful
thing and teachers should kick their shoes off and enjoy it. Photograph:
www.alamy.com
"…They told me you missed school today, so what I suggest you just throw them all away. The Handbags and the Gladrags, that your poor old Grandad had to sweat to buy…"
Some of you may be humming the theme tune to The Office by now, but I'm not writing about the famous television series. I'm referring to the lyrical meaning of a very famous song that has particular significance at this time of the school year. I will return to this particular topic later…
The original song, penned by Mike d'Abo was released by Chris Farlowe. The song almost hit the bigtime after Rod Stewart re-released his version in 1972, but it wasn't until the Stereophonics announced their own version of the song in 2001 that the well-known Handbags and the Gladrags entered the consciousness of the masses.
It's about a girl taking everything for granted, resembling most young people growing up, believing that having the latest clothes will make them feel that they will fit in with their peers. What the vast majority tend to do is, forget that someone else had to pay for that luxury, and that looking trendy will get them nowhere if you don't have some sort of education.
Amazing how relevant that still is today!
Now let me paraphrase the link between the lyrics of the song and the academic calendar: "After three years of expulsion from my previous school, based on my gender, I am finally considering attending my school prom(enade) to accompany our Year 11 and Sixth Form students for an end-of-year celebration. It is an occasion I really enjoy, but with some intrepidation. Allow me to provide you with some of the finer details to consider…"
Once constrained to the shores of the USA, popular culture has embedded this particular enrichment program a place into the UK education system and the word "Prom" will no doubt, be on the lips of most students at this time of year, in and out of revision sessions.
After a term of planning and dreaming, students become more and more animated as the event looms, to gain a brief respite from the stresses and strains of the examination season.
Girls become fixated with beautiful and flamboyant dresses, hoping to be crowned "Prom Queen", while boys search high and low for that extra slice of swagger that will make them stand out from the crowd. Of course on their part, this will mostly appear to be carried out quite nonchalantly…
Weeks and weeks of discussing ideas stem from drawings etched by elite textiles GCSE and fashion A-level students, manipulating images sourced off the internet and ripped pages from celebrity gossip magazines. There will be one or two whose mother has passed a hand-me-down dress for a touch of individuality and sense of self-importance, or another 10 who cannot resist the luxury of a streched limo to take them from their front doorstep, two miles up the road to the venue or to a predetermined meeting point for all to see!
So, on a work-night, consider a late escapade with a possible overlap into your own precious weekend. It is of course, a fine-line between responsibility (in-loco parentis) and turning-a-blind-eye, relaxing with your students, celebrating the culmination of five long years of school life…
No doubt there will be some very, very loud music, plenty of bump and grind, coupled with many raised eyebrows; but ultimately, they have made it. They have made it this far through our complex education system, with all the external pressures we face as teachers that most students are oblivious too.
There will be those individuals who'll make you smile, a shy-soul who may be deserving of a cuddle you've saved for someone special; or that cocky year 11 lad that was just about to hear your morale-boosting piece-of-advice to set them on their way into life, but has asked you to dance instead! You cringe and think twice, before your colleague smirks then elbows you in the ribs…
The joys and laughter of a school prom are plenty, but the celebration is ultimately determined by the character of the students and the conditions in which the event is set. It is vital to provide the students with clear expectations and boundaries so that all parties are content. There will be a small minority who will not make it up until "the actual day" and others who may have to be turned away before embarking on the coach or long-boat.
If I said there was no alcohol consumed by students, I would be lying, as it tends to be one of the crucial factors for most schools that determines a student's final day with their peers. It needs policing…
Whatever the context of your school prom, I tell you this: Put your glad rags on and join in the festivities. We all need a forum to relax together, despite the pressures placed upon all who walk through the school gates each morning aged 4 to 68 (or whatever the retirement age grows to)!
Regardless of our throw-away society, students do design their own outfit, wear a hand-me-down with their chin held high, or even conjure up a magical piece using the cheap labour a discount clothes store. Share this moment with your students that they truly deserve. Go see a side of school life that will remind you that it's all worthwhile… My only advice is, stay away from the dancefloor!
Some of you may be humming the theme tune to The Office by now, but I'm not writing about the famous television series. I'm referring to the lyrical meaning of a very famous song that has particular significance at this time of the school year. I will return to this particular topic later…
The original song, penned by Mike d'Abo was released by Chris Farlowe. The song almost hit the bigtime after Rod Stewart re-released his version in 1972, but it wasn't until the Stereophonics announced their own version of the song in 2001 that the well-known Handbags and the Gladrags entered the consciousness of the masses.
It's about a girl taking everything for granted, resembling most young people growing up, believing that having the latest clothes will make them feel that they will fit in with their peers. What the vast majority tend to do is, forget that someone else had to pay for that luxury, and that looking trendy will get them nowhere if you don't have some sort of education.
Amazing how relevant that still is today!
Now let me paraphrase the link between the lyrics of the song and the academic calendar: "After three years of expulsion from my previous school, based on my gender, I am finally considering attending my school prom(enade) to accompany our Year 11 and Sixth Form students for an end-of-year celebration. It is an occasion I really enjoy, but with some intrepidation. Allow me to provide you with some of the finer details to consider…"
Once constrained to the shores of the USA, popular culture has embedded this particular enrichment program a place into the UK education system and the word "Prom" will no doubt, be on the lips of most students at this time of year, in and out of revision sessions.
After a term of planning and dreaming, students become more and more animated as the event looms, to gain a brief respite from the stresses and strains of the examination season.
