All the slides from the AHDS Joint Headship event at Stirling Management Centre on 2 October 2013.

1. Time to
think…
…about Joint
Headships

2. Joint Headship
A balancing act.....
Fiona Anderson
AHDS
October 2nd, 2013

3. The Joys of Headship
With your shoulder partner discuss one of the
funniest / oddest things that you have ever done
as an DHT/ HT that isn’t in your ‘job description’

4. To do two things at once is to do neither.
Publilius Syrus
One cannot manage too many affairs: like
pumpkins in the water, one pops up while you try
to hold down the other.
Chinese Proverb

5. People are motivated by good ideas tied to
action; they are energized even more by
pursuing action with others; they are spurred on
still further by learning from their mistakes; and
they are ultimately propelled by actions that
make an impact—what we call ‘moral imperative
realized’.
Fullan and Hargreaves (2012)

6. About me
Fiona
BA (Honours) – History and
English
PGCE Primary
PGDE SEN
PGCE Leadership and
Management
Scottish Qualification for
Headship
Glencryan School
SLANT
Callander/Trossachs
Thornhill/Kincardine
Head of Muir
Wife, Mum,
Friend
Travelling
Socialising
Reading

7. My experiences
T
RNHIL
L
O
H
T
PRIM
AR Y SC
H
OOL
PST
RNHIL
L
O
H
T
PRIM
AR Y SC
H
OOL
PS
216 pupils plus nursery 10 pupils
66 pupils 46 pupils

8. Some good things and some bad things
Personal Staff Pupils Parents
- Enhanced organisational
skills required.
-Staff development
opportunities
- Opportunities for
collaboration with
colleagues
- Opportunities for
management experience
- Increased opportunities to
work with peers in other
school
-Non teaching HT –
increased availability
- Better quality of candidates
applying
-New to headship, steep
learning curve
-Following in footsteps of
established HT
- Double parents’ evenings,
Parent Councils etc.
- Feeling of isolation from
management, distrust of
other school.
- May take longer to get to
know Head Teacher
- Worries who will be in
charge in a ‘crisis’

9. Aims of Shared/Joint/Dual Headship
The idea of shared headship implies a collaborative approach to
leadership
Among the factors associated with successful leadership of
collaborations are:
•establishing and maintaining trust
•managing tensions between collaboration and competition
•deploying both facilitative and more directive styles flexibly
as appropriate
•recognising that collaboration is a dynamic process not a
single event
•devoting significant leadership resources and energy to
constant nurturing of the process

10. Light bulb moment

11. How do you cope?
• Being extremely well organised.
• Distributed leadership
• Transparent timetable
• Sometimes saying no
• Managing stakeholders – staff, pupils, parents,
Local Authority

12. Work life balance

13. The principal (leader) of the future has to be
much more attuned to the big picture, and much
more sophisticated at conceptual thinking, and
transforming the organization through people
and teams.
Michael Fullan
2002

14. The mindset for change consists of personal
characteristics of energy/enthusiasm and hope.
It also includes five core components of
leadership: moral purpose (making a difference
for all) , understanding change, relationship
building, knowledge creation and sharing and
coherence making (making connections for a
purpose).
Michael Fullan
2002

15. A final thought.........

16. Transforming lives through learning
Inspection of schools with joint
headships
Janie McManus
HM Inspector

17. Transforming lives through learning
Aims
• to raise awareness of
approaches to inspecting
schools with joint headships.
• to gather views about Education
Scotland’s approaches to
inspecting schools with joint
headships.

18. Transforming lives through learning

19. Transforming lives through learning
Rationale
Common elements across both schools
Collating
materials
Professional
discussions
Joint
activities
Strategic
management
Joint
resources

20. Transforming lives through learning
Principles of Inspection and Review
(October 2010)

21. Transforming lives through learning
Planning principles
We will inspect joint
headship schools
concurrently if both
schools were last
inspected prior to 2008.

22. Transforming lives through learning
However………..

23. Transforming lives through learning
before the inspection
• schools are notified
• managing inspector liaises with headteacher
 organisation of the week
 joint activities
 location of meetings

24. Transforming lives through learning
the inspection week
• scoping meeting
• professional dialogue
• discussion of findings

25. Transforming lives through learning
after the inspection week
Managing inspector :
• writes two letters to parents;
• finalises two records of inspection findings; and
• discusses comments on draft letters with
headteacher

26. Transforming lives through learning

27. Curriculum for Excellence
Principles & Practice of Planning, Assessment & Moderation
AHDS
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Pam Nesbitt, President
AHDS

