What has been my experience of a VP role? More importantly, where can I define my impact?
Honestly, with the immediate introduction of a new MIS and new timetable, a heavy teaching load, a broad breath of leadership responsibility, I barely had time to consider impact until my colleague was appointed in May. With the second VPs appointment, academic and pastoral definition was created, though we remain hampered by capacity. Since then, a third VP has been appointed and now I feel that I should be expected to answer that second question.
For the past five months I have been working on the framework for “Teaching and Learning” and building a data for learning infrastructure and use of data philosophy at The Academy. Impact has been in leading;
- Lesson Observation, Professional Development and Support (LOPDS)
- Lesson Observation monitoring
- Setting the TWA Teaching Standard
- Curriculum Area Development Plans (and Pastoral Area Development Plans)
- Schemes of Learning, Mid term and lesson planning
- Learning walk feedback (triplicate forms)
- Propagating SchooliP with our LOPDS information
- Provision of Middle and Senior leadership training
- The ‘Consistently Good’ teacher programme
- Developed a working relationship with Bath Spa University
Data for Learning
- Making contextual data, achievement data and attitude to learning data readily available to staff
- Designing and implementing a whole estimates model for student targets
- The use of Attitude to Learning data to raise standards of behaviour, recognise and celebrate students behaviour, engage parents and raise achievement
- The use of progress data to identify under performance, support GROW mentoring and raise achievement
- Enhancing the reporting to parents and carers systems
Additional Duties
- Preparing SchooliP for Performance Management and PRP
- Preparing SchooliP for School Development Plan
- Propagating Schoolip with our RAP plan (SEF)
- Interviewing and recruitment
- Structured a basic academy calendar
Since July, I have re-written or constructed all the documentation for teaching and learning, ensuring that the documentation is coherent and consistent.
Written with a “data driven” bias, all documentation is complete, with most of the documents maturing from draft versions (0.1-0.9, depending on the degree of collaboration and testing) to date stamped operational versions (1.+). For example, having been through four observation cycles, one Ofsted Handbook update, and the introduction of SchooliP, our Lesson Observation, Professional Development and Support (LOPDS) is now on version 1.7.
There is a management effort required to ensure that these documents are used to reinforce middle leadership (CADP, 4Matrix subject summary and SoL) and to promote effective teaching and learning.
The next two terms will focus on three key areas of teaching and learning;
- on the quality of teaching and learning, (feedback and meta cognition)
- the quality of teaching evidence gathered
- the degree to which these judgements marry up with the judgements about pupils’ progress and learning (and with reference to 2013 results)
The whole school areas of RWCM, SMSC and to a less extent AMA, require greater attention.
That, is how I would define my impact so far?
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