Girls become fixated with beautiful and flamboyant dresses, hoping to be crowned "Prom Queen", while boys search high and low for that extra slice of swagger that will make them stand out from the crowd. Of course on their part, this will mostly appear to be carried out quite nonchalantly…
Weeks and weeks of discussing ideas stem from drawings etched by elite textiles GCSE and fashion A-level students, manipulating images sourced off the internet and ripped pages from celebrity gossip magazines. There will be one or two whose mother has passed a hand-me-down dress for a touch of individuality and sense of self-importance, or another 10 who cannot resist the luxury of a streched limo to take them from their front doorstep, two miles up the road to the venue or to a predetermined meeting point for all to see!
So, on a work-night, consider a late escapade with a possible overlap into your own precious weekend. It is of course, a fine-line between responsibility (in-loco parentis) and turning-a-blind-eye, relaxing with your students, celebrating the culmination of five long years of school life…
No doubt there will be some very, very loud music, plenty of bump and grind, coupled with many raised eyebrows; but ultimately, they have made it. They have made it this far through our complex education system, with all the external pressures we face as teachers that most students are oblivious too.
There will be those individuals who'll make you smile, a shy-soul who may be deserving of a cuddle you've saved for someone special; or that cocky year 11 lad that was just about to hear your morale-boosting piece-of-advice to set them on their way into life, but has asked you to dance instead! You cringe and think twice, before your colleague smirks then elbows you in the ribs…
The joys and laughter of a school prom are plenty, but the celebration is ultimately determined by the character of the students and the conditions in which the event is set. It is vital to provide the students with clear expectations and boundaries so that all parties are content. There will be a small minority who will not make it up until "the actual day" and others who may have to be turned away before embarking on the coach or long-boat.
If I said there was no alcohol consumed by students, I would be lying, as it tends to be one of the crucial factors for most schools that determines a student's final day with their peers. It needs policing…
Whatever the context of your school prom, I tell you this: Put your glad rags on and join in the festivities. We all need a forum to relax together, despite the pressures placed upon all who walk through the school gates each morning aged 4 to 68 (or whatever the retirement age grows to)!
Regardless of our throw-away society, students do design their own outfit, wear a hand-me-down with their chin held high, or even conjure up a magical piece using the cheap labour a discount clothes store. Share this moment with your students that they truly deserve. Go see a side of school life that will remind you that it's all worthwhile… My only advice is, stay away from the dancefloor!
Thursday, 26 April 2012
What makes an outstanding school? @GuardianTeach
My latest post in The Guardian:
I did, I didn't and I do work in an outstanding school; and I don't mean Outstanding by Ofsted definition, I mean outstanding in terms of student and staff fulfilment. Let me set my stall out from the start. This article is "not" based on Ofsted definition, so if this is why you came here, you will only be disappointed, so I suggest you are better off reading something else!
Many years ago I did: I was fortunate enough to be appointed to my first middle leadership position. Starting in 1999, I joined the school as the 13th teacher working for 160 students. Today, the school now thrives with approximately 150 members of staff and over 1300 students. The institution I was joining was established by a group of parents who wanted more first choice places for their children and wanted another local comprehensive school to be part of that decision process. Over a decade later, this would have been known as a Free School I hear you say…
I can safely say, my time at this school were the happiest teaching years of my career (to date); so let me tell you why. The luxury of a start-up school allows all stakeholders to join a fresh ethos and a crisp vision. I recall the school motto quite clearly, "Success for All". But behind the scenes, the ethos amongst the staff was "the extra mile" and within such a young evolving cohort, a healthy zest of competitiveness remained. It was great fun and staff morale was epic!
Staff relished working, and I loved Monday mornings again. I couldn't get to school quick enough. Parents on the whole, were excited about each new phase of the school's growth, as this made a significant impact on their child's development, fully understanding this unique position of being "the first".
With this inimitable situation, came a huge influx of cash to spend as the curriculum grew and the building work increased. I must have spent a budget in excess of half a million pounds furnishing countless 100sqft Design Technology classrooms. I loved every second! In short, staff worked together and supported each other. Students enjoyed their studies, coupled with an array of enrichment opportunities and great successes. For me, truly outstanding and what I would describe as "my wonder years".
Not so long ago, I didn't: I found myself as a senior leader in a National Challenge school. There was no hiding place and I knew it was an opportunity to tackle the chalkface after working in such a rewarding school. This particular school had its successes. A diverse multi-cultural population, covering at least 50 countries and 70 languages. Cultural diversity and community cohesion it was; nothing short of exemplary. On non-uniform days and national flag days, the school was a vibrant and happy place to be and students worked happily together (given the distraction).
However, staff did not pull together and union representatives were intent on bringing down any new ideology to drive up standards. As a new member of ASCL Council, I found my own union CPD heightened to challenge any misconceptions to ensure even I was represented as a member of the teaching staff. I hope you can understand where this is going, as I know I have certainly not described to you, an "Outstanding" school by any definition. A multitude of issues tainted the vision at whole-school level and in turn departments started to suffer losses in relation to staffing, standards and morale. Systems broke down and at times staff gossip was rife.
Converting to an academy in the short term produced mixed outcomes and staff voted with their feet. I recall a swarm of disputes that hindered the staff from making any expanse of progress in the classroom. I know some of those difficulties are prevalent in other schools, but ice-cold classrooms in winter, juxtaposed with excruciating heat in the summer made teaching and learning an after-thought.
