Leadership

Sensor-Based IoET To Facilitate Learning For Children In Rural Thailand

The use of Internet of Things devices in the classroom can have major educational benefits and appeal to both genders if designed and used in the right way, according to new research carried out by the University of Kent.

Researchers from the School of Engineering and Digital Arts (EDA) worked in primary schools in northern Thailand to test how a specially designed Internet of Educational Things (IoET) device could improve both active learning engagement and outcomes.

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      string(383) "... to mentionCase study 6: Continuing development of leadership skills and capabilitiesA special school serving children with severe and profound learning difficulties and/or physicaldifficulties across the 3-19 age range was graded outstanding in its most recent Ofsted inspection(2011). Of significance is the progress that children make throughout each"
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      string(535) "The English education system is experiencing an era of unprecedented change, at least as significant as the move to Local Management of Schools after 1988. Nowhere are these changes more keenly felt than amongst the leadership teams and governing bodies of the country’s schools. This research offers a fascinating consideration of the schools’ landscape and clearly highlights how it has evolved over the 10 years since the first review of school leadership in England in 2002. By the National College for School Leadership - 2012"
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      string(5650) "on leadership succession challenges andthe lack of appetite on the part of staff to take on senior leadership and headship roles. Although this wasnot always the case in their own schools, many heads commented that this was frequently across their widernetworks. Staff were reported to be ‘turned off’ by increasing expectations and accountability. An exceptionto the general picture was provided by a headteacher in an inner urban area, who had recruited staff fromthe Future Leaders and Teach First programmes, and who reported ‘no concerns at all’ about the future ofleadership and on the calibre of staff recruited through these accelerated routes.Table 7.8: Improvements to strategic leadership – (chairs of governors)How, if at all, could strategic (SLT and governors) leadership in your institution be improved? %More time/opportunities for the SLT and governors to meet/work/train together 8Governors need more/funded time for their commitment 5Governors need more training/to develop more expertise to lead the school forward 11Governors need more involvement in key roles (eg monitoring and evaluating) 6Governing body needs to comprise skilled/motivated people 5N = 347Note: From an open-ended question where more than one answer could be put forwardOnly responses given by 5 per cent or more of respondents are presented in the table.The percentages in this table are weighted by school type and student FSM eligibility.Source: NFER and IOE leadership survey for the National College, 2012To plan for succession, headteachers more commonly reported building this into their way of working witha general preference for ‘growing their own’. This often began at recruitment, with time invested to selecthigh-quality teachers with leadership potential and by asking about leadership ambitions at interview.Performance management was also used – ‘we always ask staff where they want to be in five years’ –and aspirations identified through performance reviews were commonly said to be supported throughdevelopment opportunities. Examples specifically mentioned included providing for:— opportunities to take responsibility within the school, eg through bursaries, rotating subject co-ordinationand/or giving responsibility for leading curriculum initiatives— staff to work alongside or support other schools, in leadership roles or as an AST, with the new SLE rolebeing mentioned in some cases— leadership provision through external providers, such as National College programmes or local variants— courses provided by other national training networks— visits to other schools to see good practice— an accreditation route for support staff, to provide a ladder of opportunity— opportunities to gain a Master’s, eg school-based programmes delivered by HE institutionsIt was considered important that, alongside real opportunities to take a lead responsibility, coaching andsupport were also available. New opportunities, such as those offered by the school becoming a teachingschool were also seen to provide new ways in which to develop the leadership skills of staff.107 © National College for School LeadershipOn the appeal of leadership, headteachers themselves were still often of the view that it was the bestjob in education but they were less certain about the future direction headship was taking, given recentpolicy developments. Headship had often been seen as ‘a work of passion’ but some heads were no longersure whether it was as alluring and appealing as before. Heads were often currently seen as being veryvulnerable, particularly in relation to the new Ofsted framework which presents challenges at all levels:whether you are a leader of a ‘poor’ or an ‘outstanding’ school. Others saw the role of head as becomingincreasingly like that of a chief executive officer of a business, and commented that “that’s not what I wentinto leadership to do”. Chains and federations were also commonly seen to be taking over the role of thelocal authority, a development not all welcomed. As has been discussed, this also had implications for thesources of support available to heads and other school leaders.SummaryJust over 4 in 10 headteachers had plans to stop or had already stopped using services provided by theirlocal authority despite local authority provision emerging as the most effective/beneficial activity. A largemajority – nearly 9 out of 10 – identified their local authority as a current source of external support, withjust over one-half citing it as one of the three most important sources but only 3 in 10 stating that it wouldremain as important over the next 18 months. 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Leadership

