Cade EnglefieldNational Aspiring Principals’ Programme

Leadership Inquiry 2014

What did I want to find out?

How can I lead teachers to raise their consciousness of boys achievement and refine teaching practices to increase opportunities for boys to experience success across the curriculum?

What did research (or people) tell me?At Lincoln Primary School:

Headline Research Findings - Engagement and Enjoyment are Key

"Our research shows that we must focus on increasing boys enjoyment of writing if we are to support them to succeed at school and throughout their future lives”, National Literacy Trust.

Broadcaster and children's author, Simon Mayo said the key to getting boys to pick up a pen "is to find a topic that interests them".

Blogging was then officially introduced to the curriculum, with even five-year-olds being encouraged to write what they thought about their lessons. The biggest impact has been on boys - who are happily churning out 5,000-word stories for their blogs in the classroom.

Boys are relational learners. Establishing an effective relationship is a precondition to successful teaching for boys.

Boys elicit the kinds of teaching they need. Teaching boys has a feedback dynamic in which ineffective practice disengages boys, which causes teachers to adjust pedagogy until responsiveness and mastery improve.

Lessons for boys need transitivity. Successful lessons have an element that arouses and holds students’ interest.

What did I do?What I have done with teachers in order to raise their consciousness of boys achievement?

Based on my Overarching Plan:

Actions:● Reviewed Research with teachers relating specifically to boys achievement in writing● Collected/Clarified baseline data for target writing students● Facilitated teachers identifying gaps in student’s learning in writing and aligned this to implementation of Writing support programme● Completed and shared Learning Preference Gender Survey with Year 5 - 8 students and shared this back with staff focusing on

students perceptions of writing as a learning area● Developed Shared Understandings with teachers about Effective Writing, Learning and Teaching ● Facilitated all teachers completing a student voice survey with their class about writing (What they enjoy about writing and how it

could be better) - Analysed results as a staff● Created and facilitated the development of individual teacher target/teaching improvement plans for writing (Linked to Charter

Strategic Goal/Target)● Used NEMP Writing results from 2013 to begin staff developing shared understandings of writing behaviours/attitudes that lead to

success● As part of this Inquiry I have also been collecting data around boys achievement in a range of aspects of school life● Facilitated opportunities for teachers to reflect on the effectiveness and delivery of Professional Development I have led ● Reported to the Board of Trustees mid and end of year on student achievement in Writing● Collected snapshot self review data on my own leadership from staff● Collected snapshot self review data from boys about their perception of writing in 2014

What did I find out?Teachers have raised their consciousness of boys achievement and refined teaching practices to increase opportunities for boys to experience success across the curriculum

We have made a difference for Boys Writing:

Possible Next Steps 2015: Further develop our understanding of how to use eLearning Tools to transform boys writing Look in more depth at culturally responsive practice in literacy

Look at options for more male/career orientated responsibilities for boys

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