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Leading the Leading the Geography Geography DepartmentDepartment
GA Secondary Education GA Secondary Education Section CommitteeSection 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
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
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?
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
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
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.
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
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
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
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
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
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
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
PlenaryPlenary
Defining effective subject Defining effective subject leadershipleadership
SESC 2005