Leading Learning and Achievement
Date du début: 1 oct. 2014,
Date de fin: 30 sept. 2015
Objectives of our project;
1. Facilitate job shadowing so that staff can reflect on the leadership style and skills, assessment methods, teaching and learning methods, inclusion and school organisation of a partner school. This will promote dialogue. We will be able to identify differences and similarities of method and approach and come to agreement about best practice and how this can inform our own provision.
2. Support curriculum activities by embedding and expanding the international dimension of our curriculum and by providing contexts and resources for learning. This will enable subject leaders to examine practice in partner schools and evaluate how best practice can improve provision here. Teachers will increase their knowledge of social, linguistic, cultural diversity to inform their teaching. It will also provide real contexts for learning and audiences for children's talk, writing and ICT skills.
Number and profile of participants: 6 teachers will take part in mobilities. All of the leaders will be new to their leadership roles. All play a key part in ensuring inclusion and access for all children and for leading the curriculum. They all contribute to school development planning and school self evaluation. The teachers demonstrate a commitment to international education within a creative curriculum. Involvement in mobilities will be linked to leadership targets for new leaders, as part of their annual appraisal.
Description of activities: We plan to organise 3 mobility activities with pairs of teachers. They will work together to find out about: the school system of their mobility country. They will shadow an equivalent leader and investigate: the structure, roles and styles of leadership in the school, approaches to pedagogy and how these are managed in their subject / phase, strengths and interesting / innovative approaches in leadership and provision. Pairs will peer review and evaluate their learning and come to shared agreements. They will immerse themselves in the language and culture of the partner country. They will prepare feedback for staff, pupils, parents, governors, liaison schools and the local community. They will plan one or more objectives, linked to their mobility, into their subject/phase planning.
Methodology to be used in carrying out the project: The project will be a key objective in the school development plan and in subject and phase leader development plans. Teachers involved will have an appraisal objective linked to their visit evaluation, their feedback to staff, their input into the curriculum, their key issues for action and the impact of their visit on future leadership and provision. The impact of their learning will be evaluated against the teachers’ standards at the end of the appraisal cycle and will link to future objectives. Outcomes will be evaluated in the school evaluation form and the headteacher's report to governors and will inform future planning. Staff training time will be used to evaluate and cascade learning and to plan for future developments. Our International Schools Award reaccreditation process will support our evaluation of the impact on our curriculum.
Results and Impact - Short and Long Term
• Impact on teacher knowledge: wider knowledge and understanding of different approaches to leadership, pedagogy and educational systems, particularly linked to their leadership roles; improved awareness and knowledge of cultural diversity; increased knowledge of the language of their partner.
• Impact on teacher skills: improved communication skills & use of ICT as a communication tool; improved linguistic skills; improved self reflection and evaluative skills - ability to identify innovative approaches / strengths in provision, write up self evaluation and to use this for development planning, improved leadership skills and ability to lead change.
• Impact on teacher attitudes: openness to new ideas and approaches; positive attitudes to change and experimentation; positive attitudes to language acquisition and language teaching; widen horizons about travel and international links and learning; motivate, excite and inspire.
• Impact on school - inform planning for school leadership, structure and organisation going into school expansion; international curriculum embedded in practice at a time of change; improvement in quality of language teaching; skilled, outward looking and reflective leaders who are committed to continuous improvement and ambitious to ensure best practice; strengthened links with European partners; through Erasmus+ work and International Schools Award - status as a model school for international curriculum and cooperation in Milton Keynes; outstanding practice resulting in high achievement for all children; provide real contexts and audiences for children's learning.
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