Thought I’d try out ‘Storify’ to show how I’ve experimenting with the ‘Explain Everything’ iPad app for History GCSE revision videos. Reckon this approach could be especially useful to anyone analysing images and text for students in and out of class.
Recovery from school fire & discoveries from the last 2 and a half years
The week before the Easter holidays was the last week in our temporary portacabin school. It seems appropriate on Easter Sunday 2012 to briefly reflect upon the last 2 and half years.
After the devastating fire which destroyed the original Campmsount Technology College buildings in December 2009 we were based in public buildings and private business premises across Askern in Doncaster. For 3 months year groups attended for half days in a shared Primary school, a moth-balled Special School, rooms in a Youth Club and office spaces in a local wood yard. This was back to basics: no interactive whiteboards, DVDs or PCs. The camaraderie for all involved is something that I will never forget. You can read more about the fire here: The school they couldn’t kill – ‘We are Campsmount’
Message from Headteacher Andy Sprakes immediately after the fire
Return to the main school site – in Portacabins
Campsmount on BBC Look North 14.03.10 from Jamie Portman on Vimeo.
In the meantime our current temporary school was built in 10 weeks (see the video below – you can get a glimpse of me and my class at …) Whilst not a ‘proper school’ in the normal sense of the word we had canteen and cooking facilities, science labs, technology classrooms, PC rooms, halls and administration facilities. Whilst not perfect it was a dream compared to our previous situation and it has been our home since April 2010.
Without labouring our story (as I intend to reflect upon the last 2 years soon) this is what I’ve discovered:
1. Buildings don’t make a school – the school community does (the support of staff, students, parents, local community)
2. Students are incredibly adaptable, resilient and flexible – much more than us adults when it comes to coping with such change
3. Never ever underestimate the blood, sweat and especially tears that staff put into schools
4. ‘The main is that the main thing is the main thing’ – student learning (and we accelerated our focus on this!)
5. Support of loved ones during school tragedies are essential to get through them
6. The full network of staff make schools successful: cleaners > admin staff > caretakers > teachers > canteen staff > teaching assistants > governors
7. The demands of Headship are incredible: you are the leader, re-assurer, motivator, challenger, listener and accountable for the lot!
8. A full appreciation of the skills of other people – particularly when you don’t possess them
9. Even when a school has been destroyed you still have to fight the powers that be in order to make sure that a new one is built!! (less said the better there)
The last 2 and a half years have been hard. Incredibly so – the most challenging of my professional life. I am immensely proud to associate myself with our inspirational Headteacher and fellow colleagues in my Senior Leadership Team – their expertise are second to none: galvanising, crisis managing, motivating, planning, organising, leading. But nothing could have been achieved if it wasn’t for the hard working and uber-committed teaching staff who have continued to work in challenging surroundings and circumstances, and at last we have made it through.
We are currently 9 days away from the first day when students will attend our brand new Campsmount. I am proud of the work that we have done as a school to get here and excitement for what lies ahead. It will be a fond farewell to the temporary school that has housed us for 2 years. But I tell you what – its been bloody hard work!!!
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Why are middle leaders so important to schools?
A couple of weeks ago a colleague/friend and I launched the introductory session for the NCSL course that we are facilitating called the ‘Middle Leaders Development Programme’. It primarily focuses on what it says on the tin, and I wanted the participants and their coaches to immediately focus on the key question: ‘Why are middle leaders so important to schools?’
I posted the following tweet for two reasons. Firstly, to model the fact that I too network with like-minded people in order to help me to achieve my professional aims (something we will be asking participants to do), and secondly, to take advantage of some of the superb expertise that exist within my PLN on Twitter.
