PIPP Booklet 2011-12 Module 1

2011-12

PIPP Module 1

‘Compass Setting, Goal Getting Schools’

Programme and Content

Children’s Services

PIPP 2011-12: Module 1

Compass Setting, Goal Getting Schools

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PIPP Element 1: School improvement and performance courses

This suite of courses focuses on six key themes that are inextricably linked to those in PIPP module 2:

o Inspirational leadership

o Innovative solutions to persistent problems

o Reaching the reluctant

o Inspirational teaching

o Empowering learners to think Independently

o Picking perfect partners

PIPP Schools will be able to choose from:

Courses: 16 new course components, which will be available between the Summer term 2011 and Spring term 2012.

o Single schools will be able to access 5 places overall.

o Partnership/Network Schools will be able to access 5 places from the portfolio of courses.

Please Note Additional places on courses can be purchased at a rate of:

o LA Schools: £160 for a whole day or £90 for a half day (subject to capacity).

o External Schools/Academies: £180 for a whole day or £100 for a half day (subject to capacity).



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Element 1: Course Themes

o Theme 1: Inspirational leadership

The head teacher’s strategic lead is central to school improvement and development but equally important is the leadership of others. This theme will build the capacity of key players so that leadership is not only distributed but shared, learning-centred, solution-focused and sustainable.

o Theme 2: Innovative solutions to persistent problems How often do you meet colleagues from neighbouring schools who are struggling with the same issues you are contending with? This theme will take a long, hard look at some of the more unrelenting challenges and with the help of successful Norfolk case studies, seek to identify strategies that will assist in overcoming them.

o Theme 3: Reaching the reluctant Inclusion is an essential feature of any good school. Those who are most successful place an emphasis on the progress of every child, including the most vulnerable. This theme will explore a range of teaching and leadership strategies that enable all pupils to thrive and flourish.

o Theme 4: Inspirational teaching In the best schools leaders extend the competence and confidence of their staff through training and development and ensure that the conditions for learning enable them to focus positively on making a difference in the classroom. This theme explodes the myth that inspirational teaching lies only in the domain of the charismatic practitioner. An exciting, vibrant curriculum that meets the needs of the pupils is a fundamental starting point for any good teacher, whose effectiveness is ultimately judged by the impact they have on learning.

o Theme 5: Empowering learners to think independently We are currently preparing pupils for jobs that don’t yet exist; using technologies that haven’t been invented in order to solve problems we don’t even know are problems yet! How well the children of today respond to this challenge as adults will partly depend upon their ability to work independently and to become self-motivated and resourceful. This theme will look at ways in which leaders and teachers can enable pupils to take more responsibility for their learning, working independently of the teacher, deciding not just what is to be learned, but how, when and where learning is to take place and what the learning outcome is to be. It will look at the importance of good feedback and assessment and how as adults we can be good role models for life long learning.

o Theme 6: Picking perfect partners The recent Education Bill highlights a number of system changes including the government’s plans to support teachers to learn from one another and from proven best practice; for schools to work together with voluntary, business and statutory agencies and to strengthen the role of parents and governors. Successful leaders already understand and make excellent use of partnership work. This theme will explore wider collaboration between schools; models of leadership and work with families and others in the community for the benefit of the children. Delegates will consider exemplary national and local practice in deciding their own way forward.



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PIPP Element 2: School-Based Advice and Support

All advice and support will be provided by experienced advisers and consultants, in whole or half day units (school(s) to decide).

Option 1 Schools may choose to follow up on the PIPP course themes or discrete course components. Please refer to the information contained within this booklet for a menu of suggested activities.

Option 2 Schools may choose from a variety of other available school based activities including:

Essential evaluation and moderation activities, post the School Improvement Partner role, including:

o Monitoring learning and teaching with members of the leadership team

o Pre-inspection support

o Post inspection support

o External moderation of self-evaluation evidence linked to school priorities

o Subject specific support

o Work scrutiny linked to school priorities

o Curriculum walks with Headteachers/subject leaders

o Assistance with key appointments e.g. deputy head teachers

o Other advice and support identified by the school.

Schools may also choose to mix and match from options 1 and 2.