Other examples include an ICT network that just did-not-work! Appalling fire-drills; shocking punctuality to lessons and at times, a tenuous leadership team; legionella in the water; little forward-planning and countess "monitoring visits" oozed the life out of classroom teachers. I mean read this carefully, staff well-being even made it onto the list of school priorities! To be frank, staff were pissed off, but some of them I admit, needed a good kick up the backside!
Currently I do work in an outstanding school. The keys on my keyboard clunk at a frantic pace to keep up with the ideas that are being consumed across the workplace. I can't get around the corridors quick enough to support colleagues; observe lessons, feedback and discuss the varied and inspiring CPD ideas we are planning. I feel like an old steam locomotive en-route for Outstanding!
Staff are keen to improve themselves and each other. The students are equally clear about their expectations and being a feisty and needy bunch of wonderful individuals, they sure make it known. We are generating plenty of tailored pathways for them, but it's not quick enough to match their complex needs. What we need to do, is meet the definition of "Outstanding".
We are Outstanding, but not by watchdog definition. Staff are happy, students are happy. Systems are in place and do work. Staff are supported and students are achieving. So, given that, what makes me make such an assumption? Well, in layman's terms we are almost there. Pockets of excellence exist in every school, but the key ingredient missing to allow us to have outstanding in every aspect, is fundamental. We just need to simply teach better!
Many years ago I did: I was fortunate enough to be appointed to my first middle leadership position. Starting in 1999, I joined the school as the 13th teacher working for 160 students. Today, the school now thrives with approximately 150 members of staff and over 1300 students. The institution I was joining was established by a group of parents who wanted more first choice places for their children and wanted another local comprehensive school to be part of that decision process. Over a decade later, this would have been known as a Free School I hear you say…
I can safely say, my time at this school were the happiest teaching years of my career (to date); so let me tell you why. The luxury of a start-up school allows all stakeholders to join a fresh ethos and a crisp vision. I recall the school motto quite clearly, "Success for All". But behind the scenes, the ethos amongst the staff was "the extra mile" and within such a young evolving cohort, a healthy zest of competitiveness remained. It was great fun and staff morale was epic!
Staff relished working, and I loved Monday mornings again. I couldn't get to school quick enough. Parents on the whole, were excited about each new phase of the school's growth, as this made a significant impact on their child's development, fully understanding this unique position of being "the first".
With this inimitable situation, came a huge influx of cash to spend as the curriculum grew and the building work increased. I must have spent a budget in excess of half a million pounds furnishing countless 100sqft Design Technology classrooms. I loved every second! In short, staff worked together and supported each other. Students enjoyed their studies, coupled with an array of enrichment opportunities and great successes. For me, truly outstanding and what I would describe as "my wonder years".
Not so long ago, I didn't: I found myself as a senior leader in a National Challenge school. There was no hiding place and I knew it was an opportunity to tackle the chalkface after working in such a rewarding school. This particular school had its successes. A diverse multi-cultural population, covering at least 50 countries and 70 languages. Cultural diversity and community cohesion it was; nothing short of exemplary. On non-uniform days and national flag days, the school was a vibrant and happy place to be and students worked happily together (given the distraction).
However, staff did not pull together and union representatives were intent on bringing down any new ideology to drive up standards. As a new member of ASCL Council, I found my own union CPD heightened to challenge any misconceptions to ensure even I was represented as a member of the teaching staff. I hope you can understand where this is going, as I know I have certainly not described to you, an "Outstanding" school by any definition. A multitude of issues tainted the vision at whole-school level and in turn departments started to suffer losses in relation to staffing, standards and morale. Systems broke down and at times staff gossip was rife.
Converting to an academy in the short term produced mixed outcomes and staff voted with their feet. I recall a swarm of disputes that hindered the staff from making any expanse of progress in the classroom. I know some of those difficulties are prevalent in other schools, but ice-cold classrooms in winter, juxtaposed with excruciating heat in the summer made teaching and learning an after-thought.
Other examples include an ICT network that just did-not-work! Appalling fire-drills; shocking punctuality to lessons and at times, a tenuous leadership team; legionella in the water; little forward-planning and countess "monitoring visits" oozed the life out of classroom teachers. I mean read this carefully, staff well-being even made it onto the list of school priorities! To be frank, staff were pissed off, but some of them I admit, needed a good kick up the backside!
Currently I do work in an outstanding school. The keys on my keyboard clunk at a frantic pace to keep up with the ideas that are being consumed across the workplace. I can't get around the corridors quick enough to support colleagues; observe lessons, feedback and discuss the varied and inspiring CPD ideas we are planning. I feel like an old steam locomotive en-route for Outstanding!
Staff are keen to improve themselves and each other. The students are equally clear about their expectations and being a feisty and needy bunch of wonderful individuals, they sure make it known. We are generating plenty of tailored pathways for them, but it's not quick enough to match their complex needs. What we need to do, is meet the definition of "Outstanding".
We are Outstanding, but not by watchdog definition. Staff are happy, students are happy. Systems are in place and do work. Staff are supported and students are achieving. So, given that, what makes me make such an assumption? Well, in layman's terms we are almost there. Pockets of excellence exist in every school, but the key ingredient missing to allow us to have outstanding in every aspect, is fundamental. We just need to simply teach better!
Saturday, 3 March 2012
@FreddieWM meets David Cameron @PortbelloMarket
Freddie explains to David how he is lucky to be alive... Please do not go ahead with NHS cuts. 
Tuesday, 28 February 2012
Friday, 24 February 2012
How do senior leaders get their jobs?
This article features in The Guardian / Education / Teacher Network Blog.