Review of the school leadership landscape

6 Jul 2017

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      string(5726) "rear with aVGA sensor on thefront.Apple has packed ahuge amount morepixels into the 9.7-inch screen – 1536 x2048. However, we’relooking at a screenthat’s technically alot less sharp than theiPhone 4 (which has 330 PPI density)– around 264PPI.Apple has got around this fact by stating thatthe screen is meant to be held at 15 inches from theface, rather than the iPhone’s 10 inches, and as such thesharpness is the same.The colour reproduction is pretty close to reality – it lacks the http://www.teachingtimes.comThis month’s New Productspunch of the Super AMOLED HD screens seen on the likes ofthe Samsung Galaxy Note for instance, but it will depend onpersonal preference as to whether that’s a good thing.Internet browsing, photo viewing and movie sessions are allmuch improved over the iPad 2. The home screen is laid outin a very similar way to the iPhone, except we’re seeing somemuch larger icons for the apps you’ve downloaded. You can fillas many home screens as you like with apps as you downloadmore from the App Store, and swiping from screen to screenon the iPad 3 is silky smooth even with loads of programsdownloaded.There’s also the dock at the bottom of the display which canhold up to six regularly-used apps that are present on all homescreens.It’s easy to create folders of the apps you want to lumptogether simply by dragging an icon and plopping it on top ofanother – the iPad will create a name for the group based onthe content, but it’s easy to rename these.iOS 5.1 doesn’t offer too much in the way of new features for the usersinterface, but a trick that Apple has learned from Google’s Android is thenotifications bar, which can be accessed simply by swiping down from the top ofthe screen. This contains information on everything from unread mail messagesto notifications of new moves in games you’re playing with friends. It’s a simplesystem and one that’s prevalent throughout the system, even in most apps,meaning you can easily jump in and out of applications where necessary.The new iPad is nearly 60g heavier than the previous version, and ismarginally thicker. the design features curved edges, oleophobic scratch-proofglass and aluminium chassis. There’s also an increase in RAM from 512MB to1GB.http://www.teachingtimes.comSuppliers and Support ServicesWhat sort of teaching allows students to take ownership oftheir own learning?What will motivate and excitechildren’s curiosity and haul them outof passivity? What style of teachingwill develop their intellectual skillsto the point that they can becomeeffective agents of enquiry in anyfield?How can we make lessons exciting andcreative for students and teachers?These questions are the golden grailsof modern teaching. The governmenthas sought to address them bynumerous initiatives… But none ofthese initiatives have succeeded asthey might have done because theyignore the key question. ‘What sort ofteaching is needed to achieve thesegoals?’Intelligent Learning is a teachingpractice course, executed throughsix half hour video sessions, whichaddress in detail the changes inpedagogy you and your school needto introduce to start addressing theissues of motivation and becoming athinking and learning community.The central theme of the course is togive students the skills to ask moreand searching questions. …it’s thequestioning skills, not of the teacherbut of the student that really countsin developing their cognitive abilitiesand engagement. 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Digital Learning

