Developing Future Leaders Teacher Training Student Placement Spring 2014 Gianna Knowles Ruth Moyler Christina Erenvidh.

Developing Future Leaders

Teacher Training Student Placement

Spring 2014

Gianna Knowles

Ruth Moyler

Christina Erenvidh

FSL - Aims

• How can we best: – support the next generation of school

leaders?– encourage creative thinking around preparing

and inspiring future leaders?– develop action research and Leadership

coaching?

The next generation of leaders

• London South Bank University in Southwark, London in the UK.

• One year Post – Graduate Teacher Training:– encouraging and inspiring the next generation

of leaders.

pedagogy

Self

personal vision of

education

government policy

ofsted

successful practitioner

Encouraging and supporting the next generation of school leaders

self

government policy

ofsted

successful practitioner

selfgovernment

policy

ofsted

successful practitioner

Pedagogy - Inclusion and Equality

Inclusion is about all learners and about taking action to remove barriers to

participation and learning.

To achieving equal outcomes it may be necessary to treating children and adults

differently.

Government Policy - Teachers’ Standards

• TS1b: set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

• TS5a: know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

• TS5b: have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

• TS5c: demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development.

• TS5d: have a clear understanding of the needs of all pupils, including:– those with special educational needs; – those of high ability; – those with English as an additional language; – those with disabilities; and – be able to use and evaluate distinctive teaching approaches to

engage and support them.

Practice - OfSTED Inspection Framework 2014

• Inspectors look for evidence about how well children are:– learning– gaining knowledge and understanding– and making progress.

OfSTED - Meeting different needs

• individual pupils• particular groups of pupils – race, ethnicity,

gender• special educational needs and/or disability

(SEND)• economically disadvantaged • most able.

Inspiring the next generation of future leaders

• One year course, 24 weeks spent in schools.

• Four week Alternative Educational Setting:– Inclusion, citizenship, equality, power, class

• 2014 two students spent their 4 weeks in Järfälla kommun.

Inclusion

Sean Scott - inclusionImpressed by:

Resources

DT and Music

Lunch hall and service is fantastic

Subject teaching with subject specific teachers

Informality – names, behaviour, dress

Relaxed, less structured attitudes.

Findings

No obvious individualised learning and less differentiation, which may been seen to cause behavioural issues.

The best of both…We would like to build a ‘happy-medium’ of the two varying methods to teaching.• Pace – somewhere in between

both• Time – ability to revisit a task• Discrete Teaching – focus on

discretely teaching the creative subjects, languages, massage

• Relationships – with students, a balance of friendly but firm approach.

Elliot Fowler - inclusion

• Inclusive practice is not apparent

• No differentiation in planning

• No ability grouping• Equal/same expectations

for all pupils, regardless of ability

Outcomes

• Creativity - seeing policy and educational principles from a new perspective

• Reflection – on self and professional practice• Coaching

– Sean and Elliot facing the challenge of being Newly Qualified Teachers (NQTs)

– how can they, and other new teachers be supported to stay in the profession and become leaders?