PLN Help: Exploring this on Wed >>> ‘Why are middle leaders so important to schools?’ Please RT #edchat #ukedchat #cpchat
— Jamie Portman (@JamiePortman) February 19, 2012
The following tweets on the Google Presentation slides below were shown to colleagues who attended after their initial discussions. They were clearly impressed by the ‘gaggle’ of professionals that took part. I accompanied each tweet with a brief description of their roles. They ranged from Headteachers of Primary & Secondary schools, Principals of Academies, Middle Leaders/Heads of Department, NCSL consultants, Classroom Practitioners, Deputy Headteachers and Assistant Headteachers. Check them out and see if you can spot any patterns:
The importance of middle leaders are clearly absolutely crucial for the success of schools. They, (as the tweets above show) have direct roles in improving the quality of Teaching and Learning and are often the driving force at the chalkface. They act as the lynchpin between the talk of a Senior Leadership team and enacting actions on the ground – ultimately making things happen and work.
The MLDP course focuses on a ‘leadership challenge’ that encourages colleagues to analyse data within an area that they are responsible for, and attempt to ‘narrow the gap’ which may exist between groups of learners – or other aspects of variability. I will be facilitating sessions that highlight the need for colleagues to adopt leadership strategies that will enable things to happen – enabling positive change to occur. Management skills are also central – they too will be needed to make sure that those things work, and are having an impact. A balance, at this stage of my thinking, seems to be essential.
The best Middle Leaders are those that do what the phrase suggests – lead. The word ‘managers’ often suggests acceptance, conformity, systems, continuity – being told what to do. Although this is important, the role of leadership at this level should also mirror that at a senior level: transformation, values, questioning, innovation, creativity – using initiative and intuition within a wider whole school framework to make stuff happen. Middle Managers tidy and build the path, whereas Middle Leaders tidy, build and also shape it to their own contexts.
The role of Middle Manager is a tough one. There is no doubt of that, and I can say this because I used to be one. But also of no doubt is their absolute critical importance to the success of the organisations where students learn. I have nothing but admiration for the role that they play, and as my favourite tweet below suggests, they can act as ‘the engine room of a school’ and are 100% needed on board – such is their importance to schools.
@JamiePortman @pauldavidmac @smichael920 the engine room – where vision becomes practice, the talk becomes the walk. 100% needed on board!
— Bobby Carrot (@BobbyCarrot8) February 19, 2012
I’d be interested to know any of your own thoughts on the importance of Middle Leaders in schools. Check out our DoncasterMLDP website
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#Soldiers. Courage still needed.
This quote is particularly apt for those educators who intend to do what Margaret Mead highlights below. You know if this concerns you or not. #Soldiers
Definition: Soldiers 3rd person singular present, plural of sol·dier. Noun: a person who serves in the army. Context: Striving to change the anachronistic educational system in the UK. Courage still needed.
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Unfortunately, 3 Essential Documents for School Leaders in 2012
The following 3 documents are of essential importance for school leaders in England and Wales for 2012. Unfortunately, many of them reinforce the accountability that school leaders have in the face of their employers – the Government. These documents must not dictate all developments in our schools despite the immense pressure that many of us are facing regarding improving outcomes. They do not inspire us but nevertheless, it would be irresponsible to ignore such guidance documents as they provide important details about criteria and processes.
The report by the Expert Panel for the National Curriculum review is an incredibly frustrating read, but still essential for obvious reasons. For example, it recommends compulsory take up of students in KS4 for History, Geography and MFL linking nicely with the anachronistic EBacc (Less prescription? Thanks ‘expert’ panel.) Regardless, its recommendations are likely to be accepted and this will have an impact on all Key Stages in England and Wales. I totally agree with Mark Lovatt when he summed up his feelings towards the National Curriculum Review:
Have to say I found the curriculum review a bit uninspiring really- nothing that shouted “this is an exciting 21st C global curriculum”
— Mark Lovatt (@mlovatt1) December 20, 2011
OFSTED evaluation schedule for school inspections from Jan 2012
OFSTED Subsidiary guidance 2012
National Curriculum Review – Expert Panel Report
Hope you find them useful, but let’s not let them detract us away from the true purpose of education!
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