Resilient Leadership

1
Resilient Leadership

• Jay Trivedy

2
Some Changes

• Academies UTCs Free Schools
• Changing nature of Teacher TrainingDeath threat
  for dozens of PGCE courses after seven are forced
  to close, TES 10/06
• The abolition of EMA
• Convergence in Post 16 funding Our priority
  with the 2011/12 funding allocation has been to
  protect the main programme of 16-19 learning and
  education, YPLA
• Reduction in funding for enrichment
• Diminishing role of LAs

3
Leadership focus

• Remaining true to you values
• Reviewing provision and assumptions
• Focusing on students and their needs
• Streamlining provision
• Considering a range of models that address
  timetables, time allocations, choices and
  collaborative models

4
More for Less

• Some options
• Cross subsidisation of key provision
• Reduction in time allocation for subjects
• Reduction in tutorial contact time
• Reduction in enrichment activities
• Focus on core provision only
• Increased reliance on good will
• Out sourcing certain functions

5
Prioritising

• Students needs
• advice guidance
• Support
• Progression
• Tracking and monitoring
• Independent learning
• Other skills ( note taking, revision,
  citizenship, enterprise)
• Maximising funding
• Recruitment levels
• Retention, achievement and success

6
Models

• 5 to 1.5 Hours for A levels changing culture in
  relation to teaching and learning within the
  school/college. Need for CPD and developing
  consistency confidence within curriculum teams
  to provide structured and independent tasks.
  Developing the VLE.
• Lunchtime and evening provision for minority
  subjects
• Training and using students to deliver support
• Signing in system for 11 interviews without
  group tutorials
• Reducing tutorial time and focusing in on very
  specific functions
• No tutorials with all of the tracking carried out
  within lessons with specialist Post 16 staff
  available and present in the sixth form area to
  advise support students
• Buying in a team of specialist staff to deliver
  UCAS, careers, organise visits

7
Challenging Assumptions

• Does the allocation of additional time lead to
  better attainment and produce better students?
• Do we need tutors at Post 16?
• How much do staff value being tutors?
• Could a small number of specialist staff oversee
  the progress of Post 16 students?
• Why shouldnt schools buy in independent
  expertise to organise provide enrichment? It
  could conceivably be cheaper and of better
  quality. Couldnt the funding that is spent on
  tutorials be better spent?