Select from the following five workshops |
Sir David Carter – Governing School Improvement
The governance of school improvement is every bit as important as the governance of a compliant trust. The MAT model has little other purpose beyond ensuring that the schools that join perform even better than they did before. The scope and capacity of the board and the local academy boards to challenge and support not just the outcomes that are being delivered but also the school improvement strategy is in my experience and area that needs more focus. This workshop will consider the types of questions that board members should be asking at the different stages of the school improvement journey. The session is designed for governors and those in a line management relationship with other leaders who wish to consider the implications.
Vic Goddard – Staff retention – some tricks, bribes and inducements that work
If, like for Vic, recruitment of good quality/high potential teachers is proving almost impossible it is important that we do all we can to keep and develop the ones we have got. Vic will share the things he has tried across his MAT and some of them have even worked!
The definition of workload from Wikipedia is:
‘Workload is the amount of work an individual has to do. There is a distinction between the actual amount of work and the individual’s perception of the workload. Workload can also be classified as quantitative (the amount of work to be done) or qualitative (the difficulty of the work).
The assessment of operator workload has a vital impact on the design of new human-machine systems. By evaluating operator workload during the design of a new system, or iteration of an existing system, problems such as workload bottlenecks and overload can be identified’.
How can we as school leaders evaluate and take action on workload to avoid bottlenecks and overload within our schools and education system?
Helen Keenan – Leading a School in a Challenging Context-Survival Tips.
The current system of punitive accountability has made headship in challenging schools a potential poisoned chalice. Helen Keenan has been a headteacher for 13 years in a Midlands school with 56% PP and 90% +WBR intake. She feels it is imperative that these schools have strong, stable leadership. Helen believes that aspiring leaders in such schools need systematic encouragement and support in order to ensure that they and the school thrive in spite of the challenges. This session will explore how national policy needs to change in order to allow this to happen. Helen will also share ideas from her own experience on how to sustain leadership within a school in a challenging context.