Barry Smith - Learning about Learning

We are about to develop at our new ALPs programme and there will be some changes to the format of the programme based upon our experiences and successes.  We are also taking into account the views of the current participants and facilitators. 

A full report of the new structure and any changes will appear in the coming weeks and months.  I’m particularly keen to build upon the enormous success of our outdoor education activities as well as developing the ALPs website further to make it even more interactive and ‘live’.   I think there is scope for collaborating with other local secondaries too, especially as the cost of some outdoor education activities can be limiting.

If anyone else has been doing anything similar in other schools I’d be interested in hearing about your experiences. 

As we are on the home stretch of SQH I am now focussing upon meeting all the elements of the standard for headship.  It has thrown up an interesting challenge for me and no doubt for other participants.  As a principal teacher of pupil support I have responsibility for managing projects but not for managing people directly, i.e. it is not part of my immediate remit and I do not conduct EDR or have any responsibility for the appointment of staff.   Obviously on a day-to-day basis, deploying excellent people management skills are essential, but this is not quite the same as having direct responsibility for staff. 

Therefore, I have been presented with a challenge is in evidencing a knowledge and understanding of the recruitment and selection process.  Yes, I have had my training and understand the theoretical aspects and possible pitfalls involved, but without actually taking part in a ‘live’ recruitment and selection process my skills remain purely theoretical.  It has become necessary to seek an opportunity through my headteacher to be involved in the appointments procedure.

There are others taking part in SQH who are in a similar position to myself, primary teachers and other PT Guidance/Pupil Support.  I have found myself asking the question, is it the right time for me to be undertaking SQH if I will have difficulty evidencing one of the fundamental aspects of the course?  I understand that the participants are selected based on both their experience and potential and perhaps part of the challenge is to ensure that you can be resourceful enough to engineer opportunities to fulfil all of the criteria.  Or maybe the course itself does not fully reflect the experience of participants from a pupil support background, where the ‘flatter’ structure can mean no direct responsibilty for managing staff until reaching the position of SMT.  The diversity of the structure of pupil support teams throughout the country means that people have a very different experience of pupil support from authority to authority.

This may feed the criticism I have heard levelled by some that the course is too heavily based in theory, too academic, and doesn’t fully prepare applicants for the reality of the job.  I have thought about this a great deal since starting the course in April ‘05 and my conculsion is that the academic rigour is fundamental to the qualification.  Headteachers are now expected to have a ‘vision’ for their school which is based on sound judgement.  I would argue that such judgement be based upon evidence from current research and academic thinking as well as the context in which he or she works.  

An unfortunate consequence of this  is the incredible expectations we have of the knowledge and abilities of the headteacher.  I say unfortunate because it can drive headteachers to work increasingly long hours to ’stay on top’ of things.  It is not possible for any person to ‘know all’ and ‘be all’ but we seem to expect this from from those charged with running schools. 

When I discuss working hours with colleagues who are on SQH, very long hours can be seen as a ‘badge of honour’ by some and this seems, in some instances, to be coming ‘from the top’.  A culture of working incredibly long hours exists in some schools and there may be a perception that progression is predicated upon fitting into this mode of working.  I do not believe this is healthy and I am glad I do not experience it in my own school.  It is one thing to have a calling and be committed to the work you do,  entirely another to be consumed by it.

However I digress from my initial point, the challenge of being fully conversant and experienced in the recruitment and selection process.  I am concerned that in becoming invoved in and R&S process it may be seen as tokenistic and may feel that way too.  But in order to fulfil the criteria for attaining the Standard for Headship it is a neccessity.  So I will seek opportunities to increase my working knowledge in this area, while having one eye on what is acceptable and reasonable in terms of my time commitment.

I also think my time of life has a significant bearing on my view.  At the moment I am in a very ‘busy’ time in terms of my home life and perhaps in a few years I’ll see things differently and want and need to commit more time to the job.

