Friday Period 6 – 10,000 hours or 25 Years -> Greatness?

25thannWe said farewells at the end of term just a few, six colleagues we waved goodbye to BUT we also celebrated three reaching a grand milestone – 25 years. Three highly respected colleagues who just completed 25 years at one school, ours, Trinity.

 

So 25 years ago what was happening – well lots: Labour hated its leader, one Neil Kinnock and the Tories were on a “back to basics” campaign with Mr Major. More important PC world opened its first shop and Sir Tim Berners-Lee invented the world wide web. So schools themselves look very different today but in a way they don’t – we had great teachers then and we need them now and the tools of the trade might change but the craft and trade do not.

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Sir Tim Berners-Lee invented the WWW

When teachers join any school , experienced or not they are still new and these three join five other colleagues who have also completed their 25 years -thats 8 of us nearly 10% staff. It is a very special achievement and I’m delighted that our governors understand that and reward those colleagues for their commitment. It is not exactly equivalent to a testimonial for a loyal footballer but it is a recognition.

It did make me Unknownthink about Matthew Syed’s book ‘Bounce’ which has been all the  rage in schools, and incidentally well worth a read  – I actually met a headteacher who bought it for the whole of his Y11, then moaned that the girls performance improved but the boys didn’t and then apparently Ofsted had a go at one of their ‘gaps’ getting bigger. Thankfully whether true or anecdotal we are in new Ofsted framework. But back to Syed who seems to say put in 10,000 hours hard work and you get to be really good.  Some have pushed that idea for learners maybe coupled with a bit of growth mindset and Dweck. However it got me thinking about teachers – 25 years must be well over 10,000 hours, nearer 18,000  of teaching in same place and I think he is right these teachers have become experts, really good, both at teaching and at teaching in our school and in leading. People who stay a course like that make the school effective these are the characters in my school who have helped understand the ethos, mission and moral purpose and yet also help create the ethos and therefore also help to sustain the ethos. These are the people colleagues turn to when somebody comes as a new teacher ( well and also old teachers and even older headteachers) and when they wonder ” Is that what happens here? Do they really do that?” for better or worse the answer is known.  The colleagues around say yes that is what we do, it is delivered by an incredible level of consistency. They are without doubt respected by pupils, parents and colleagues. These are the colleagues who have  helped establish traditions, activities which over many years we have evolved and some we changed if they’ve not been effective, some we’ve dropped if they’ve been ineffective. We’ve redone ideas and modified them and we have a rich seam of curricular and  extra curricular whole school activities.  We like new and young teachers, don’t get me wrong, we like their passion, enthusiasm, ideas and approaches and we like to learn and try things out but we also have a bit of an instinct as to what works and what doesn’t. As a church school that includes our whole school events like Masses or liturgies but it includes sports days and swimming galas, music concerts etc it includes prize-giving and it includes a discussion such as ‘should  we run prizegiving this way or that way’. What do we stand for, and how do we live that out? Reliability, longevity, tradition, stability, consistency …outcomes – I think that’s what we get.

Our school has done well in outcomes and it is an outstanding school, it’s also very popular with parents and I could not help thinking the contribution of longstanding wisdom is pretty critical.  High turnover at the top of other organisations including the DfE is what we often see across educational landscapes maybe the lack of longevity brings a lack of stability and contributes to an occasional lack of depth or a frequent lack of understanding and frustrations, maybe even a lack of progress, the fact that the standards are not as high as they should be. My other favourite book Collin’s ‘Good to great’ would lead to a similar conclusion. In my early days (80’s) of teaching you wouldn’t expect any responsibility point or pay increases until a couple of years worth of Y11 exam results were under your belt – prove yourself at the sharp end.gd to g8

