Supporting colleagues

This morning our new Head teacher started work.

It may have been a throw away comment, but in the first introduction she asked staff to be supportive to each other. (Amongst other things) I believe her to be genuine because her whole talk was considered and based around a philosophy of learning and developing the students as people.

The request that we support each other really struck a cord with me. Of course we should support each other, but this isn't a culture embedded in every school I have worked in. Some schools are competitive and nasty. Staff use other teachers by throwing them to the lions to cover their behinds. Staff feel their colleagues are people to be stepped on as they rise up the ladder.

My school isn't like that, we are a team. The whole school working together. It was very nice of the head to recognise through her words the importance of this. I hope I remember it too; I intend to.


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Location:United Kingdom

Lesson Observations and "grades"

I have recently read a blog post by a twitter colleague teachgr, http://teachgr.wordpress.com/2012/04/21/second-year-teaching/ about how he misses the observations that were frequent during his PGCE and NQT years.

It makes me reflect that I used to enjoy observations, doing them and having them done to me. It really was an opportunity to reflect and discuss my practice with another teacher or expert.

When working in inner city Bristol the LA consultant, the behaviour support team (not a criticism, just a fact that behaviour is tough in Bristol schools), the head of department, ASTs and senior management would come and observe regularly. It wasn't a bad thing it was great to get so much feedback on what I was doing well and ideas and suggestions to improve. I was able to bring up how I struggled with levels and the LA consultant helped me, a member of senior management supported me in dealing with students who constantly wanted to go to the loo, and an AST boosted my confidence by complimenting my questioning technique.

Even in my second school there were no judgements given after lesson observations. They weren't supportive though, more an exercise in allowing those in a senior position an opportunity to bully you, but observations were not a competition and those of us at the bottom of the pile all felt the same about them. The school had an observation room and we were encouraged to watch other teachers who were timetabled in that room. But those timetabled were the management favourites, (and we all knew it) and getting the key to sit in the office where you could watch was a Herculean effort. We didn't make use of the opportunity.

In my current academy the observation is about collecting data. Feedback is a form that gets placed in your pigeon hole and it consists of a few sentences. A grade is given and for me it causes resentment and competition amongst staff. I hate and dread observations.

I really hope that in my next school, (one week until I move) I can return to the times of an open classroom with supportive, constructive observations. Moreover, as a leader within the faculty I hope that I can gain as much from observing as I have done in the past from being observed.






I can also recommend the lesson observation pocket book for some good ideas and techniques for observations.

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2nd in Faculty Interview

Before I go any further in this blog post, I should say that I have never been successful in a second in faculty interview. I have had many though, and of those I have come close.

I think that the second in faculty is a difficult position. You are trying to forge your own path with respect to the area you are responsible for, yet you have to stick closely to the vision set by the head of faculty and stay loyal for the sake of the cohesion of the faculty.

That begs the question "what would you do if you disagreed with the head of faculty?" I have had this experience twice now. Once I had a major and very public strop (I got into trouble but I got my own way, and it was for the best of the students). The second time I supported what was decided and just had to be there to pick up the pieces when it did fall apart. I think I made the wrong choice, I should have fought more. Any other decisions I have either gone along with and things have been fine or gone along with and what was decided has been forgotten about anyway. So my answer: You have to pick your battles. Knowing what I know now, I would always fight for what I believe is right and I promise to never let something happen again that will have a detrimental affect on the students and school. But this approach in interview is honest, yet would it get me employed?

I believe that the role of the second in faculty is to be supportive of the other members of the faculty. Mentoring people and supporting those who are struggling with certain students or topics. "How would you support a colleague that is struggling?" In most of the schools I have been to interview in this question is about showing you have empathy and can be sensitive. The most important thing is that colleagues want to go to you for support. How do you build up that kind of relationship? Not be being a know-it-all, not by making out you are superior to others.

The job of the second in faculty is often to bring enthusiasm to the faculty. Bring in and lead on innovative and new ideas, organise trip and clubs. Do the things that the head of department struggles to do as they are bogged down in paper work and the demands of senior management. So a question may involve enrichment activities.

Every department I have worked in has had issues with a member of staff. Someone seems to be the "worst". What do you do if it is you that the parents/students/LSAs/other staff complain to? In these situations I don't like to work alone, but seek support. You need to see a the any issue from all angles and an alternative voice helps that. But how do you phrase that in an interview without looking weak and indecisive?

Other questions I have been asked involve my role as a form tutor; why I want to be a teacher; describe yourself in 3 words; describe your strengths and weaknesses; give an example of something you have lead on; how do you use afl in your teaching; how does ICT impact on your work as a teacher; how can you best utilise a VLE; how do you get over your passion for science to your students; should science be compulsory at key stage 4?

A classic question is describe an outstanding lesson you have taught. But a less familiar question is describe a less that didn't go well and what you would do about it.

The big question though is why do you want to work at this school? Can you engage with the staff and students enough to show you would fit in?

Remember that being a second in faculty is about fitting in, and it is probably for the best if you get the job if you wouldn't fit in.

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Being a good head of faculty

I start as a head of faculty on May 1st. I am excited and terrified in equal measures. I know that I have the knowledge required of me to be a head of science and also the support network in #asechat and my partner. However I want to do a really good job.

We have just had a new head of faculty this year and he has split the faculty and lowered morale. The two previous new heads of faculty that I have known have also struggled to hit the ground running. Hiding in the classrooms instead of leading from the front.

So what does it take to have a good start? I am massively lucky because I am going to have a light time table for the first term. I hope this will support me in finding out the strengths and weaknesses of the team and establishing myself as the leader of the team.

What makes the perfect head of science? Alessio recently asked this on the TES forum. The thread is here: http://community.tes.co.uk/forums/t/557936.aspx and my specific response is:
"Communication is really important [to be a good head of science]. Someone who talks to their staff and is aware of how they tick. A team is a group of individuals who use their strengths and interests to work together, a leader must facilitate this.
The head of faculty must be friendly and approachable, but not one of the lads/girls and certainly not have obvious favourites. Opportunities, responibsilities, top groups, praise etc need to be shared fairly.
Strong knowledge about curriculum matters and current thinking regarding pedagogy. The head of faculty doesn't need to be the best in the faculty if they have good people skills and a strong knowledge.
Most of all though a head of faculty needs to have a vision and direction for the faculty. That vision needs to be the best for the students whilst also taking consideration the work life balance of the staff."

I suppose this leads me to the question "what is my vision for science education?" which I might not be able to answer until I know more about my specific group of students and their aspirations.

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Location:Rudgleigh Ave,,United Kingdom

How do you learn to plan lessons?

We have a GTP student working with us at the moment. She is reflective and caring. My Year 12 students get on with her well and she has a very positive way of interacting with the students.
However, she is thinking about leaving the profession. The reason for this is the time that it is taking for her to plan. It seems to be taking all her time and getting harder not easier as she progresses through the course.

However, I am finding describing how to plan very difficult. I just know what I want to do. How did I learn?

I can remember struggling to plan lessons I left to the night before during my NQT year, but I always came up with something. What happened in the transition between the struggle and now when I have a clear idea what I will do in lessons up to three weeks in advance?
Is it simply experience?

Aside: it would probably help if we had complete schemes of work available to plan from and the wikid scheme is not easy for experience teachers to follow, so I can understand why a student teacher would struggle.

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Location:Bristol