I’ve just completed the interim evaluation of the ALPs programme, reporting on progress thus far.

In summary:

The programme has improved links with partner organisations, particularly Telford College.  There has been siginificant benefit to the young people on the programme as a result of this, providing opportunities on the Sports Leadership course that almost certainly would not have come along without the work done in S3.  There has also been very close working with the Integration team, Active Steps and Mobex.  In particular the links with the Integration team have helped with work being done in the community as the Integration Team are ‘well kent faces’ with the youngsters.

Incidents in school have reduced by more than half for the group, compared with the preceeding 15 week period.

Exclusion statistics were too small to make a meaningful comparison, they remained constant as compared with the preceeding 15 weeks.  What is significant is that there was no third term ’spike’ as in previous years for this cohort.

Attendance was not improved overall, due in large part to the statistics being heavily influenced by the poor attendance of a couple of individuals.  Attendance on programme activities was very good overall.   Two youngsters have left the programme because of family re-location.

The youngsters involved and outside agencies working with them were positive about the experience thus far.  Each youngster has an idea of their desired destination beyond school and is working with the school’s career officer to establish their own individual pathway.

Work experience opportunities are being taken up by the youngsters to help build their portfolio of employability skills.

Every youngster has had the opportunity to undertake a college placement this year.  So far four youngsters are involved in college programmes of one form or another.

In conclusion, we are well on the way to reaching our goal of having each youngster leaving school for a ‘positive’ destination.   It has for me re-inforced the notion that in terms of the school curriculum more choices does mean more chances.

If you would like further information about any of the above or a copy of the interim evaluation please get in touch.

I found out at the weekend I have passed Unit 4 of SQH, this is a tremendous relief as I was slightly concerned about whether my submission had covered all the bases.  It was a pleasant surprise to receive my tutor’s comments and I can now look forward (maybe!) to the next 7 months and completing the Scottish Qualification for Headship. 

We are very much now on the home straight and I almost can’t believe how quickly the time has passed. I’m really beginning to focus upon where I can develop myself further in terms of my career.  I’ve had some encouraging experiences as well as some doors closing, which is a part of the process, but my confidence is really growing with each passing unit and the feedback I get from ‘the day job’.

…..changing the way I and others perceive my blog or reflecting the fact that I drink gallons of coffee, either way my new theme is wholly appropriate!

“Drink more coffee, do stupid things faster and with more energy” as my colleague’s coffee cup states!

I took part in an interesting exercise on perception and diversity last night.  As part of the leadership development programme of a French Electricity Provider (EDF) we (the band in which I play) posed as waiters, serving the participants a meal before spontaneously breaking into a song, dance and African music performance. 

Afterwards we introduced ourselves to the delegates, explaining who we ‘really’ were, an Italian neuroscientist, Spanish primary teacher, American masseur, Senegalese dance and theatre instructor, Glaswegian law lecturer, Nigerian/Irish student, South African professional musician and some bloke from Airdrie.  A more diverse group you’d be hard pressed to find.

The point of the exercise was to challenge the delegate’s own stereotypical views and assumptions on who and ‘what’ we were.  It worked a treat, they were blown away!

The interesting part for me was that I learned more about the people I play music with in that one evening than I have in the past four years.  I had made certain assumptions about my friends which were based on nothing more than good old ’face value’ and most of which were totally wrong I have to admit!  It was as much of a learning experience for me as it was for anyone else I’m sure. 

It brought very clearly home to me how little I really know about those I work with.  My feeling about this is that it is a shame.  We all wear our ‘work face’ and present what is required to get things done in a professional manner, but because the job is very often so hectic we get precious little opportunity to really get to know others or allow them to get to know us.   

I know that there wil be exceptions to this rule, but ask yourself this question, how many people with whom you work do you really know? 

I don’t think not knowing your colleagues diminshes professionalism in any way but on some level I perceive(there’s that word again) it to be negative.  Without having any ‘proper’ information about someone, the mind is free to run away with it’s many stereotypes, positive or negative, to fill in the blanks, just as both I and our French delegates duly demonstrated last night.