The reason I write 'this post' is to share my experiences with other colleagues. It is certainly not an exemplary model of any leadership interview, just my story. In the short amount of time I have been working in school leadership, the application and interview process still remains an unknown quantity for many of us. At each of the stages we climb higher, we relish the challenge but would also acknowledge that, for the vast majority, we are stepping into the unknown.
In the past few years, I have experienced a total of four leadership interviews. Three of these have been for assistant headteacher positions and the other, a deputy headteacher role. This blog goes into detail about three of the interviews.
I would describe myself as a vocational practitioner, someone who prefers coursework, rather than an examination. Of course I can do both but, given a preference, I wish there were interview processes that existed, to support teachers like myself who could prove their worth over a performance period.
Assistant Principal (Director of Specialisms; CPD & ICT) over one day: Note, this interview was conducted during the NUT strike over pay in April 2008. On the day of interview, you can imagine, there were virtually zero students or staff present in the school.
The details of the process include a lengthy interview, a student-panel interview which I always enjoy, and a role-play with (simulated) middle-leaders!
Finally, a presentation was also part of the process, focusing on a random topic that always suits the school development plan and is (I guess) apparently supposed to showcase your leadership skills in a pokey-room, with three to four observant colleagues using a bland PowerPoint presentation... not my forte.
At the end of the day I was called back into meet the panel first (which is always a good sign) and offered the role before leaving room. Despite what has happened to me as a result of this particular role at this school, a note to all: do not accept any post on the spot without reflection or a good look around the school. I made the mistake of not visiting beforehand and being in a very unique position at interview, during a strike day. Take the drive home, walk or call a friend, colleague or a partner and… reflect. If the school offer you the position, accept in principle, but don't think anyone would be offended if you said "you need to just discuss the outcome with your partner before confirming".
So following voluntary redundancy from the school mentioned above the following interviews were conducted while I was in a position of redundancy at home. See my blog on coping with redundancy to hear more about this time.
Assistant Headteacher (Key Stage 3 Pastoral) over two days:
Day one: The day started off as it should, with a positive school assembly and a tour led by a group of students. The feel-good factor was tingling my skin and I started to believe I would be part of the furniture in no time.
An in-tray exercise soon made sure these feelings ebbed away and I switched my brain on as we were left alone in a quiet library. The task comprised of a letter to be hand-written as a reply to an upset parent; a data analysis exercise and finally five possible scenarios that you "may encounter" before 9am. We had to rank and support our decisions using the 45 minutes available to complete all of the tasks.
A short chit-chat break with middle-leaders hindered any chance of enjoying a coffee or a micro-second to pull out any biscuit crumbs from my teeth. A series of meetings (as a group) with the other candidates was next on the agenda.
For the first time ever in my career, there was NO lesson to teach. Yes, you did read that sentence correctly. This was fantastic in terms of interview preparation as only "reading-up" was required which allowed you to have some sort of life before the event; but no lesson? What's that all about?!
At the end of day one, there were seven of us waiting after school. The choice was ours to stay and so was any feedback that was offered to us. We each sounded each other out – which would have been a great moment on Big Brother - and to no surprise, we all decided to stay while the panel deliberated… Of the four shortlisted, my name was the last to be read. We were escorted through reception to the headteacher's office. "All of you could do the role, so it is a matter of you selling yourselves to us", he said.
We were given a small slip of paper with a presentation topic and a time to attend a one-hour interview in the morning. I was content.
Day two: After working until the late hours (a no-no) the night before, I waltzed in at 11am, adorned with a new coloured tie for my allocated interview slot. I took the chance to take a private walk around the school and ask a few more detailed questions to key members of staff I felt I would be working closely with. This did help me, but was also a vital reference point during the interview.
The presentation was supposed to be short and a chance to sell my leadership skills. After all, they were deciding if I would fit into their current team. I therefore set about who I was and what leadership qualities I could bring to the school. The interview was relaxed, challenging and I remember making most of the panel smile.
Feedback: As I was the last candidate of the day, it was suggested that I stay behind to hear my fate… Although I am sceptical about accepting positions there and then, my situation at the time left me with no choice. After 30 minutes which soon turned into an hour, I was called back from the staffroom to hear my fate. "We would like to offer you a role, (short pause) but not for this position."
"Okay" I replied and asked the headteacher to repeat himself and clarify the crux of his words. Another candidate was being offered the position, but they recognised qualities in me, so they had deliberated and created an additional role. Was this a good thing? A compliment? Was is what I needed? All sorts of questions whizzed through my head. I retreated home to reflect and returned two days later to discuss the details of this role, only to hear that the school could not afford me! The contract had changed from one year to one term consultancy and I left feeling even more bewildered at the process.
Assistant Principal (Teaching and Learning) over two days:
Without doubt, this period was the most intense two days I have ever experienced at interview and exemplifies that the process can vary from school to school based on the personality and the needs of the school. At Headteacher level, I have heard that the process can last for three and a half days…
Day one: For this interview the day began with a staff briefing in the staffroom. Minutes, messages, disgruntled faces (in parts), pigeon holes and worn out cushioned chairs are the staple diet of most staffrooms, but not this place. There were no minutes, and it only lasted three minutes… so I liked the place already.
What followed was a very good tour. What I mean by this, is that it felt as if there were no stones left unturned and this is very important point to make. It shows the real character of the school and is just how it should be if schools are to appoint the "right" candidate. I liked the school even more…
All the candidates were teaching a lesson and then had to create the all-singing, all-dancing performance of a lifetime in a stranger's classroom. What frustrated me about this stage, is that each candidate taught a different subject, to a different student ability and each in a different classroom environment.