28. May 2013 Pam Nesbitt President, AHDS 28
Learning Intentions
You should have a better understanding of:
 Planning, assessment & moderation principles,
policy, practice and the role of assessment in CfE
 different components of planning, assessment &
moderation mechanisms to support assessment
 where assessment fits – NAR Flowchart/PAM
Cycle

29. PAM Cycle
May 2013 Pam Nesbitt President, AHDS
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30. Planning & Assessment
 What do I want pupils to learn? – Es & Os
 What will I assess and criteria for assessment?
 What are the assessment implications?
 Learning intentions and success criteria?
 Shared expectations?
 Appropriate planned learning activities? – 7
principles of curriculum design
 What resource(s) will I use?
 Which teaching styles will I used?
 How successful was the learning experience?
 How do I know?
May 2013 Pam Nesbitt President, AHDS
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31. Responsive Planning & Pupil
Involvement
 Reflect
 Review
 Respond
 Need to have professional dialogue and discussion and
know where the children have come from and where
they are going
 Pupil involvement at every stage of the process is
crucial and should be evident
May 2013 Pam Nesbitt President, AHDS
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32. What do we talk about?
 Learning Approaches – the medium doesn’t matter
 Inter-disciplinary learning
 Cooperative learning
 Rich tasks
 Literacy & Numeracy
 Cross curricular
 Critical skills
 AifL
 How children learn?
 What do we need to achieve?
 What is our shared understanding of standard?
Moderation & assessment must be planned
May 2013 Pam Nesbitt President, AHDS
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33. The NAR Flowchart
 Diagram of the process of planning for learning,
teaching and assessment
 Demonstrates the process outlined in BtC5
 Provides a model for planning and evaluating
planned learning
 Process followed by those creating NAR
exemplars
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36. Shared expectations
are discussed and
agreed.
Learning intentions
& Success criteria
demonstrate
evidence
requirements
Teachers discuss
with others
within school,
cluster, authority.
Develops shared
understanding of
standards.
Teachers make
an informed
professional
judgement about
the evidence
gathered.
Teachers feed
back this
information to
pupils giving clear
guidance on next
steps.
This informs
the progress of
the learner
journey and
informs future
planning.
LEARNER
Principles of Moderation
Teachers use
evidence from self
assessment, peer
assessment and
teacher led
assessment.
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37. Making Judgements
Collaborative
approaches
reflects learning
intentions
Valid and
Reliable
shared
understanding of
standards
Feed back and
next steps
relate to
success criteria
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38. Moderation & Shared Standards &
Expectations
 Must happen first
 Moderation often seen as an end on exercise
 Important that moderation is not a one off event and is
constantly reviewed
 Use of NAR & TACLAN as professional development
tool
 Procedures to facilitate the process that are
meaningful and manageable!!
May 2013 Pam Nesbitt President, AHDS
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39. Thoughts on Moderation
 Work through planning first leave as little as
possible to the “post mortem”
 Work from evidence and practice
 “What does a good one look like?”
 Link to CPD
 Class level, school level, cluster level, authority
level and National level
 Sharing standards and expectations
 Challenging professional dialogue & debate
May 2013 Pam Nesbitt President, AHDS 39

40. Assessment – key message
 This is not new!
 There is no silver bullet/holy grail
 We have the answers
 One size does not fit all
 Professional dialogue and judgement are crucial
 Time is crucial
 Assessment does not sit in isolation
May 2013 Pam Nesbitt President, AHDS 40

41. The ethos and life of the
school as a community
Curriculum areas and
subjects
Interdisciplinary
learning
Opportunities for
personal achievement
Whole Curriculum
May 2013 Pam Nesbitt President, AHDS 41

42. Purpose of Assessment
• To support the learning and the learner and help
plan the next steps to ensure progress.
• To provide assurances to parents, the children and
others that progress is taking place.
• To provide a summary of what learners have
achieved.
• To support transitions at all levels
May 2013 Pam Nesbitt President, AHDS 42

43. Starter Questions
What do we assess?
Why do we assess?
When do we assess?
How do we assess?
Are planning for engaging assessment
that supports learning?
May 2013 Pam Nesbitt President, AHDS 43

44. Assessment – The Big Picture
 Principles of assessment in CfE
What do we
assess?
Why do we
assess?
When do we
assess?
-Knowledge and
understanding
-Skills
-Attributes and
capabilities
- To support the
learning process
- To promote
learner
engagement
- To determine
the nature of the
support required
- Routinely, as
part of the
learning and
teaching process
- From time to
time
- At transitions
May 2013 Pam Nesbitt President, AHDS 44

45. Assessment – The Big Picture
A range of
evidence
Say
Write
Make
Do
Approaches
to
Assessment
Progress
Breadth
challenge
Application
May 2013 Pam Nesbitt President, AHDS 45