So the long and the short of this tale is that I am committed to getting to know people a bit better!  First stop is via having the Guidance team entered in the East Lothian outdoor education staff challenge tomorrow which should be great fun!

I’m currently struggling to get back in the habit of blogging after a long summer break.  It’s making me re-visit why I’m doing it.  I’m spending much less time on the computer in the evening these days and having a breather from SQH reading after the Unit 4 submission. 

I have defined the blog by my work towards SQH so maybe I’ll pick things up again when the next taught days arrive at the end of September. 

Have been preparing the ALPs interim report which has been an interesting experience.  It has been a mixed bag of successes and setbacks, quite a learning experience for me.  So far however I’d say that on balance it has been a positive exercise for all involved.  This year will be crucial in preparing the group for life beyond PLHS.  Our mentors and careers adviser will hopefully come into their own in providing appropriate guidance for each individual and ensure they have a direction beyond school.

Each student is having a one-to-one interview this week and then regular meetings with the school careers adviser throughout the year to ensure they develop a ‘pathway’ for success beyond school. 

…since I’ve posted. Last term ended in a blur of Chamonix

and then the summer holidays arrived. What a fantastic break. I have been drumming for Scotland this summer, down at Drum Camp in Norfolk, Drum Village at Glen Isla and most recently at Portobello open day! It’s hard to go back to the day job after that.

I’ll have to ease myself back gently into the blogging too. Have gotten right out of the habit.

I submitted unit 4 of SQH during summer holidays,so our last taught days are 21st and 22nd September, it’s incredible to think we have come so far, only 9 months to go!

We’re off to Chamonix with a group of 40 youngsters today.  I’ll try and get an opportunity to blog during the week but if not there will be an update at the start of July!

Unit 4 of the Scottish Qualification for Headship challenges us to compare our skills and competencies to the Standard for Headship in the context of our progress to date and identify areas of strength and areas for development backed up by appropriate evidence.  As a precursor to my unit 4 submission I’m going to use my blog to help that process along.  The reasoning is twofold, it allows further reflection on my part in relation to my progress towards meeting the Standard for Headship and it affords anyone who wishes, or who has perhaps worked with me, the opportunity to provide feedback on my claims.

The Standard for Headship is comprised of Professional Actions and 3 essential elements of practice:

1.  Strategic Vision, values and aims

2.  Knowledge and Understanding                    

3.  Personal qualities and interpersonal skills

In this post I will begin to deal with the Essential Elements. 

I have explored and discussed my educational values through my blog.  I believe this has helped shape my moral and ethical perspective in relation to education. Reading educational literature as documented on this site has also challenged my thinking, as has engaging with the views of staff members in school, students and ‘bloggers’.

Completing a critical self-evaluation as part of SQH unit 1 allowed me to communicate my vision for an effective school.  Undertaking the 360 degree review as part of SQH unit 1 provided further insight to my current practice, including my ability to articulate and embody my moral and ethical standpoint in relation to education.

My blog provides evidence of professional reflection and review of my own practice.  I have taken part in professional coaching sessions, covering personal development target-setting and values.

The ALPs programme has given me the opportunity to provide a rationale for practice and to be accountable for it, in relation to the way the programme operates and it goals.  On a daily basis I am accountable for the actions I take in relation to my dealings with young people and professionals.  The ALPs programme has also provided the opportunity to encourage critical reflection in others, including young people, as has my blog through comments and interactions with others.

Comlpeting Unit 2 of the SQH, including a school self-evaluation allowed me to demonstrate knowledge and understanding of school improvement.  Developing the S5 Social Education programme and monitoring and evaluating the ALPs programme and Pre-vocational educational programme allows me to employ strategies for improvement. (taking account of pupil voice, using attendance and behaviour statistics, taking account of stakeholder perceptions, recognising achievement)

To be continued at a later date.