Fast turnover might make a business more efficient and it might make a company run better but whether it actually gives better outcomes I don’t know,  but one thing I do know is that these long lasting teachers  hold something very special in their hands because it’s from their hearts, possibly their souls. They have invested a huge amount of time and their life  in the school. It might be why our retainment remains pretty high? We always say to young teachers that rules for discipline are important and they must be applied consistently and clearly, when you’ve got people at school for such a long time, the consistency  is probably second to none. However it is also about accountability for me – whilst I’ve written elsewhere about accountability to governors, to the diocese, to OFSTED, to parents and pupils, there is a greater daily accountability which is to those respected colleagues. As well as being accountable to them for day to day decisions, we have to make the decisions together and these are the supportive conscientious peers, if they make a criticism it is a genuine criticism, it has to be heard because they have given so much of their time energy and yes their life to the work of the school. I just wonder if anybody out there really understands the huge effect of stability and longevity. Our leadership team has now completed 133 years at the school 77 of them in leadership.  I can’t help thinking if something of the success of the school is not down to the fact of the commitments and longevity of those people. I do hope it continues and I do hope stability that we enjoy is something that others can consider in their organisations. Oh and PS we bid farewell to an unsung hero in our office, a secretary retiring – after 27 years with us.

imageTwo years ago I came to teach a lower ability Y10 class, never taught any of them before and as I called the first register I had taught an older sibling or parent of 21 of the 26. When I set them their first homework everyone handed it in save one boy lets call him Ryan –

“Your homework wasn’t done Ryan” Ruan’s shoulders shrug.

“Why not?” said I, “should I ring your older sister?”

“No Sir please not Rebecca”

“Ok your older brother”

“No No. He’ll be very cross ”

“Ok I’ll call on your Mum on my way home. Ryan:”

“Sir ……can I give it you at break”

Gosh the job just got a little easier.


For those in a church school

2 Samuel 14:20 Your servant Joab did this to change the present situation. My lord has wisdom like that of an angel of God—he knows everything that happens in the land.”

Proverbs 4:6 Do not forsake wisdom, and she will protect you; love her, and she will watch over you.

2 Timothy 2:2 And the things you have heard me say in the presence of many witnesses entrust to reliable people who will also be qualified to teach others.


Some Questions

Q1 What is the right balance in schools of new ideas and older wisdom?

Q2  Is it possible to avoid complacency in the search for constancy?

Q3 What is your experience of the wisdom of elders?

Q4 A qestion raised after a twitter conversation with Jon Thompson @poachermullen  just how will the profession adapt as it ages and as teachers have to work longer? How do we ensure those wise experienced staff remain enthusiastic and able to do the job? How do we plan for that? Looking after each other? How? Secondments during the career? What do you think?

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Why be a PGCE Student Teacher?

By Chris Hall @chrishall1204

 

contemplationWhy would you want to do a PGCE? It is often a question that gets put to me by many of my family and friends, as well as people I’ve just met, on an almost daily basis. Many people see the headlines in the newspapers and the media portrayal of the teaching career is one which may scare many potential student teachers out of teacher training. So why should people consider it?

Tutors and Mentors

Over the course of the PGCE you will assigned a university tutor who is responsible for the ‘university side’ of the course, such as delivering lectures, seminars and marking assignments. These wonderful individuals are experienced teachers in their own right and are there to support you over the year. The university tutors will also have the opportunity to come in and observe you at various points throughout the year and see the progress you have made since the previous observation.

During the time at school, a ‘mentor’ will be your point of contact at the school and will observe your lessons and from that, help you improve as a teacher. Approximately two thirds of your time spent on the PGCE course, will be within school and intertwined between these periods will be days spent at university which give you the opportunity to reflect upon your progress and practice as well as share ideas with your peers and experienced tutors. It’s safe to say the personal and professional skills you develop over the year is phenomenal!

Peers

imageAs touched upon earlier, other student teachers will play an important role in your year! The friendships and professional relationships you develop with each other is another exciting element to the course, and by supporting and helping each other, the time spent on the PGCE course will go by even faster, on a course in which the weeks already fly by! Another advantage of developing lasting friendships on the course is the sharing of good resources between each other. This will not only help build up a ‘bank of resources’ which you will find useful for your NQT year, but also help to reduce the time spent on creating resources, helping to create a better working-life balance.

The Children

The main reason why people decide to take on a career in teaching is to make a difference to the next and future generations and have the opportunity to share your passion for a subject which you love (and hopefully they students will love too!). It is safe to say that not one day of teacher training has been the same with each day offering a different combination of challenges and rewards. Some of the words students come out with are enough to make roll on the floor laughing out loud and the relationships you build with the students will ultimately determine how involved you get during your school placements.