46. What do progress and achievement in CfE
look like?
For learners to demonstrate that their progress is
secure, they will need opportunities for:
breadth of learning
challenge within learning
applying learning in new and unfamiliar
situations
(Assessment for Curriculum for Excellence: Strategic Vision, Key Principles
September 2009: page 2-3)
May 2013 Pam Nesbitt President, AHDS 46

47.  Key features of assessment in CfE - Progress
Breadth
• achieving across many outcomes but also…..
• being able to make connections between them
Challenge
• depth and sophistication of understanding requires learners to be
able to show more than the acquisition of knowledge
Application
• equipping learners to apply knowledge and skills in familiar and
unfamiliar contexts, including beyond the classroom
Assessment – The Big Picture
May 2013 Pam Nesbitt President, AHDS 47

48. Assessment Wheel
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49. Assessment Components
 Moderation
 Evidence – Formative/Summative
 Teacher’s judgements
 Baseline Assessment
 Profiling & the Profile P7/S3
 Reporting
 NAR
 CfE Planning, Tracking, Coverage
 Importance of BTC4 & Skills development
May 2013 Pam Nesbitt President, AHDS 49

51. Planning & Assessment Process
 What we’re going to learn (Curriculum)
 Es & Os
 How will we learn (Learning & Teaching)
 Learning & Teaching approaches
 Principles & Practice (papers in CfE folder)
 Breadth, Challenge & Application (BCA)
 How will we be assessed (Assessment)
 Range of assessment approaches
 Learning Intentions & Success Criteria
 Say, Write, Make, Do
May 2013 Pam Nesbitt President, AHDS 51

52. Assessment Process
 Es & Os
 Learning Intentions
 Success Criteria
 Used to focus observations
 Used to evaluate the learning & structure feedback
 Used to inform self & peer assessment
 In pupil language appropriate to age & stage
 Learning Experience
 Evidence that supports learning
May 2013 Pam Nesbitt President, AHDS 52

53. RME3-
01a
RME 3-
01b
RME
Christianity
Beliefs
Literacy Across Learning
Reading
RME
Development of Beliefs
and Values

54. SKILL CONTENT
Having reflected upon Christian
sources, I can explain some beliefs
about God, Jesus, the human
condition and the natural world, and
how these beliefs lead to actions for
Christians.
RME 3-01a
Reflection Beliefs about God and Jesus
How beliefs lead to action for
Christians

55. SKILL CONTENT
Using what I know about the features of
different types of text, I can find, select,
sort, summarise, link and use information
from different sources.
LIT 3-14a
Reflection
Investigating
Personal Reflection
Developing Awareness
Beliefs about God and Jesus
How beliefs lead to action for
Christians
How beliefs lead to action for
myself as an individual
Using different kinds of texts
Finding and selecting appropriate information

56. SKILL CONTENT
PRACTICE
Reflection
Investigating
Personal Reflection
Developing Awareness
Using different kinds of texts
Finding and selecting appropriate information
Beliefs about God and Jesus
How beliefs lead to action for
Christians
How beliefs lead to action for
myself as an individual
- actively encourage children and young people to participate in service to others
- develop, through knowledge and understanding and discussion and active debate,
an ability to understand other people’s beliefs
- encourage the development of enquiry and critical thinking skills
- build in time for personal reflection and encourage discussion in depth and
debate
- provide opportunities for collaborative and independent learning

57. Plan Learning, Teaching and
Assessment experience(s)
Es &Os

58. May 2013 Pam Nesbitt President, AHDS 58
Trusting Teachers’ Judgements
In order to make sound professional judgements staff
will need to:
• gather a wide range of evidence of progress and
achievement (increase validity)
• share standards through dialogue and discussion
(increase reliability)
• reflect on the implications for learning and teaching,
reporting and planning for improvement (consider
impact on learners and learning)

59. Assessment & Value
 We value what we assess
 We assess what we value
 NAR – say, write, make & do
 Breadth, Application & Challenge
 What is the planned learning?
 How do I know?
May 2013 Pam Nesbitt President, AHDS 59

60. Which means?
 We need to assess progress in all the areas we
plan to teach
 We need to agree standards and then make
evaluations consistent
 Standards need to be challenging in nature and
in difficulty
 Assessment needs to be in context- skills need
to be applied, knowledge must be deployed
May 2013 Pam Nesbitt President, AHDS 60

61. And………..
 Make sure that we plan assessment in
 Make sure that we are clear about
differentiation, evidence of achievement and
standards of achievement
 Establish mechanisms for moderation and
begin to set these up
 Strong leadership is crucial to the success of
PAM
May 2013 Pam Nesbitt President, AHDS 61