Following our own lesson, we were asked to observe two other staff-members' lesson and then feedback to them individually under close observation. After this had knocked the wind out of your sails, the "surprise" element of the day (and all interesting schools love surprises) was a mini-speed-dating version of Q and A meetings with middle leaders.
I picked up my box of tricks and by 5pm I was home. Oh, and there is little time to relax and switch off, at 6pm I received "the phonecall". Regardless of the good news, it was all very efficient.
Day 2: The anticipated phonecall that came the night before provided us with our brief for the day. A presentation topic related to the school's needs and also linked to the role of the successful post-holder. Plus an additional cliffhanger, a message to say we would be teaching another lesson, but with only one-hour's notice to plan on the day. It felt like being a supply teacher or being given a cover lesson all over again! It would be to another teacher's scheme of work (how frustrating!) and to a different key stage for a topic provided to us.
Despite both my lessons being successfully delivered in unfamiliar circumstances, the surprise element of the day was yet to come. The remaining four candidates were to observe each other's lessons and then provide lesson feedback. This concept drummed up all sorts of thoughts into my mind and certainly raised the stakes for the position advertised. It was without doubt, a challenging, exciting and daunting prospect to complete after establishing minor relationships with the other candidates.
Now I needed to provide a judgement and deliver this good or bad news to someone that – to them – was being delivered by their competition. It was a new experience.
Again, my pet-hate, a presentation to be delivered in five, short minutes that was supposed to capture the vision of the school through my leadership. As swiftly as I entered the room, I smiled and fumbled my belongings together, logged off the PC and retreated to the holding room.
Having made it to the final four, the panel were to deliberate over lunch and select candidates for the final interview.
Feedback: "Congratulations Ross, we'd like to offer you the job. Please relax…" Again, the candidates I had come to know, were whisked off behind the scenes (I have been there) and I spent the next thirty minutes relaxing and revising for a final interview, for a job I had been offered.
The interview was penetrating and I questioned the reasoning for the strength of interrogation after being offered the post. Perhaps I misheard the panel? Maybe I had been congratulated for being the only candidate shortlisted to the penultimate stage?
Exhausted and believe it or not, grateful for the CPD, I managed to get home by 5pm. Thank goodness I had not spoken to my wife at 3pm to whisper the good news! I was dismissed with "we will call you tomorrow morning" but no sooner had I walked in the door, my phone rang and I recognised the number immediately. It was a "no"…
One thing I know is that you cannot expect the interview process (for any job) to be similar as you may have experienced in your last interview, no matter how long that was ago. If you are successful for any teaching post, believe me, you have done very well.
I can't help but wonder is it not time for a change? It may not be financially viable, but could placements be more suitable between schools, similar to leadership programmes?
- @TeacherToolkit
The reason I write 'this post' is to share my experiences with other colleagues. It is certainly not an exemplary model of any leadership interview, just my story. In the short amount of time I have been working in school leadership, the application and interview process still remains an unknown quantity for many of us. At each of the stages we climb higher, we relish the challenge but would also acknowledge that, for the vast majority, we are stepping into the unknown.
In the past few years, I have experienced a total of four leadership interviews. Three of these have been for assistant headteacher positions and the other, a deputy headteacher role. This blog goes into detail about three of the interviews.
I would describe myself as a vocational practitioner, someone who prefers coursework, rather than an examination. Of course I can do both but, given a preference, I wish there were interview processes that existed, to support teachers like myself who could prove their worth over a performance period.
Assistant Principal (Director of Specialisms; CPD & ICT) over one day: Note, this interview was conducted during the NUT strike over pay in April 2008. On the day of interview, you can imagine, there were virtually zero students or staff present in the school.
The details of the process include a lengthy interview, a student-panel interview which I always enjoy, and a role-play with (simulated) middle-leaders!
Finally, a presentation was also part of the process, focusing on a random topic that always suits the school development plan and is (I guess) apparently supposed to showcase your leadership skills in a pokey-room, with three to four observant colleagues using a bland PowerPoint presentation... not my forte.
At the end of the day I was called back into meet the panel first (which is always a good sign) and offered the role before leaving room. Despite what has happened to me as a result of this particular role at this school, a note to all: do not accept any post on the spot without reflection or a good look around the school. I made the mistake of not visiting beforehand and being in a very unique position at interview, during a strike day. Take the drive home, walk or call a friend, colleague or a partner and… reflect. If the school offer you the position, accept in principle, but don't think anyone would be offended if you said "you need to just discuss the outcome with your partner before confirming".
So following voluntary redundancy from the school mentioned above the following interviews were conducted while I was in a position of redundancy at home. See my blog on coping with redundancy to hear more about this time.
Assistant Headteacher (Key Stage 3 Pastoral) over two days:
Day one: The day started off as it should, with a positive school assembly and a tour led by a group of students. The feel-good factor was tingling my skin and I started to believe I would be part of the furniture in no time.
An in-tray exercise soon made sure these feelings ebbed away and I switched my brain on as we were left alone in a quiet library. The task comprised of a letter to be hand-written as a reply to an upset parent; a data analysis exercise and finally five possible scenarios that you "may encounter" before 9am. We had to rank and support our decisions using the 45 minutes available to complete all of the tasks.
A short chit-chat break with middle-leaders hindered any chance of enjoying a coffee or a micro-second to pull out any biscuit crumbs from my teeth. A series of meetings (as a group) with the other candidates was next on the agenda.
