An Inside Out Curriculum A pictorial guide

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An Inside Out Curriculum(A pictorial guide)

• Dudley Deputy Head Teachers
• 1st February 2008

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Leadership
Management
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Streamlining based on means end analysis
Calculating numbers
Predicting outcomes
Setting and Getting Targets
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True or False?

• The period since the Education Reform Act of 1988
  which first established the National Curriculum
  has been a bleak time. Heavy prescription through
  the National Curriculum, testing, targets and
  league tables have resulted in an impoverished
  curriculum (Dominic Wyse Approaches to the
  Curriculum in Learning to Teach in the Primary
  School. Routledge 2006)
• English primary education in 2000 is the
  nineteenth century elementary education modified
  much modified admittedly rather than
  transformed. Elementary education is at its
  centre of gravity. Elementary education provides
  it central point of reference. Elementary
  education is the form to which it most readily
  trends to regress.(R.J. Alexander Culture and
  Pedagogy International Comparisons in Primary
  Education Oxford Blackwell 20000
• The National Curriculum for the United Kingdom is
  a document that outlines what needs to be taught.
  An alternative approach would be a curriculum
  that focuses not on content, but on the skills to
  be developed (Middlewood, Parker and Beere,
  Creating a Learning School, Paul Chapman
  Publishing

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A Question of Balance
Knowledge Skills. Attitudes
Personal Achievement
Academic Achievement
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Dr Virginia Apgar Activity Pulse Grimace Appeara
nce Respiration
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1st Trait Passion
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1st Trait Passion 2nd Trait Belief
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1st Trait Passion 2nd Trait Belief 3rd Trait
Energy.
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1st Trait Passion, 2nd Trait Belief, 3rd Trait
Energy, 4th Trait Values 5th Trait Strategy
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1st Trait Passion, 2nd Trait Belief, 3rd Trait
Energy, 4th Trait Values 5th Trait Strategy 6th
Trait Bonding Power
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1st Trait Passion, 2nd Trait Belief, 3rd Trait
Energy, 4th Trait Values 5th Trait Strategy, 6th
Trait Bonding Power 7th Trait Communication
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Communication Leadership of Learning
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Communication Leadership of Learning
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Communication Leadership of Learning
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Communication Leadership of Learning
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Communication Leadership of Learning
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Communication Leadership of Learning
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Communication Leadership of Learning
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Strategies to develop influence

• The focus on teaching and learning is persistent
  and consistent through dialogue, modelling, self
  evaluation.
• Leadership is clearly differentiated according to
  the context
• They are optimistic, positive and passionate
  (unwarranted optimism)
• Their work is person centred (Winnie the Pooh).
• When people do leadership rather than headship
  because leadership is a function and not a role.
  The challenge is to constantly seeking out and
  developing the other leaders and opinion formers.
• Leadership clearly demonstrates a sense of
  direction and purpose ensuring constant movement,
  innovation and improvement. In these schools
  leadership is a verb rather than a noun.
• Where there is a relentless focus on childrens
  achievements and progress within a broad range of
  contexts because this is what differentiates the
  school from any other organisation.

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Professional learning communities

• Make effective use of
• National Strategy guidance and training
• LEA support, advice, training and data
• Ofsted inspections
• Pertinent research
• School networks, leading teachers
• Specialist consultancy
• Published resources
• Web-based resources
• Allocated funding
• All staff and the local community

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All actions determined by the needs of the school
and its community.
Constantly adapting To Outside Influences
Taking control and Turning it inside - out
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Assessing a Schools State of Consciousness
Surviving
Adapting
Sustaining
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