Option 3 This option is for a Partnership Model or a Network of between three and eight schools only. (Package ‘A’) It allows the collaboration to choose the focus of advice and support and the number of days required. This may range from one and a half days up to the accumulative total number available for the schools involved. Delivery of advice and support will be network-based rather than targeted at individual schools.

Please note: Additional Advice and Support can be purchased at a discounted rate of:

o LA Schools: £640 per whole day or £330 per half day

o External Schools/Academies: £680 per whole day or £360 per half day



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PIPP Module 1: Course Components

Themes Courses Dates

o Who do we think we are? Who do we want to be? How far away are we? {

11th October 2011

18th October 2011

(N) (W)

o Learning-centred leadership { 17

th January 2012

6th March 2012

(N) (W)

Inspirational

Leadership

o Coaching for sustainable leadership { 20

th October 2011

26th September 2011

(N) (W)

o Strategic financial planning to achieve the best educational outcomes {

24th January 2012

31st January 2012

(N) (W) Innovative Solutions

to Persistent Problems o Planning the strategic management and

development of school staff { 23

rd November 2011

29th November 2011

(N) (W)

Reaching the reluctant

o Developing leadership strategies to engage all learners {

22nd

February 2012 8

th March 2012

(N) (W)

o Leading successful professional learning and development in your school {

9th June 2011

28th June 2011

(N) (W) Inspirational

teaching o Peer coaching for excellence in teaching {

20th May 2011

14th June 2011

(N) (W)

o Empowering independence in learning through AfL {

6th May 2011

6th July 2011

(N) (W)

o Managing the whole school community to produce independent pupils and adults {

27th September 2011

21st September 2011

(N) (W)

Empowering learning

to think independently

o How well do you know your school? { 15

th March 2012

13th March 2012

(N) (W)

o Better together: developing self-improving schools {

22nd

September 2011 29

th September 2011

(N) (W)

o Leading and managing partnership with the school community {

3rd

November 2011 10

th November 2011

(N) (W)

o Leading and managing partnership with the wider community {

7th March 2012

20th March 2012

(N) (W)

o Plan ahead for a head (whose head is it anyway?) {

5th July 2011

22nd

June 2011 (N) (W)

Picking Perfect

Partners

o Leading and managing the partnership with parents {

28th June 2011

4th July 2011

(N) (W)

Venue: (W) - West Norfolk PDC, (N) - Norwich PDC



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Theme 1: Inspirational Leadership

Course: Who do we think you are? Who do we want to be? How far away are we?

Date Time Venue Course Code

Event Ref.

11/10/2011 9.15-15.30 Norwich Professional Development Centre EPPB1 A

18/10/2011 9.15-15.30 West Norfolk Professional Development Centre EPPB1 B

Course Context and Audience: The development of a school’s vision provides common direction, powerfully shapes practice and binds the school and community together for the benefit of its children. This course will enable participants to reflect upon the relevance and value of their current vision and offer practical strategies to work with the school’s stakeholders to raise expectations and generate energy for change.

Objectives and Outcomes: By the end of the course, participants will: o understand how to create a vision, aims and values statement for their school and will know

how to map the steps necessary for this vision to be realised in everyday practice o decide whether the vision for their school is fit for purpose o know how to monitor and evaluate the effectiveness of the actions taken to realise the

school’s vision.

Tailored ‘Advice and Support’ options for individual schools or collaborations of 3 or more schools:

A school/group of schools may request: o An adviser to lead visioning activities with a group(s) of stakeholders o An audit to determine the relevance and value of the school’s current vision o Moderation of school self evaluation.



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Course: Learning Centred Leadership


Event Ref.



Course Context and Audience: The way leaders influence the quality of learning and teaching in classrooms and across the school is the most important thing that they do. This one day course for headteachers and senior leaders will draw upon current research and practice together with NCSL materials to explore the principles of learning-centred leadership. There will be an opportunity for delegates to explore the critical strategies of modelling, monitoring and dialogue which together form a powerful nexus that has the potential to provide a model for effective leadership at school, team and classroom level. Objectives and Outcomes: By the end of the course, participants will: o Be clear about their core leadership values o Understand what learning-centred leadership is and how it works o Be clear about the common pathways which will lead to making a positive difference to

learning and teaching in their own school o Have mapped out a coherent plan to meet their identified improvement priorities.