For the first time ever in my career, there was NO lesson to teach. Yes, you did read that sentence correctly. This was fantastic in terms of interview preparation as only "reading-up" was required which allowed you to have some sort of life before the event; but no lesson? What's that all about?!
At the end of day one, there were seven of us waiting after school. The choice was ours to stay and so was any feedback that was offered to us. We each sounded each other out – which would have been a great moment on Big Brother - and to no surprise, we all decided to stay while the panel deliberated… Of the four shortlisted, my name was the last to be read. We were escorted through reception to the headteacher's office. "All of you could do the role, so it is a matter of you selling yourselves to us", he said.
We were given a small slip of paper with a presentation topic and a time to attend a one-hour interview in the morning. I was content.
Day two: After working until the late hours (a no-no) the night before, I waltzed in at 11am, adorned with a new coloured tie for my allocated interview slot. I took the chance to take a private walk around the school and ask a few more detailed questions to key members of staff I felt I would be working closely with. This did help me, but was also a vital reference point during the interview.
The presentation was supposed to be short and a chance to sell my leadership skills. After all, they were deciding if I would fit into their current team. I therefore set about who I was and what leadership qualities I could bring to the school. The interview was relaxed, challenging and I remember making most of the panel smile.
Feedback: As I was the last candidate of the day, it was suggested that I stay behind to hear my fate… Although I am sceptical about accepting positions there and then, my situation at the time left me with no choice. After 30 minutes which soon turned into an hour, I was called back from the staffroom to hear my fate. "We would like to offer you a role, (short pause) but not for this position."
"Okay" I replied and asked the headteacher to repeat himself and clarify the crux of his words. Another candidate was being offered the position, but they recognised qualities in me, so they had deliberated and created an additional role. Was this a good thing? A compliment? Was is what I needed? All sorts of questions whizzed through my head. I retreated home to reflect and returned two days later to discuss the details of this role, only to hear that the school could not afford me! The contract had changed from one year to one term consultancy and I left feeling even more bewildered at the process.
Assistant Principal (Teaching and Learning) over two days:
Without doubt, this period was the most intense two days I have ever experienced at interview and exemplifies that the process can vary from school to school based on the personality and the needs of the school. At Headteacher level, I have heard that the process can last for three and a half days…
Day one: For this interview the day began with a staff briefing in the staffroom. Minutes, messages, disgruntled faces (in parts), pigeon holes and worn out cushioned chairs are the staple diet of most staffrooms, but not this place. There were no minutes, and it only lasted three minutes… so I liked the place already.
What followed was a very good tour. What I mean by this, is that it felt as if there were no stones left unturned and this is very important point to make. It shows the real character of the school and is just how it should be if schools are to appoint the "right" candidate. I liked the school even more…
All the candidates were teaching a lesson and then had to create the all-singing, all-dancing performance of a lifetime in a stranger's classroom. What frustrated me about this stage, is that each candidate taught a different subject, to a different student ability and each in a different classroom environment.
Following our own lesson, we were asked to observe two other staff-members' lesson and then feedback to them individually under close observation. After this had knocked the wind out of your sails, the "surprise" element of the day (and all interesting schools love surprises) was a mini-speed-dating version of Q and A meetings with middle leaders.
I picked up my box of tricks and by 5pm I was home. Oh, and there is little time to relax and switch off, at 6pm I received "the phonecall". Regardless of the good news, it was all very efficient.
Day 2: The anticipated phonecall that came the night before provided us with our brief for the day. A presentation topic related to the school's needs and also linked to the role of the successful post-holder. Plus an additional cliffhanger, a message to say we would be teaching another lesson, but with only one-hour's notice to plan on the day. It felt like being a supply teacher or being given a cover lesson all over again! It would be to another teacher's scheme of work (how frustrating!) and to a different key stage for a topic provided to us.
Despite both my lessons being successfully delivered in unfamiliar circumstances, the surprise element of the day was yet to come. The remaining four candidates were to observe each other's lessons and then provide lesson feedback. This concept drummed up all sorts of thoughts into my mind and certainly raised the stakes for the position advertised. It was without doubt, a challenging, exciting and daunting prospect to complete after establishing minor relationships with the other candidates.
Now I needed to provide a judgement and deliver this good or bad news to someone that – to them – was being delivered by their competition. It was a new experience.
Again, my pet-hate, a presentation to be delivered in five, short minutes that was supposed to capture the vision of the school through my leadership. As swiftly as I entered the room, I smiled and fumbled my belongings together, logged off the PC and retreated to the holding room.
Having made it to the final four, the panel were to deliberate over lunch and select candidates for the final interview.
Feedback: "Congratulations Ross, we'd like to offer you the job. Please relax…" Again, the candidates I had come to know, were whisked off behind the scenes (I have been there) and I spent the next thirty minutes relaxing and revising for a final interview, for a job I had been offered.
The interview was penetrating and I questioned the reasoning for the strength of interrogation after being offered the post. Perhaps I misheard the panel? Maybe I had been congratulated for being the only candidate shortlisted to the penultimate stage?
Exhausted and believe it or not, grateful for the CPD, I managed to get home by 5pm. Thank goodness I had not spoken to my wife at 3pm to whisper the good news! I was dismissed with "we will call you tomorrow morning" but no sooner had I walked in the door, my phone rang and I recognised the number immediately. It was a "no"…
One thing I know is that you cannot expect the interview process (for any job) to be similar as you may have experienced in your last interview, no matter how long that was ago. If you are successful for any teaching post, believe me, you have done very well.