Surviving

It feels a shame to have to mention ‘survival’ on a post which is littered with positive aspects about doing a PGCE but I feel it should be done, and may give some prospective teacher trainers a few tips!

  1. Leave work at work – try to get into a habit of leaving the majority of your work at school. As a PGCE student you will be on 60-70% of an NQT timetable. This will result in you having an hour or two a day at school as well as time after school in which you can mark, plan or maybe observe a few other teachers. Get a routine, a timetable if you will of work you need to do and make sure it is manageable!image
  2. Don’t try and re-create the world! As a PGCE you are bursting with ideas about how all your lessons are going to be revolutionary in the world of teaching, however, outstanding lessons take a long time to plan and resource and the fact of the matter is you will burn out rather quickly if you have other roles to do on top of that, so as I touched upon earlier, use your peers to come up with resources together, swap them, and make your life (and your friends) lives easier!

I am writing this blog for John after the last day of my PGCE course, and write it with both sadness and excitement! It has been an emotional, tiring and rewarding year in which I have come out the other end a better teacher and a much more resilient person!

So why do a PGCE course? Because there is no other job quite like teaching!

Tuesday period 7 -The importance of being earnest about Subject Knowledge.

This week I had the privilege of speaking to the PGCE mentors at Nottingham University about subject knowledge. We were trying to think about the importance of subject knowledge when training teachers compared to all the other pedagogical an

d classroom management that goes on in helping shiny new teacher trainees as they learn the craft of the classroom. The stuff that inevitably has to go on – behaviour management, question technique etc made me think about the importance of subject knowledge in learning to be a teacherimage. You need a big erudite quote talking to a load of PGCE mentors at a prestigious University so I went for a Cloughie quote. “Players lose you games not tactics. There is so much crap talked about tactics by people who barely know how to win at Dominoes.” This made me think because Clough’s point really is that there are all sorts of people with opinions and views telling him how to run his team but actually it is players that win games. As a head teacher I am acutely aware we get all sorts of advice, guidance and “this is how to” BUT  it is teachers that make a difference.

  • teachers not systems
  • teachers not policies
  • enthusiastic, inspiring and knowledgeable teachers.

Policies and systems are important but no one decides to become a teacher because of policies and systems, they decide to become a teacher because they were inspired by a teacher or by a subject or both; they love children and now they have a subject they wish to share. My audience were present as PGCE mentors because of a deep desire to help the next generation of teachers, to create more teachers and we head teachers like to find inspiring knowledgeable shiny new teachers.

Some Subject Knowledge Myths

Graduates know everything about their subject when they graduate as though the things they didn’t quite understand when they went into finals having got their 2:1 or even 1st somehow mysteriously drop into the brain. The 30% you got away without knowing is now “in the brain” Well it sure isn’t! After graduation I did one year of reseach and in my first day of lab work used  a chemical (Benzoyl Chloride for those interested] which was described as a powerful lachrymator, but me and my arrogance not wanting to check  at what lachrymator meant just assumed it was the word that meant you went to the toilet a lot. so I took care not to drink or taste it [not difficult] having completed my experiment threw my solution down a sink to find a whole lab of chemists with tears streaming down their faces having to leave the room and as we were evacuated me being totally embarrassed. No the gaps of knowledge are not filled in!

Graduates knowledge automatically updates as the world discovers more about that subject new gaps occur. Or maybe some part of history you have to teach wasn’t covered in HE. Or suddenly as an English teacher you have to understand the new 19th century novel thanks to Mr Gove designing the spec. This can be seen as nuisance or you can have the attitude of my brilliant English staff and see it as a chance to read stuff you haven’t read before.

IMG_2928The school curriculum, the school content never changes hey have in my subject I can tell you a topic like Solubility has come and gone and came back it. The Born Haber cycle was in then out then back in a new form then gone and I’ve not checked the new specs!