A school/group of schools may request: o Auditing the effectiveness of monitoring and evaluation processes o Auditing the effectiveness of the use of dialogue and modelling o Monitoring the impact of action taken by the school to develop aspects of learning centred

leadership.



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Course: Coaching for Sustainable Leadership


Event Ref.



Course Context and Audience: This course is exclusively for headteachers. Senior Leadership is challenging, relentless, at times thankless, and potentially lonely! In order to achieve the best a leader needs skill, vision, self-confidence, resilience, motivation, self-awareness, and dogged determination. Maintaining this in a constantly changing environment and holding an acceptable work/life balance is in itself a challenge! Coaching has been increasingly identified as an approach that supports leaders in finding and maintaining direction, solving problems, and improving their own professional and personal life. Coaching gives a leader the space to think. This course will give Headteachers the opportunity to learn about and experience coaching and create the way forward to sustain ongoing support. Objectives and Outcomes: By the end of the course, participants will have: o Explored the principles of Coaching/ Mentoring o Considered solution focused approaches to solving problems o Practiced coaching techniques around leadership and well being issues o Considered whole school models of coaching o Identified opportunities for creating and sustaining “Head to Head” networks to support

professional development and personal well being.


A school/group of schools may request: o To join a network of course participants to benefit from facilitated ‘Head to Head’ network

sessions o A tailored package of 1:1 coaching, including face to face and telephone contact o Twilight sessions to introduce the principles of coaching to school staff o Facilitated sessions to develop coaching techniques o The course could be delivered on a school/cluster basis to schools that are looking to o establish coaching as part of their overall CPD.



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Theme 2: Innovative Solutions to Persistent Problems

Course: Strategic financial planning to achieve the best educational outcomes


Event Ref.



Course Context and Audience: In constrained financial times making the right decisions to sustainably manage school improvement priorities becomes even more important. This one day course will incorporate opportunities to discuss case studies and to hear from a Headteacher who has experience in financial management. This course is aimed at Headteachers or senior leaders who are responsible or share responsibility for establishing the budgetary priorities for the school. It will be particularly useful for those aspiring or new to headship. Schools may also wish to consider whether a member of the governing body would be a good delegate to work with the colleague from school. Objectives and Outcomes: To develop and support schools in: o Establishing costed educational priorities o Building and justifying your business case o Roles responsibilities and accountabilities o Working with your finance officer and governing body o Tracking impact.


A school/group of schools may request: o Solution-focused follow up on any issue of significance to the school (s) o One to one in school support for those who are new to setting and costing budget priorities o Establishing protocols and ways of working, including roles and responsibilities of senior and

middle leaders and governors.



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Course: Planning for the strategic management and development of school staff


Event Ref.



Course Context and Audience: The Schools White Paper 2010 shows clearly that school leaders will have increasing autonomy to lead and manage their schools, within the context of continuing school improvement. As the most significant element of a school’s budget is staffing costs it is essential that staff are deployed and managed effectively. Through this course school and setting leaders will examine the constituent parts that combine to make effective staff deployment which is essential to sustainable school improvement. Objectives and Outcomes: The course will be activity and information based with appropriate supporting materials. The key factors for effective staff deployment that will be covered are: o performance management and engaging in professional conversations o staffing structures, roles and effective deployment o role descriptions o School Teachers Pay and Conditions (STPCD) o grievance and conflict resolution.

Tailored ‘Advice and Support’ options for individual schools:

A school may request: o Bespoke support and advice on individual school staffing structures and restructuring at the

school o Advice and support with performance management , upper pay spine, STPCD, professional

standards and conflict resolution.



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Theme 3: Reaching the Reluctant

Course: Developing leadership strategies to engage all learners


Event Ref.