I can't help but wonder is it not time for a change? It may not be financially viable, but could placements be more suitable between schools, similar to leadership programmes?
- @TeacherToolkit
Wednesday, 8 February 2012
@TeacherToolkit gets the nod...
One year ago, to this day, I was given that devastating news that rocked my career. My position had been identified for redundancy! You can read more about this here.
I left school that day, after the staff meeting, feeling like I'd just received a family bereavement and duly knowing what decision I was going to make... I couldn't look any of my colleagues in the eye as I left for the staff car park at 3.30pm for the first time in a decade!
One year later, to this exact day, at my new place of work, I sat down with my new Headteacher for a review meeting. For those of you who didn't know, or those who haven't been watching my leadership journey, I've been on a temporary contract from October to April. Today, I had my position confirmed; my salary reviewed; my CPD heightened and realigned, as well as a affirmation of who I am, in the context of school and education leadership.
I am back on track. I am a wanted man. I am highly motivated and thriving working with students, parents and my colleagues.
Today was a great day, it was hectic, challenging and rewarding. I could say much more, but I'm just going to leave this post here...
Each academic year, about 2 or 3 days before February half-term, this date will always hold a special place in my memory, for all the right reasons...
- Posted by @TeacherToolkit
I left school that day, after the staff meeting, feeling like I'd just received a family bereavement and duly knowing what decision I was going to make... I couldn't look any of my colleagues in the eye as I left for the staff car park at 3.30pm for the first time in a decade!
One year later, to this exact day, at my new place of work, I sat down with my new Headteacher for a review meeting. For those of you who didn't know, or those who haven't been watching my leadership journey, I've been on a temporary contract from October to April. Today, I had my position confirmed; my salary reviewed; my CPD heightened and realigned, as well as a affirmation of who I am, in the context of school and education leadership.
I am back on track. I am a wanted man. I am highly motivated and thriving working with students, parents and my colleagues.
Today was a great day, it was hectic, challenging and rewarding. I could say much more, but I'm just going to leave this post here...
Each academic year, about 2 or 3 days before February half-term, this date will always hold a special place in my memory, for all the right reasons...
- Posted by @TeacherToolkit
Location:London
Monday, 16 January 2012
School Assembly
Check out this assembly I have made on Explore and Discover. It will be shown to all year groups this week and to an RE Ofsted Inspector (Section 48 inpsection).
Saturday, 7 January 2012
The start of a new term @GuardianTeach by @TeacherTookit
This post feature on The Guardian Teacher Network here.
I am writing this on the eve of a new school term, having lazed around until the last minute, oozing every second out of my well-earned holiday! My appetite will get a shock tomorrow, because I barely get a chance to sit down and grab a bite to eat; visiting friends and family will become near-impossible, unless I organise a strategic action plan before half-term, with a timeline and venue for all concerned and give them all two or three weeks notice. If only I could be so organised in my personal life when I get back into the classroom when I can hardly find time to buy a book of stamps!
Tomorrow, if I'm lucky, there may be a couple of "thank-you" cards left in my staff tray and the cleaner may have even picked up my coffee mug I discarded to avoid any biology-fungus-project from breeding.
I will face a barrage of emails containing dates, reminding us all of the last reminder we were given; messages containing vital information will be lost between the "where's my stapler?" subject-title and jokes or pointless "reply-to-all" sentences that really could have been had with one person on the corridor…
Some of us may be faced with a first-day-back INSET, thanking the CPD leader for effective planning and that extra day breathing space to skive, plan, reflect; or on the other hand, you may face an onslaught of pointless meetings, full of information you could read on an A4 sheet of paper!
Whatever the case, I ask you this: at the start of a new term, are you the type of person to jump out of bed, or press snooze on the alarm clock? I tend to be the former and not intentionally; no matter what strategy I try before school recommences, I don't have a peaceful night's sleep.
I'm also traditionalist at best, but I've never been one to set myself any new-term resolutions. In fact, I cannot remember anything that I've ever wanted to achieve at the start of January. Maybe that's because for most teachers, New Year begins in September and it's at this point in the year that I set my own personal and professional goals.
Returning from an extended festive holiday with loved ones, friends (and colleagues), it's that time again to take out my shoes from the wardrobe and consider giving them a sparkling polish for the start of the term.
The beginning to the Spring Term is a peculiar one. Winter is at it's deepest and Seasonal-Affected-Disorder-Syndrome (SADA) is pushing you to the brink of depair; the remnants of influenza ensure a re-visit to the chemist; the increasing anticipation of snow add to the myriad of mental-thoughts, as you browse through the pages of your teacher-planner and set the alarm to get out of bed, ten minutes earlier to defrost the windscreen.
Spare a sympathetic thought for a few colleagues who may be excited, or even nervous, starting off in a new school, whilst many others consider putting the long Autumn term behind, finally accepting a change of whole-school tempo as the exam temperature builds…
Deadlines loom closer, the promise of marking increases and the tightly-packed revision timetable is already in draft format, which includes every Saturday leading up to Easter! That pay-cheque may be weeks further away than usual, so in many ways, you either resign yourself to long days at work or cosy nights in at home in front of the tv.
So, consider setting yourself some targets for the term. Examples may include:
1. Choose a couple of days in the week to get up earlier and leave work sooner!
2. Wear a new outfit. As my wife says, "dress for the job you want, not the job you've got!" But, you may have heard, the newly appointed Ofsted chief, Sir Michael Wilshaw is demanding that inspectors assess the dress code of teachers in the new framework! Have a look at this comical version by @RobAnthony01.
