How do teachers really know that what’s happening in their school is making a difference? Are school leaders as effective as they can be? How can they be confident that their teachers are having the biggest impact possible, and how can school business managers effectively support all of this? With these issues in mind, the Schools, Students and Teachers (SSAT) network will be holding the SSAT National Conference 2017 in Manchester, which will be taking place from 30th November to 1st December.
Having worked as a teacher, middle leader and a coach within education, I have seen various performance management processes with a wide range of line managers and staff. I have had the pleasure of working with experienced teachers, NQTs, underperformers, outstanding staff, coasting staff and ambitious professionals. Each have proved to be excellent learning opportunities!
This school year, Ysgol Cae Top Primary in Gwynedd will this year be maximising the use of a resource that in July won them ‘Best Tech Adopter’ at the prestigious Wales Technology Awards. The tech in question? eeZeeTrip - made by Gwynedd neighbour Semantise Ltd!
As the external environment becomes more complex (law changes, penalty increases, more vocal and critical stakeholders, technology changes), more demands are placed on the leadership teams in schools. Coordinated crisis management in the short term is all very well. But is the training investment by the organisation keeping pace with the future needs of the school?
There are many benefits of changing the way a school manages student records, from traditional paper-based systems to electronic document management – saving space, increasing productivity, ease of audit preparation. But with the new general data protection regulation (GDPR) on the horizon, now more than ever is the time to act and review how you manage student and other files.
With new data protection regulations coming into force in May 2018, all organisations, including schools, will need to rethink how they manage personal data in order to comply fully. GDPR, or the General Data Protection Regulation, is designed to bring data protection up-to-date and provide greater protection to the individual. This will place more onerous requirements on schools to manage data well and more rigorously than current regulations permit. Penalties have also increased, making this a critical issue that cannot be swept under the carpet.
A review of Earwig Academic by Umesh Patel, ICT education consultant.
This year, the Department of Education once again decreed that Interim Assessments for KS1 and KS2 had to be supported by teaching evidence: “To show that pupils have met the standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard.” (Source: Interim frameworks 2017, www.gov.uk)
As teachers, we spend our careers refining and honing our teaching skills. It makes sense, therefore, that any technology we use in school should enhance these skills or free us to use these skills better. As a teacher, I saw how this could happen, but also how commonplace badly designed software that didn’t have a positive impact was, as well as how many teachers struggled to plan and apply any technology well.
At Bett Academies (16-17 March, NEC, Birmingham), Tom Rees, headteacher and director of Northampton Primary Academy Trust (pictured above, far left), will be sharing his school’s journey to becoming part of Northampton Primary Academy Trust (NPAT). He will also be explaining why, for better and for worse, it’s a marriage worth maintaining. The seminar session at 14:55 on Friday 17th March is free to attend, and is designed to give schools alternative ideas around gaining academy status.