 

 

Some Subject Knowledge Truths

Graduates know more about their subject than school students. We hope that’s true after 3 years and £27,000 and all of us should be able to keep ahead on knowledge

Graduates worry about other aspects of the classroom. Shine new ITT people have other bothers:

  • Will the pupils behave
  • Will I cope with the marking, feedback, will I even be able to answer the exam question myself
  • Will their parents moan about me
  • Will my classroom turn into an example of chaos and riot
  • Agh should I be a teacher

It’s nimageot just about knowledge. Back in the day when I did a PGCE we had what we called books and if you were asked a question the answer was in a book so you found it there or bluffed. Now you can google it, so can pupils, but learning is much deeper matter and, it’s really all about

  • Understanding,
  • reasoning,
  • application,
  • synthesis …..maybe more

Knowledge has to fit into a curriculum. Whatever knowledge the graduate has or does not have the demand is in a curriculum be that for Y7 for Y9 top sets or for GCSE or Level and maybe when we get this wrong we underestimate our pupils and maybe there is truth in the Ousted chiefs criticisms of the way we work with bright pupils

Graduates should be able to make a subject “come to life”. OK there is a curriculum but get the  best bits of your subject, the exciting and interesting stuff into the lesson. Children love this and if we keep winning them over they will enjoy the lesson, learn and see they can progress. That is the virtuous circle of success

Stay in the mainstream of being a subject specialist. I am a reasonable Chemist ( hey Ive a degree and an FRSC) Im an OK Chemistry teacher- but when you give me KS3 biology I can kill it. I never did any Biology, in my day an all boys grammar didn’t do Biology.

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Sir I don’t think you know how to use this microscope

I did a little in my degree and sure I can teach it BUT do I know if this lesson on photosynthesis is putting the right emphasis on the right foundations. Bet someone who taught KS4 or 5 would identify better the exact basics to grasp. One reason I think our Maths and English results are so good is because people teaching KS5/4 teach Y7 and Y8 – when they cover adverbs in Y7 they sure have an eye on what will be needed post16 or GCSE and make sure they start building it well. Drip feed complex ideas form an early age.

 

A few challenges

Pupil growth in understanding mirrors yours. There are always better ways to teach better ways to work out how to deliver your subject after a few years of working out that this be the topic doesn’t get a learnt very well in that particular way we is the subject experts can probably sit down and find a better way. in the 80’s I taught Chemistry the same way I had been taught and the same route as my degree. By the time of Salters I was teaching JUST the part needed at a particular stage, we revisited ideas, we did ideas in a circular way that genuinely held learning and it meant we revisited Chemical ideas. It worked and worked well and we  saw that in results in numbers carrying on in the subject and guess what – we saw it in their understanding. Avoid the errors of dropping really difficult concepts and ideas on pupils too early in their learning before they are mature enough to cope.

Importance of the story of the subject (even Maths). All subjects even Maths have a story to tell – a history, a set of characters, set of discoveries, a context, a baddie a discovery. I can name you all these in Chemistry. Have a fund of stores or look at my post on storytelling.

Importance of secuIMG_2943re understanding not teaching to test – PPS (past paper syndrome). No teacher reading this hasn’t had the frustration of a pupil asking “whats in the test?” or doing past papers sometime in January and not doing very well.  We need to use our own deep understanding of our subject to show pupils just how to grasp, understand, learn and progress.
No point doing exam papers (yet) be secure in your knowledge and understanding) and sure we might have to do some simple testing to see if you have and to see how we help.

Using new technologies. I love what I have in the toolbox for teaching so we must keep an eye on ICT or Activites to enhance BUT we use out subject knowledge. I’m reminded of some of the early software I was shown by enthusiastic software salesmen aiming  to show me how wonderful chemistry could appear  on the interactive whiteboard. Watch! You can pull a virtual bottle of acid from here and look you can pull across test tube and choose a bit of zinc or other metal to add. Now, drop it in and click here to open the bottle and look the equation is written underneath and there is the reaction: some bubbles of hydrogen the pupils can guess what it is and the little splint will come over and on imagethe screen appears the word “pop” what do you think of that? It’s quite nice but I’d rather g
et a bottle of acid out give it to my pupils and a test tube and let them do the pop test to see the delight in their faces and the motivation which will probably drive them to work out the equation ready for tomorrow when if they’ve worked it out they can do a few more themselves in real life. Use technology but use your subject common sense

