So what does being an Assistant Headteacher for Teaching and Learning actually mean?

James T. Kirk: I have no idea what I'm supposed to do. I only know what I CAN do.

I’ve been an Assistant Headteacher and part of the school’s teaching and learning team for 45 working days now. I remember a few comments on being appointed back in May along the lines of ‘isn’t everyone responsible for teaching and learning, blah blah…’ Of course, that’s a no brainer as leadership extends right into the classroom (indeed, successful leadership’s roots are firmly in the classroom). In addition, a few people have asked me what this job actually means. This will be useful for those who may be considering the move. You can read the first and second posts about the SLT adventure if you like. I don’t pretend to be any sort of SLT expert by any means, even when I’m growing half a beard for Movember. Those reading this who are already in SLT may wish to reach out if we share common areas.

I’m very lucky to be working in a school that places such a high value on developing teaching and learning. Because of this I work as part of a three person team with John, a Deputy Head, and Mark, a fellow Assistant Head. Between us, we are charged with developing teaching and learning.

For my own part, my ‘official’ responsibilities are as follows. I say ‘officially’ as there are a bazillion other things to do, as well as the things that need doing but aren’t necessarily being done or within any single person’s remit. It’s the balance between doing things right and doing the right things. I list these in no particular order:

Line management of three subject areas (Science, Art and Life Skills).
Raising the achievement of Pupil Premium children.
Marking, feedback and homework.
CPD – this is split between the three of us and we work together to put together the CPD programme. My particular responsibility includes the Learning Partnerships initiative, which I aim to turn into a curriculum hackers group. CPD to me is essential and the only way in which to get staff to become change agents. It’s a balance between providing inspiration and getting on with the nuts and bolts of running the school.

Then there are the extras, so each lunchtime I’m on duty. There’s an afterschool SLT meeting on a Monday, a Thursday SLT briefing and a few other things……….

I’m still figuring out the lay of the land at the moment. As mentioned previously, the main challenge is prioritisation and making time to do the right things as well as dealing with events as they happen. Also, it’s a daily challenge to rationalise beliefs and values with accountability. Although I’m lucky to be working within a school without an ‘do it for Ofsted’ culture, a proportion of what I do is linked to the school’s last Ofsted report. Unofficially, I also want to help develop the role technology plays in enhancing and transforming learning and, as I’m addicted to getting children outside the classroom, get an Iceland trip or two going….

I wonder how this compares to your experiences? Is there anything we can work together on?

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been ...

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment i...

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words...

David Rogers

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