Course Context and Audience: The purpose of this course is to consider the role of effective leadership on the engagement of all learners. It will explore how school culture can itself contribute to pupil engagement. Issues such as aspirations, target setting and mediating learning will be considered with regards to their impact on the cultural identity of a school or setting. Along side this, barriers associated with individual groups of learners, e.g. those with SEND, EAL, LAC, those on free school meals, will also be considered. The legislative framework of equalities will be explored including duties not to discriminate, harass or victimise according to protected characteristics and strategies to engage learners and to mediate student ownership of learning will also be targeted. It provides a systemic overview of the strategic components of leadership and engagement, and compliments the ‘sister’ course entitled “a curriculum for all” which offers greater operational skills and strategies in this field. This course is aimed at those with leadership responsibilities in primary, secondary, special or early years settings. Objectives and Outcomes: o To identify barriers to learning for those from specific vulnerable groups o To understand the legislative framework regarding equalities and adjustment duties and

duties not to discriminate, victimise or harass according to protected characteristics o To consider strategies for self evaluation including auditing questionnaires from the Index

for Inclusion, management tools such as rich picture analysis and staff views and their application in leadership meetings and as part of school self evaluation

o To explore techniques focusing on pupil engagement and self review of learning.


A school/group of schools may request: o Individual adviser consultation to review the application of techniques learnt within the

session.



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Theme 4: Inspirational Teaching

Course: Leading successful professional learning and development in your school


Event Ref.



Course Context and Audience: At the heart of school improvement and teacher development is effective continuous professional development (CPD). As the workforce becomes more diverse, it presents leaders and managers with a real challenge in meeting both institutional and individual needs including career development. This one day course will provide those experienced and new to leadership of CPD with an overview of the school improvement and development cycle and how to create opportunities for individual development through inter-school and inter-national professional networking. Objectives and Outcomes: By the end of the course, participants will have: o self- evaluated elements of their own professional development and school improvement

practice o defined the role of senior leaders in developing the workforce o discussed various strategies to achieve effective CPD o learnt about effective CPD practice from a Norfolk school (primary or secondary) o gained an overview of current national and local developments and what opportunities it

presents for your school such as networking, supporting others and becoming local leaders o reviewed some of the tools and resources available for schools to use.


A school/group of schools may request: o School might like to use their advice and support time to follow up issues raised from

attending today’s course. Areas for assistance might include providing one to one in school support for those new to leading CPD and school improvement such as annotating a school’s development and improvement plan or advising on a CPD policy.



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Course: Peer coaching for excellence in teaching


Event Ref.



Course Context and Audience: This course is for schools that are ready to take the professional development of their staff a step further. It is designed for all those who are involved in working with children in the classroom i.e. teaching and support staff. The most effective strategies for improvement are the ones that have the total commitment of those who are trying to develop their skills. Coaching is a powerful tool to support individuals as they identify areas of focus and plan actions to achieve their goals. Many good teachers already have the skills to be an effective coach but may inadvertently be limiting the development of others through their natural desire to find the solution! This course will provide opportunities to learn and apply the skills of coaching in order to help others move forward in their teaching expertise. It is applicable to teachers and support staff who will have the opportunity to work with other staff to help them develop their professional skills. Objectives and Outcomes: By the end of the course, participants will have: o Explored the principles of Coaching/ Mentoring o Considered different Coaching models o Practiced coaching techniques o Understood how to apply coaching as an approach within their own school.


A school/group of schools may request: o To join a network of course participants and attend a twilight 6 weeks later to discuss the

work that has been undertaken as a coach o Engagement of a Lead Coach to coach the attendee in implementing a whole school

approach o Twilight sessions to introduce the principles of coaching to all staff o Facilitated coaching sessions to develop techniques with all staff o Help with developing protocols and/or quality assurance procedures o The course could be delivered on a cluster basis to schools that are looking to establish

coaching as part of their overall CPD.



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Theme 5: Empowering Learners to Think Independently

Course: Empowering independence in learning through AfL

Date Time

Venue Course Code

Event Ref.



Course Context and Audience: Do children in your school know what they are good at? Do they take responsibility for their own improvement and act upon the feedback they are given by each other and their teachers? This course is for Senior Leaders, Subject Leaders and Class Teachers. It will explore both the principles and practicalities of developing assessment for learning, through pupil voice and dialogue. It will also consider what leaders must do to establish a whole school climate that positively promotes pupil responsibility and resourcefulness in learning. Objectives and Outcomes: Throughout the course, participants will: o Explore supportive environments that encourage purposeful pupil talk o Compare strategies for promoting both teacher-pupil and pupil-pupil dialogue o Relate these approaches to developing pupil independence and effective assessment for

learning o Develop sysytems to promote, monitor and evaluate assessment for learning across the

whole school.