3. Implement a new "Questioning strategy" in the classroom and stick it out for a term.
4. Join an online teaching forum such as Twitter and follow @GuardianTeach.
5. Watch this inspiring educational content, published by the RSA.
Some of my Twitter Followers responded with subsequent comments and ideas:
@10kmk42 – "It's time to try something new; turn over a new leaf…"
@MintSpies – "I'm going to move all the desks round to shake things up. It'll mostly be revision for exams, so I want to signal a change in emphasis…"
@mgcps_b75 – "A continuation of a school year, not the start of something new. Continue building and enjoying…"
@DepJo – "Fresh start for everyone. All misdemeanors are forgiven. Not just for pupils though. Parents & colleagues as well!"
@Sharland – "Set very clear goals, as Christmas may have been a 'goal' for many children."
@JohnSayers – "What should we focus on moving into 2012? How has learning changed? Focus more on technology or the professional?"
@jogyouon – "Be organised. No point starting a new term on the back foot!"
Regardless of your approach, the Spring term is a sign of growth; as the climate eventually warms, daffodil buds will begin to bloom in the ever-preceeding month of March, signalling better times ahead. Yes, January has arrived and you'll get through it, like you always have…
I am writing this on the eve of a new school term, having lazed around until the last minute, oozing every second out of my well-earned holiday! My appetite will get a shock tomorrow, because I barely get a chance to sit down and grab a bite to eat; visiting friends and family will become near-impossible, unless I organise a strategic action plan before half-term, with a timeline and venue for all concerned and give them all two or three weeks notice. If only I could be so organised in my personal life when I get back into the classroom when I can hardly find time to buy a book of stamps!
Tomorrow, if I'm lucky, there may be a couple of "thank-you" cards left in my staff tray and the cleaner may have even picked up my coffee mug I discarded to avoid any biology-fungus-project from breeding.
I will face a barrage of emails containing dates, reminding us all of the last reminder we were given; messages containing vital information will be lost between the "where's my stapler?" subject-title and jokes or pointless "reply-to-all" sentences that really could have been had with one person on the corridor…
Some of us may be faced with a first-day-back INSET, thanking the CPD leader for effective planning and that extra day breathing space to skive, plan, reflect; or on the other hand, you may face an onslaught of pointless meetings, full of information you could read on an A4 sheet of paper!
Whatever the case, I ask you this: at the start of a new term, are you the type of person to jump out of bed, or press snooze on the alarm clock? I tend to be the former and not intentionally; no matter what strategy I try before school recommences, I don't have a peaceful night's sleep.
I'm also traditionalist at best, but I've never been one to set myself any new-term resolutions. In fact, I cannot remember anything that I've ever wanted to achieve at the start of January. Maybe that's because for most teachers, New Year begins in September and it's at this point in the year that I set my own personal and professional goals.
Returning from an extended festive holiday with loved ones, friends (and colleagues), it's that time again to take out my shoes from the wardrobe and consider giving them a sparkling polish for the start of the term.
The beginning to the Spring Term is a peculiar one. Winter is at it's deepest and Seasonal-Affected-Disorder-Syndrome (SADA) is pushing you to the brink of depair; the remnants of influenza ensure a re-visit to the chemist; the increasing anticipation of snow add to the myriad of mental-thoughts, as you browse through the pages of your teacher-planner and set the alarm to get out of bed, ten minutes earlier to defrost the windscreen.
Spare a sympathetic thought for a few colleagues who may be excited, or even nervous, starting off in a new school, whilst many others consider putting the long Autumn term behind, finally accepting a change of whole-school tempo as the exam temperature builds…
Deadlines loom closer, the promise of marking increases and the tightly-packed revision timetable is already in draft format, which includes every Saturday leading up to Easter! That pay-cheque may be weeks further away than usual, so in many ways, you either resign yourself to long days at work or cosy nights in at home in front of the tv.
So, consider setting yourself some targets for the term. Examples may include:
1. Choose a couple of days in the week to get up earlier and leave work sooner!
2. Wear a new outfit. As my wife says, "dress for the job you want, not the job you've got!" But, you may have heard, the newly appointed Ofsted chief, Sir Michael Wilshaw is demanding that inspectors assess the dress code of teachers in the new framework! Have a look at this comical version by @RobAnthony01.
3. Implement a new "Questioning strategy" in the classroom and stick it out for a term.
4. Join an online teaching forum such as Twitter and follow @GuardianTeach.
5. Watch this inspiring educational content, published by the RSA.
Some of my Twitter Followers responded with subsequent comments and ideas:
@10kmk42 – "It's time to try something new; turn over a new leaf…"
@MintSpies – "I'm going to move all the desks round to shake things up. It'll mostly be revision for exams, so I want to signal a change in emphasis…"
@mgcps_b75 – "A continuation of a school year, not the start of something new. Continue building and enjoying…"
@DepJo – "Fresh start for everyone. All misdemeanors are forgiven. Not just for pupils though. Parents & colleagues as well!"
@Sharland – "Set very clear goals, as Christmas may have been a 'goal' for many children."
@JohnSayers – "What should we focus on moving into 2012? How has learning changed? Focus more on technology or the professional?"
@jogyouon – "Be organised. No point starting a new term on the back foot!"
Regardless of your approach, the Spring term is a sign of growth; as the climate eventually warms, daffodil buds will begin to bloom in the ever-preceeding month of March, signalling better times ahead. Yes, January has arrived and you'll get through it, like you always have…
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