New Products Update: April

19 Apr 2012

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      string(5647) "draining anddemoralising aspects of the job. Fantastic progress in theschool often doesn’t make it beyond the gate.Latent prejudices and negative mutual perceptions canform high walls that parents , staff and pupils mustconstantly attempt to climb. This is not the case for allschools. Many enjoy the benefits of a highly supportivecommunity. However, where relations are difficult, theroad to improvement is so much steeper.Taking a strategic approach to community engagementcan help heads to break down barriers. I t can help toreduce the impact of scrutiny or poor communicationsand facilitate new oppor tunities for the school.3. Take a new approach to behaviour managementBeha viour is constantly cit ed as one of the mostchallenging areas for heads to deal with. When behaviouris poor, pupil learning and safety in the school suffer. I t isalso demoralising for many staff and pupils at all levels inschools. The role of headship can be rather depressingwhen you know your staff can ’t wait to leave the buildingat the end of the day.There are coun tless bo oks, w orkshops andtechniques on improving behaviour. S o, if this is anarea of concern for you, why not try something moreradical? One e xample is the approach used in SanDiego. S ome schools there use a behaviour databaseto carefully monitor and resp ond quickly to behaviourissues. Teachers have a ‘behaviour buzzer’ that theycan press to aler t a couple of ‘Cagney and Lacey-style’charac ters from the community who are based in theschool. The y immediately respond and the behaviourissue is  dealt  with outside the classroom. Thisapproach is already being successfully used by someschools in the UK.In one school in the north of England, the database islinked through to children’s services . Social workers arealerted of problems at the earliest opportunity. At the clickof a mouse, a teacher can see who last contacted a pupil’sparents and when. This enables them to respond moreappropriately to their needs. This secondary school isconsidering the restructuring of TLR requirements as a43January 2006 Managing Schools TodayHeadshipHeadshipHeadshipHeadshipHeadship Recruitmentthe job. ‘Be the best leader you can be’ may sound a littletrite. However, a renewed focus on you as a leader shouldprove fruitful in your quest for greater enjoyment.Although some people seem to be natural leaders,extensive research suggests that the competencies ofeffective leaders can be learned and developed. Muchwor k has gone into building our understanding of thesecompetencies, and opportunities are available to headsto explore them.Have you considered the opportunities available fromNCSL or other organisations specialising in leadershipdevelopment? Have you signed up for the LeadershipPr ogramme for Ser ving H eadteachers (LPSH), forexample? Those who have will already have had anoppor tunity to get feedback from colleagues about theleadership styles they use and climate they create.Take time to consider the type of leader you want tobe and the type of leader you tend to be. This can helpyou to identify your strengths t o help improve yourleadership. Boyatzis would argue that you should focusmost of your energy on using the things you’re good atto achieve your goals. Although you should not ignoreyour weaknesses, a deficit model of personaldevelopment is fundamentally uninspiring.System changes6. Offer deputies transfer feesThe notion of transfer fees is more commonly associatedwith football clubs. But what if schools could pay transferfees for deputies?Scho ols need to b e proactively developing theirtalented middle leaders and deputies for headship. Thetime bomb described in Growing Tomorrow’s Leaders(NCSL) needs to be disarmed. But some schools arereluctant to groom their talented deputies only to seethem leave. A good deputy is hard to find. So should a raftof potential incentives be intro duced to encourageschools to develop the headteachers of tomorrow?The proposal here is that every time someone becomesa headteacher, the government pays a ‘transfer fee’ to eachof the schools they have worked in. This is on the groundsthat those schools have contributed to their development.This would provide a real incentive for developing leadersand encouraging people to move forward. It would alsohelp recoup the costs of professional development.Already the schools tha t invest in their staff attracttalented people seeking to develop quickly. They alsobenefit from their skills while they’re there. If schools wereto financially benefit from investing in futur e leaders,would they be even more inclined to do so?7. 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Leadership