Importance of the keepy uppy in your subject there is the obvious importance of keeping up in the subject and chemistry as in most subjects things has seen dramatic changes. Nanotechnology didn’t exist back in the 80’s. We need to keimageep up with our knowledge, we should enjoy that. It will get us excited: a new material anew discovery, scientist on the international space station. I teach my pupils about DNA and the structure and hydrogen bonding and it’s fascinating and actually give them the 1953 article (a single side of A4 paper) that was in nature and I remind them that in
1953 this won a Nobel Prize and in 2016 it might get them three marks in an exam.Surely there is nothing more important than us keeping up our frontier knowledge to excite and inspire the next generation – cos someone did that for us , a teacher a copy of New scientist a TV programme. Get in touch with your professional subject: ASE or RSC for me.

Delight of discussion of your subjectone of the best parts of the teacher’s job is spending time in the staffroom or on CPD opportunities OR with pupils, talking through some of the issues. How can we make this better? What does this mean? Did you know that? Have you seen this? Hey and if you can draw in other staff, the renaissaince people in te staffroom then the discussion makes the job richer, and all the better

Lifelong learning. You and I dream of creating lifelong learners, and we are lifelong learners of our sunbelt. Use the vehicle of your subject knowledge to sign the deal.


Some Questions

Q1 what importance does your ITT, NQT RQT or frankly your CPD programme place on Subject Knowledge?

Q2 Have we neglected subject knowledge at the expense of pedagogy and lost out

Q3 Should we try and wrestle subject knowledge back to being the “first love”?

7YBA Languages teacher

By Natalie Campbell @ncampbell250

I remember my first languages lesson Monsieur Lewis spoke no English to us whatsoever and we sat wide-eyed and puzzled as to whether this man was indeed French and if we would ever understand what he needed us to do. We followed his waving arms and tried intently to please the French man stood before us. In fact it wasn’t until we passed the staff room later that week and heard him speaking to another teacher that we found out that he was in fact English and le mystère was gone. If it hadn’t been for his gestures and his, what I now know to be routine classroom French, we would have been quite lost his classes at first. This amazing chameleon-like ability to become a different person inspired me. The next year I met Monsieur Clarke and Señor Williams and their passion for language and the culture with the logic mixed in by the grammar was another thing I found really interesting about studying languages.

 

So off I went to la universidad, having studied two languages at A-level, thinking that a business degree would be a good thing to put my with Spanish degree in order to get me an excellent job in the business world. Teaching was something that just happened to me. I had always enjoyed making up silly sentences and had played schools with my sister and friends so becoming a teacher rather than travelling the world as an interpreter became my chosen path.

During my teacher training I remember being surprised that not all children enjoyed learning languages as much as I had. It was a humbling experience and a real time for me to learn how to share my passion for languages with students and how to encourage them to give it a try even when they found it defied all logic and was rather confusing to remember that un ratón was a mouse and not a rat or that accents go both ways in French and can look like hats and tails too!

MFL3

In an inspector pleasing world much emphasis was always placed on gaining as many ticks on a clipboard as possible. I was always keen to make those ticks work for mis estudiantes and so would listen with great interest as the latest great idea was shared with staff. I would be the first to volunteer for any new training that came along. As with all things in education new ideas came and new ideas got passed up when the next big thing came to town.

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During my teacher training I learnt how to make fun little games for an overhead projector I could get thirty children to squeak like mice, chant like robots and learn key vocabulary whilst performing interesting vocal exercises. Then the next big thing came along and we moved to PowerPoint. The same games could be played but needed to be thought carefully through in advance as you had less flexibility than before. Then came the zooming presentation and it is grâce à Prezi that I am in my current job, but that’s a story for another day.

I am incredibly blessed at my current school. For the children, joining in with their language learning it is definitely more valued than before. However, the “everybody speaks English” excuse still surfaces and it is my challenge to keep them going and make them feel inspired.  The most effective way is to give them oportunidades to see languages work in the real world. Going to a market on a recent trip to Seville I saw the light in a student’s eyes as he actually managed to haggle down the price in Spanish and he was very proud indeed of his purchase.

spanish flag

La créativité for me is key. It keeps me interested and engages my students. A job that offers you the chance to be on a desert island one lesson and working in a chemist’s shop the next is great fun. Looking at poetry through the eyes of a linguist not only unravels the poet’s intentions but the complexity of their words on a grammatical plain adding a further dimension to the poem. I love setting up cafes and writing comic strips as well as singing songs that can get stuck in your head for days.