A school/group of schools may request: o A Lead adviser can support further school/network development o Half day sessions for the moderation of reading, writing and mathematics at a central venue.

This includes moderator support, all materials and feedback. Follow-up adviser support can be arranged by negotiation

o Tailored school-based support for individual or groups of schools for the moderation of reading, writing and mathematics. This includes moderator support, all materials, administration and feedback. Follow-up adviser support can be arranged by negotiation.



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Course: Managing the whole school community to produce independent pupils and adults


Event Ref.

27/09/2011 9.00-12.30 Norwich Professional Development Centre EPPC1 A

21/09/2011 9.00-12.30 West Norfolk Professional Development Centre EPPC1 B

Course Context and Audience: Do children in your school know what they are good at? Do they take responsibility for their own improvement and act upon the feedback they are given by each other and their teachers? This course is for Senior Leaders, Subject Leaders and Class Teachers. It will explore both the principles and practicalities of developing assessment for learning, through pupil voice and dialogue. It will also consider what leaders must do to establish a whole school climate that positively promotes pupil responsibility and resourcefulness in learning. Objectives and Outcomes: This course will examine the current research and guidance on the most effective ways of developing independence, including examples of good practice within Norfolk. There will be a particular focus on ways of nurturing this through from EYFS to the end of key stage two. Participants will be able to work together across different key stages and with other schools to develop an action plan which will focus on providing broader and richer experiences for both children and adults.


A school/group of schools may request: o An audit of current practice o Formulating a school-specific action plan and/or monitoring and evaluating its impact o A visit to view good practice in another school o Further training and development on a particular aspect of independent learning.



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Course: How well do you know your school?


Event Ref.



Course Context and Audience: An exciting, innovative CPD opportunity for Heads, Deputy Heads, Assistant Heads and Senior Teachers in all phases of Primary Education. Objectives and Outcomes: A practical full-day course to assist delegates in their role of supporting and leading school self review. Previous courses have always had very positive feedback. The course aims to develop analytical skills by raising awareness of the processes and techniques involved in school self-review. This is intended to be a very practical course, focused on helping raise delegates’ understanding of the quality of education provided in their own school. The course includes a half day visit to one of Norfolk’s outstanding schools followed by an afternoon of analysing outcomes from the morning and identifying next steps for delegates in their own schools.


A school/group of schools may request: o A school visit with an adviser to look at delegates’ own schools. A morning looking round the

school and the afternoon looking at outcomes and planning for the future. This activity could take place with two delegates partnering up in order to develop a critical friendship with each other.



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Theme 6: Picking Perfect Partners

Course: Better together – developing self improving schools


Event Ref.



Course Context and Audience: The Education Bill (January 2011) challenges schools of all sizes to consider new ways of supporting each other on the journey of school improvement. This course (for headteachers and senior leaders) will explore ways in which schools can collaborate effectively in order to get better and how clusters of schools might accept responsibility for self-improvement for the cluster as a whole. It will draw on examples of best practice in Norfolk and beyond. Objectives and Outcomes: By the end of the course, participants will: o have a greater understanding of what a self-improving school system looks like and its

defining features o have considered the opportunities and challenges of collaboration between schools o have learned how schools in Norfolk have effectively worked together to improve outcomes

for pupils as well as improving professional development opportunities for members of staff.


A school/group of schools may request: o Supporting the development of collaborative initiatives between networks or clusters of

schools o LA brokerage of future partners o A visit to another school to observe examples of good practice o Evaluating the impact of collaborative enterprises o Moderating school self evaluation in relation to the effectiveness of partnerships in promoting

learning and well being.



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Course: Leading and managing partnerships with the school community


Event Ref.



