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Leading the Leading the Geography Geography Department Department GA Secondary Education Section GA Secondary Education Section Committee Committee SESC 2005

Leading the Geography Department GA Secondary Education Section Committee SESC 2005

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Page 1: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

Leading the Leading the Geography Geography DepartmentDepartment

GA Secondary Education GA Secondary Education Section CommitteeSection Committee

SESC 2005

Page 2: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

‘‘Managers do things right – Managers do things right – leaders do the right thing’leaders do the right thing’

Are you doing the right thing?Are you doing the right thing?

SESC 2005

Page 3: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

The leadership contextThe leadership context

Rising expectations on subject Rising expectations on subject leadersleaders

A change in focus from maintenance A change in focus from maintenance (management) to improvement (management) to improvement (leadership)(leadership)

A move towards self-evaluation from A move towards self-evaluation from September 2005September 2005

Page 4: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

How well are you doingHow well are you doing(and how do you know)?(and how do you know)?

How good is the personal How good is the personal development of learners?development of learners?

How well does the curriculum meet How well does the curriculum meet the needs and interests of learners?the needs and interests of learners?

What is the quality of teaching and of What is the quality of teaching and of assessment for learning?assessment for learning?

How good are leadership and How good are leadership and management?management?

Page 5: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

Evaluate Key Stage 3 schemes of Evaluate Key Stage 3 schemes of workwork

Agree targets for raising pupils’ attainmentAgree targets for raising pupils’ attainment Interpret pupil attainment dataInterpret pupil attainment data Analyse pupil attainment dataAnalyse pupil attainment data Feedback to colleagues on observationsFeedback to colleagues on observations Ensure that school policies are applied in the departmentEnsure that school policies are applied in the department Observe teaching across the department Observe teaching across the department Meet with parents to discuss pupil issuesMeet with parents to discuss pupil issues Set agenda for department meetingsSet agenda for department meetings Report to Governors on standards in the departmentReport to Governors on standards in the department Minute department meetingsMinute department meetings Ensure that internal examinations are set and marked Ensure that internal examinations are set and marked Allocate books and stationery to teachersAllocate books and stationery to teachers Monitor spending of departmental fundingMonitor spending of departmental funding Purchase new resources and equipmentPurchase new resources and equipment Maintain department equipmentMaintain department equipment

Maintenance or improvement? LeadershipLeadership

ManagementManagement

Page 6: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

SESC 2005

Raising the profile and increasing take-up

Case Study: Kirk Hallam Community Technology College

• 2000 – 30 geographers

• 38% A*-C, 20% A*-A

• 2004 – 77 geographers

• 77% A*-C, 48% A*-A

• Geography offered in two option blocks against all other non-core subjects

• Geography the most popular option since 2000

Page 7: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

SESC 2005

Increasing take-up

•Remodel the Key Stage 3 curriculum

•Develop a range of learning strategies

•Identify GCSE potential in KS3

•Make learning relevant & incorporate topical issues

•Develop Geography activities through Humanities club.

•Promote active citizenship through national and international campaigns.

•Develop an exciting Key Stage 4 curriculum and residential fieldwork

•Provide support at Key Stage 4 through email help, yahoo group, tutorials and revision sessions.

Page 8: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

Raising Achievement at KS3Raising Achievement at KS3

BackgroundBackground 11-18 school11-18 school Approx. 220 students in each Approx. 220 students in each

KS3 Year GroupKS3 Year GroupThe Geography DepartmentThe Geography Department 5 full time and 1 part time 5 full time and 1 part time

staffstaffIssuesIssues A changing teamA changing team Desire to improve KS3 resultsDesire to improve KS3 resultsThe vehicleThe vehicle Assessment for LearningAssessment for Learning

Case Study – Stokesley School, North Yorkshire

SESC 2005

Page 9: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

How did we develop Assessment How did we develop Assessment for Learning?for Learning?

Assessment for Learning in everyday Assessment for Learning in everyday lessonslessons

The formative use of summative The formative use of summative assessmentsassessments

Self and peer assessment/ comment Self and peer assessment/ comment only markingonly marking

QuestioningQuestioning

SESC 2005

Page 10: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

What do the students say?What do the students say?Q: What do you need to do to improve in Geography?Q: What do you need to do to improve in Geography?

“Use words such as‘because’ and‘therefore’ to increaseexplanation.”

“Compare effectively bylooking for similaritiesand differences.”

“I need to improve thedetail that I put in myanswers.”

“Add extra informationon the question.” “Improve

my listening skills”

SESC 2005

Page 11: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

Key Stage 3 ResultsKey Stage 3 Results

0

5

10

15

20

25

30

35

40

45

3 4 5 6 7 8

2002

2004

SESC 2005

Page 12: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

What made the process What made the process successful?successful?

Short term and long term strategiesShort term and long term strategies A changing agenda for Dept. A changing agenda for Dept.

meetingsmeetings Taking part in wider school initiativesTaking part in wider school initiatives Reducing workloadReducing workload An integral part of CPDAn integral part of CPD Involving studentsInvolving students

SESC 2005

Page 13: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

Strategic leadership tools (I)Strategic leadership tools (I)

Self-review tool for Self-review tool for Achievements, So-Achievements, So-So’s and So’s and ChallengesChallenges

Key themes of Key themes of raising attainment, raising attainment, subject subject profile/take-up, profile/take-up, professional and professional and team developmentteam development

Challenges

So-so’s

Achievements

Teamwork and professional development

Take-up and subject profile

Raising achievement

Page 14: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

Strategic leadership tools (II)Strategic leadership tools (II)

Prioritising toolPrioritising tool Estimate do-Estimate do-

abilityability Consider impact Consider impact

on attainmenton attainment Use chart to Use chart to

discuss future discuss future prioritiespriorities

EasyDifficultDo-ability

(cost, time, resources etc)

Impact onstandards

Low

High

Page 15: Leading the Geography Department GA Secondary Education Section Committee SESC 2005

PlenaryPlenary

Defining effective subject Defining effective subject leadershipleadership

SESC 2005