 

GCSEs and A-levels have changed since I trained and I am watching intently the changes that the new GCSE and A-level will bring our way en Septembre. My colleagues and I will take these changes in our stride and plan opportunities to prepare our younger students for any extra challenges it may bring their way. I am optimistic that my students will be able to rise to the challenge and follow other students who have gone on to read languages at Oxford, study Spanish with Business like me or even spend a year working abroad before their degree begins.

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So YBA Languages Teacher?

 

My reasons are as follows:

  1. Only 5% of the world speaks English as a first language.
  2. Only 25% of the world speaks any English at all.
  3. Languages open doors to amazing opportunities and better trade which our industries need.
  4. You learn more about the world when you experience it. A language makes that possible by breaking down barriers that shouting slowly in English at a person can build up. (Most of us have tried to pay a bill abroad this way I’m sure!)
  5. It keeps our minds nimble and helps us learn more about our own grammar. Did you ever really think about the different past tenses in English until you had to learn them in other languages?
  6. Creativity is so much fun and when you get past the zooming presentations and other tricks to keep students engaged there are so many opportunities to be creative that language teaching can offer you on a daily basis.
  7. You get to share what you love about languages with the future game shapers of the world and influence their path.

Great Teacher to successful Middle Leader

Teacher journey mindI have blogged elsewhere about why staff should consider being middle leaders this post is more about the move from great teacher to middle leader. Heads of department, heads of year, i/c of gifted and talented, SENCO, ITT coordinator – a host of roles and most are at the heart of the success (or otherwise) of a school. Successful middle leaders can become successful senior leaders and headteachers – and we need them because in so many aspects they run the school.

First of all I recognise not all great teachers want to be middle leaders – there is an important place for the great teacher who wants to try and stay just that “great”, who enjoys the work of the classroom teacher and should be valued at that -full stop. However schools do need middle leaders, and I want to encourage staff to consider those roles.

Early steps:

Know the job.
imageWork out from the job description what is expected but also talk to others about the role. Start with the head, heads should be willing to set out clearly what they hope from your appointment. Listen and take note and return often to discuss progress. This might be easier with a line manager or SLT but get yourself a mentor, a critical friend, a coach – these may sound like similar roles but they aren’t – they may be performed by the same person but these are all for quiet discussions over coffee or over lunch or after school. They allow you to tell your bothers, concerns, hopes but then to go home challenged and reassured and hopefully uplifted. Gather together the metaphorical tools for the job.

Know your people.
imageExactly who are you responsible for and to? This might be easier for a head of year (tutors) but my view is that all roles are fairly grey. For example as a head of year you are responsible for a year group but that involves tutors and clearly involves parents. You don’t need to announce your arrival, but think over with senior staff/heads how to introduce yourself. For the start, now much more important, learn about people ( staff parents, pupils) and the work they do with you. We have some great middle leaders, in my school, for example our ITT coordinator but at the heart is the ability to connect with key players in the team – the deputy who supports, the head of subject who embraces, champions and understands ITT. There will always be ‘problem people’ those who don’t respond, those who aren’t keen but in the early days don’t worry about them as much as those who will support you and encourage you and expect greatly of you.

Communicationimage
You don’t need posters, or video footage, staff will know via the usual channels and the last thing we all need is a meeting with you, but think about the most effective ways to communicate – email, presentations, notes on the school platform, letters etc My view in your early days is to talk to people. Never use “all staff” email, if you need a message to everyone talk to others or SLT how they do that effectively. They key word is effectively. Communication is vital in schools but often those who didn’t empty their pigeon holes don’t read their email – so don’t worry about them as much as those who do read, listen and act. Once you have them on board others will pick up and those who miss probably miss other stuff and that’s a job for SLT or headteachers to deal with, not you. Remember your aim is to ease everyone’s workload by your role, not to increase it.

