This programme offers light touch support to 'middle leaders' in the planning, implementation and evaluation of an initiative of their school's own choosing, over a period of up to one year. This provides a transferable model of school improvement, in one specific area, and is based on a belief that professional development and school improvement go hand in hand. The external support helps those involved to reflect on the process, so that they can use this either in implementing future initiatives or helping other colleagues to do so. This programme builds on a series of three-day courses on the subject co-ordinator's role and, more specifically, a project funded by the Esmee Fairbairn Charitable Foundation for the development of middle leaders in Oxfordshire. The evaluation of these courses demonstrated their value to individuals participating, and their schools, and suggested ways of further enhancing their value.
This programme is for 'middle leaders', that is deputy heads or key stage or subject co-ordinators/ leaders, in primary schools. This is intended as preliminary to the NPQH qualification for aspiring headteachers, but could form part of the work towards the qualification for those engaged in it. Ideally, this programme will be run for a group of schools in a local area, such as that covered by a local authoirty or multi-academy trust. This offers an economy of scale for the introductory sessions, and provides significant opportunities for networking across schools.
TIMESCALE AND COMMITMENT
The central core of the programme consists of:
This can be supplemented where required by support by email and phone and an additional session where this is undertaken as a group.
Each teacher is encouraged to produce a written report of around four to five sides of A4 in length, explaining the nature of the initiative, exploring the lessons learnt both in relation to the content and process, and examining the implications for school improvement.
Each school /provider is expected to allow each teacher about five days of release for work in his/her own school, in addition to the time for attending the central core of the programme. This may vary to some extent depending on the size of school.
The intended outcomes are:
Developing the expertise of primary and elementary classroom teachers -professional learning for a changing world was published by Bloomsbury Academic in January 2018. Details of how to order are on the Bloomsbury website.
New Perspectives on Young Children’s Moral Education
-Developing Character through a Virtue Ethics Approach was published by Bloomsbury in December 2015. Details of how to order are on the Bloomsbury website.
How do expert primary classroom teachers really work? - a guide for teachers, headteachers and teacher educators was published in 2012. For further details, see the publications section of this website or contact email@example.com
Details of how to order are on the Critical Publishing website.
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Thinking Through Pedagogy for Primary and Early Years was published in January 2011. For further details see Thinking Through Pedagogy for Primary and Early Years.
Children's Spiritual, Moral, Social and Cultural Development by Tony Eaude (second edition, 2008)
Enhancing Achievement for Young Bilingual Learners
Download flyer (pdf, 410K) by Tony Eaude, published in March 2007
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