Course Context and Audience: This course, besides helping schools to make the most effective use of their governing body and the skills of individual governors, explores how schools can work in a productive partnership with local businesses and councils in order to enhance provision and secure improved outcomes for pupils. Objectives and Outcomes: o Governors are aware of their responsibilities as representatives of the wider community of

the school-resulting in greater engagement in the process of bringing schools and communities together

o Schools develop knowledge of how local councils and businesses currently do and could support provision within schools, thus enabling them to develop a strategy and action plan for working in partnership with these two community resources.


A school/group of schools may request: o Training for staff and governors on specific issues identified by the school o Support with auditing provision and action planning o Assistance with monitoring and evaluating impact.



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Course: Leading and managing partnerships in the wider community


Event Ref.



Course Context and Audience: The most successful schools in both the private and public sectors are underpinned by supportive parents and collaborative partnerships within the wider communities of the schools. These partnerships are mutually beneficial and often directly or indirectly support the learning, development and achievement of the students and their families. This course is aimed at School Leaders, Extended Schools Co-ordinators and Community Governors and seeks to show how effective partnerships can be developed and sustained. Objectives and Outcomes: The course will expand on the key factors that support wider community partnership development through: o Effective Multi-Agency working o Extended schools and activities beyond the curriculum o Where to access funding, including writing an effective funding bid and exploring new funding

streams o Developing Creative Partnerships o Other support structures, e.g. Diocese, Federations, Trusts etc. o Assessing partnership impact.


A school/group of schools may request help with: o Establishing protocols and structures for multi-agency working o Review and support in bid writing o Assessing the partnership capacity within the local area o Help with assessing the impact of partnership working o Brokering links with national partnership agencies.



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Course: Plan ahead for a head (whose head is it anyway?)


Event Ref.



Course Context and Audience: Predominately for Primary school leadership teams – heads, deputies, assistant heads and chairs / vice chairs of governors. In common with many other LAs, a large number of Norfolk schools have headteachers who are in their mid to late 50s. The retention and recruitment of headteachers is therefore a critical issue for school leadership teams and sustaining the capacity to improve. This course will enable school leadership teams to investigate and develop succession planning strategies. Objectives and Outcomes: The course will look at the national and local data for headteacher recruitment and retention, projecting how far the numbers of NPQH graduates locally could fill the anticipated vacancies. It will examine the current national evidence on different models of leadership and succession planning strategies, with particular reference to work commissioned by the National College. The course will look at how different strategies have been applied in Norfolk, particularly Executive and joint headship, and the evidence of success and sustainability. Course participants will be able to consider how national and local strategies could apply to their specific situation and to develop an action plan. Leaders will evaluate the quality of leadership development within their own institution and consider a range of strategies to grow capacity at all levels.


A school/group of schools may request: o A visit to another school to explore a particular model of leadership o An introduction to models of school leadership for governors o Developing a school (or cluster) specific ‘Succession Planning Policy’ o Support in auditing the quality of leadership development.



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Course: Leading and managing the partnership with parents


Event Ref.



Course Context and Audience:

‘The evidence is now beyond dispute. When parents are involved in their child’s education at home, their children do better in school’

(Henderson and Berla)

This course, for members of the Senior Leadership team, explores how to translate theory into effective practice regarding what are universally recognised as the six key elements required for leading the partnership with parents - communication, parenting support, learning at home, decision making, volunteering and collaboration with the wider community. We explore how to overcome the challenges to partnership working using a wide range of resources from within and beyond the school community. The course draws upon the successful practice developed in schools within Norfolk and further afield to use the partnership with parents to successfully improve the outcomes for all pupils. Objectives and Outcomes: o Develop a strategy for partnership working with parents that is tailored to the individual

school’s context and focuses on improved pupil outcomes o Develop a wider understanding of the key ways in which partnerships with all parents can be

developed o Enable schools to make most effective use of the wide range of resources available to

develop the partnership with parents.


A school/group of schools may request: o Auditing partnership practice o Staff and governor training o Development planning with Senior Leadership teams o Assistance with implementing specific strategies introduced during the course.



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Now return to the PIPP Information and Guidance booklet for instructions on how to

purchase a PIPP package or make a booking for a course or school-based session.

PIPP Booklet 2011-12 Module 1

Documents

Transcript of PIPP Booklet 2011-12 Module 1