Priorities.
e devicesTeaching is a never ending job. You will always have areas to develop, aspects frustrating you and ideas you never seem to get sorted. Stop worrying. You’ve been appointed because people believe in you. Just get on with the tasks and pick the tasks at the core of the job and do them to the very best and highest standards. Don’t duck any important issues and get the important routines up and running. It isn’t a bad place to start with the present systems and use them to deliver the role. Your reflective journal will be vital to help here – nothing better than a note that “this would be better done if …..everyone had the dates in advance” – so get that on the school calendar for next year.

Keep a reflective diary
picjumbo.com_HNCK3576I am very keen on this! Reflections help us to improve and help us note issues which need changing and yet so often we become “socialised to” – by which I mean early on in a job staff often wonder why does the school do stuff like that? And after a short while we become socialised and just say Oh OK let’s carry on in that routine. A reflective journal helps halt that and bring effective change. I once mentored a new SLT member and made him email me a paragraph every week. He was reluctant bu in the end it be an=me an effective and hugely humour out journal which saw much change and saw much “stay the same” on that reflective analysis.

Put on your imprint.
sparklerYou do need to make your imprint preferably within the first year. Don’t look for a hugely better way of doing things, jobs are just like schools, quite complex, but early on understand the role as we said and now make your imprint. Make it in simple ways, and make it simple – for example, a brief email at the end of term to colleagues thanking them; postcards home to pupils who succeeded, or maybe some celebration and invite SLT or the head – maybe a story for the school website. A short slot at INSET – trumpet our success or better use other colleagues to do so – especially if you have a colleague who has piloted your ideas with you, get them to share that effectively.

Feedback
I try and ask a question after a term and after a year in the job. “How is it going?” My bottom line would be – “no disasters and the role understood and being developed.” My top line would be ” pupils and staff are very pleased with the way this person is working because…” I would start with the views of those closest to the role eg the geography staff about the new Head of Geography or a sample of Y11 pupils and Y11 tutors for the new Head of Y11. BUT I am not expecting the finished article. Jobs take about 3 years to be fully understood assimilated and done routinely well and effectively. Are we on track?

Learn from others
You have a coach, or you found one, you have some line managers or SLT you are answerable to, but you need a ‘friend’. Dig out a colleague who you can confer in, and who you can let off steam to, and who can advise you from their experience. So if your middle leader role is head of year, find another head of year, you are a new head of dept, find another relatively new one. Ask them how they learnt, ask what CPD went well, what CPD they had, what else they wished they knew about. Don’t jump at the opportunity for the first course on middle leadership – best place to learn the initial stuff is….in school. However schools can be bad at telling you what is around the corner and may be just assume you know – for example “check exam entries” we all know that is coming but what does it really mean – ask this colleague or else ask the exams officer but seek…. done once it will be fine second time around and you’ll probably develop new aspects in year three. Hence my 3 years to get to be great.

Two warnings:

1) You are paid most of your salary for being a professional classroom teacher. You do have responsibilities (new ones) and they may well hijack you during the school day. However never lose sight of the day job: planning lessons delivering lessons, marking work, feedback and assessment. Just keep a vital perspective – if you have a team of staff relying on your prep or decision get that done first, then prep your lessons. Just don’t neglect classroom duties

2) I think there is a considerable difference between internal promotions and external ones. In the former case you already know the people around to help you, the potentially awkward ones and the children, you should be aware of your community. So your day to day work as above is relatively straightforward. However if you are moving school it’s pretty well back to square one. Learning a new set of systems, learning and contributing to a new ethos, learning about a lot of children, understanding a different community. However you should be able to bring your great teaching into operation so the big part of your role is, well should be OK. Nevertheless there will be expectations and you need to quickly find a colleague who will work alongside you, sharing with you in the role, helping you learn the new systems that operate. I have seen a few staff struggle badly when moving school, perfectly competent and sometimes outstanding classroom practitioners but the new school is just that: a new school, and needs time to understand the role, the people and policies. If you have a new colleague joining your school -look out for them, help them, and in due time they will be as good as those who appointed them thought but if you expect them up to speed in week one think again.