A Job With A Future: Part 2

1 Jan 2005

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      string(5697) "role of senior management commitment and setting culture to sustain Emotion Coaching integration.8 Emotion Coaching, the voices of practitioner and model of engagement (Gilbert, 2018)Developing the research evidence-base for Emotion Coaching Although still nascent, Emotional Coaching in educational settings is proliferating and a number of further studies have yielded similar results to the first pilot study in England. The Attachment Aware Schools (AAS) project aimed to promote vulnerable pupils’ emotional, social and academic wellbeing with Emotion Coaching utilised as a whole-school strategy. Two of the AAS pilot projects, commissioned by two local authority virtual schools in 2014, noted improvements in pupils’ academic achievement scores, significant decrease in exclusions and significant reduction in challenging behaviours. Practitioners also noted increased confidence in dealing with challenging behaviour, which impacted positively on professional practice and self-regulation.39 Case studies also identified that practitioner-modelling encouraged parents to use Emotion Coaching at home, and the shared practice reinforced a consistent, supportive, approach for the child. The use of Emotion Coaching could be described as ‘a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people’.40 Another small pilot study in an independent SEMH specialist provision primary day school, arose from a dissatisfaction with the traditional behavioural-based approaches to support pupil progress: for example, using rewards, choice and natural consequences. The staff believed that this approach did fully support the emotional difficulties experienced by the pupils. After attending an Attachment and Trauma training course, the SLT introduced an attachment-informed relational approach, using Emotion Coaching as the basis for all communication and teaching about emotions to support the development of their pupils’ behaviour and learning. 41All pupils had statements of special educational needs or an education, health and care plan and 25 per cent of the children were from disadvantaged backgrounds. All school staff were trained in Emotion Coaching via in-house training delivered by the SLT. This included SLT modelling Emotion Coaching, providing Emotion Coaching ‘scripts’ for staff to use if needed, positively noticing when other staff members used EC, group discussions and personal one to one supervision. To support the adoption of EC, staff were encouraged to focus on using Emotion Coaching with one particular child. Once it was embedded as an approach, Emotion Coaching was then cascaded to the families, through school staff, who modelled Emotion Coaching in their interactions with families, and via individual support for families in using Emotion Coaching with their children and through family group training/information sessions at school. A range of data was collected from the school and generated the following positive results:the rates of pupil restraint decreasedpupils made better-than-expected academic progress staff absenteeism reduced families reported improved family life42 Further evidence from another pilot scheme in Somerset43 also implemented Emotion Coaching as a key strategy to increase understanding of emotional health and wellbeing, enhance skills in supporting children and young people’s emotional health and wellbeing, facilitate the referral process for children and young people and improve access to health and specialist services. It introduced Emotion Coaching into primary and secondary schools in southwest England. Echoing the findings from other studies, practitioners felt all relationships were improved with Emotion Coaching and a person-focused culture emerged. The data also showed how practitioners became less emotionally dismissive in their practice and there was a significant improvement noted in practitioner emotional self-regulation and awareness that correlated strongly with improved staff empathy and patience. Emotion Coaching provided a framework to support practitioners in managing their own emotional self-regulation and strengthened partnerships by cascading evidence-based activities on integrating Emotion Coaching into practice. A county-wide sustainable Emotion Coaching network reflects how different services can work together to support children and young people’s emotional health. 44What do educational setting-focused Emotion Coaching research findings suggest?Three key themes have emerged as a result of using Emotion Coaching in educational settings and these are: Theme 1 – Professional Practice: Emotion Coaching enables adults to communicate more effectively and consistently with children in stressful situations, to utilise fewer ‘emotion dismissing’ approaches, and helps to de-escalate volatile situations. For example, one participant noted, ‘Emotion coaching acts as a framework and a script that enables a consistent, positive approach’ to behavioural incidents without going ‘down the cul-de-sac of blame’. Theme 2 – Adult Self-regulation: Through using Emotion Coaching, adults found difficult situations less stressful and exhausting with a positive impact on adult well-being, ‘It helps us cool down while we collect our thoughts and I now shout less!’, ‘I am more patient now ’ and ‘I now focus on emotions as well as the behaviour and give time to validating emotions – it helps us all be reflective about our inner"
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Behaviour

Developing Resilience with Emotion Coaching

4 Dec 2018

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