Middle leaders' self-evaluation guide

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SEF question Questions for middle leaders Possible sources of evidence 14 Work with teachers and tutors to ensure that they understand the nature of pupils’ progression and expected standards and are provided with the data to inform that understanding. Monitor pupils’ progress towards targets regularly, using comparative data, work sampling, lesson observation, pupil interviews. Work with teachers and senior leaders to provide intervention programmes where pupils’ needs are not met within normal lessons or programmes. Work with tutors to review pupils’ progress across the school and across a range of expectations. Use information from academic review days and academic mentoring to inform action. Set up and/or support systems and opportunities for pupils to discuss specific and overall progress with tutors or teachers. Secondary National Strategy © Crown copyright 2005 Middle leaders’ self-evaluation guide 2076-2005DCL-EN
The quality of provision (SEF 5) • How well do teaching and resources promote learning, address the full range of learners’ needs and meet National Curriculum and course requirements? • Is suitable and rigorous assessment used in planning and monitoring learners’ progress? • How are additional learning needs diagnosed and provided for? As a middle leader you will need to consider: • how well teaching and resources promote learning, address the full range of learners’ needs and meet course requirements; • the suitability and rigour of assessment in planning and monitoring learners’ progress; • the diagnosis of, and provision for, additional learning needs; • how you are going to get the evidence; • what you are going to do. A well-planned and detailed self-evaluation is essential to identify where strengths and weakness in teaching and learning lie, and to identify the right priorities for action. The key aspects of improvement that are prioritised will then form part of the action plan, linked with the school improvement plan, for your subject, year or area of responsibility. Collecting and making sense of your findings, diagnosing the precise nature of the strengths and weakness and the implications for change and then setting priorities can be a complex task. However, the effective middle leader can develop a detailed understanding as part of a continuous, structured cycle over time if the approach is systematic and integrated into the routine management systems. The G&T coordinator was asked to the review progress of G&T pupils as part of the annual school review process. Data analysis formed part of this review and the school data manager was helpful in providing a range of evidence that looked at the progress of the identified pupils against their peers. The G&T coordinator also arranged interviews with a sample of pupils and teachers and some lesson observations. What emerged was that a number of the G&T pupils did not feel challenged or engaged in their lessons. Their teachers often recognised this but were unsure how to tackle the issues. The coordinator worked with a focus group of teachers to develop some teaching strategies and resources as exemplars of good practice. The teachers presented their ideas in a staff meeting and departments were asked to include the issue in their next meetings. The G&T coordinator worked with heads of subject to ensure that schemes of work and teaching plans addressed the needs of the most able pupils. The G&T coordinator also observed a sample of lessons and supported one particular department in developing the schemes of work to address the needs of the pupils. This process was followed up by further pupil interviews which revealed some improvements. The G&T coordinator recognised the need to revisit the issue frequently. © Crown copyright 2005 Secondary National Strategy 2076-2005DCL-EN Middle leaders’ self-evaluation guide 15
Page 1 and 2: Middle leaders’ self-evaluation g
Page 3 and 4: Contents About this guide 2 Middle
Page 5 and 6: Middle leaders’ role in school se
Page 7 and 8: In their area of responsibility, mi
Page 9 and 10: Senior leaders Subject leaders Year
Page 11 and 12: The following Table 2 explores ques
Page 13 and 14: SEF question Questions for middle l
Page 15: The following Table 3 explores ques
Page 21 and 22: Leadership and management (SEF 6)
Page 25 and 26: The following Table 6 identifies qu
Page 28: Copies of this document may be avai

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