Staff motivation

Motivating individuals to share CPD practice

scameron — Wed, 10 Dec 2008 16:57:40 +0000

People say that motivation doesn’t last. Well, neither does bathing – that’s why we recommend it daily.
Zig Ziglar

Motivating yourself and others
As levels of expectation and responsibility continue to rise in the world of teaching, it is essential for staff to feel that they have the opportunity to develop, at the very least, to meet the new demands being made of them. If they don’t sense that level of support, the only outcome is de-motivation.

The recruitment and retention of SENCOs

scameron — Wed, 10 Dec 2008 15:30:21 +0000

In the 14 years since the role of the SENCO was established there has been limited research into the recruitment, induction and retention of SENCOs. In 2007, the National Association for Special Educational Needs (nasen) commissioned a piece of research into these aspects to inform its own work and influence national policy. The findings offer an intriguing insight into the career trajectories of SENCOs in England, the influences on individuals, and some of the implications for schools and the education system.

Methodology

Headteacher: the best job in the world?

scameron — Fri, 12 Sep 2008 16:51:12 +0100

Doesn’t the media like ‘bad news’ stories? I have been struck by the frequent reports on headteachers being ‘forced’ into early retirement because of the overwhelming weight of bureaucracy. What message does this send out to younger staff in the profession?

As I think I have one of the best jobs in the world, I feel it is my responsibility to redress the balance a little and ‘shout’ about why it is such a fantastic and rewarding role.

100 top tips for successful professional learning

admin — Sat, 30 Aug 2008 12:21:41 +0100

Ofsted and all that…

1. Encourage teachers to talk to inspectors about their work, progress and development.

2. Make a presentation to your school’s board of governors about CPD at your school.

Focus on well-being for professional development

sara — Sat, 30 Aug 2008 12:21:35 +0100

It seems that the nation is run down. Bugs are taking hold and many schools appear to be operating on a fraction of full power. There's only one obvious solution: a fresh focus on well-being, this time blending it with our quest for professional development. This week we provide eight practical, easy tips for achieving that blended solution. We also explore what the GTCE Connect Network can do for CPD coordinators.

Making the most of your staff

scameron — Sat, 30 Aug 2008 10:20:54 +0100

As a headteacher I always wanted to work with colleagues who would be as good as or better than me and I still think this is important, because if our schools are all going to be effective then everyone who works in them has to be able to do their jobs successfully.

Providing difficult feedback to staff: What to say and how to say it

jlee — Sat, 30 Aug 2008 10:20:50 +0100

Providing feedback to staff is like attempting to fix a plumbing problem at home. By using your basic skills you might be able to solve the problem; but if it goes wrong things can get very messy and you can end up with a bigger issue than the one you started with.

Worst-case scenarios
Picture this: it is 8.45am and a class teacher is about to start an observed lesson with the headteacher. He is approached by his team leader in the staffroom who says to him in front of a group of teaching assistants…

The opportunities in teaching abroad

jlee — Sat, 30 Aug 2008 10:20:45 +0100

An increasingly diverse choice of where to work is now a real option for professional, career-minded teachers.

Achieving a fully inclusive school: Brampton Manor

jlee — Sat, 30 Aug 2008 10:20:40 +0100

In December 1999 an Ofsted inspection found that Brampton Manor’s academic standards were below the national average. Other failings cited included overall unsatisfactory teaching in KS3, below average pupil attendance and weaknesses in leadership and management that ‘reduced the impact of management commitment on pupils’ learning.’

I was appointed as headmaster within two months of the inspection and a recovery plan was written by the school and agreed by Ofsted for immediate implementation.

New Relationship with Schools

jlee — Sat, 30 Aug 2008 10:20:22 +0100

September 2005 saw the implementation of the new relationship with schools (NRwS) with its key focus on self-evaluation and improvement planning, the advent of school improvement partners (SIP) and the introduction of the shorter inspection model. All of these were linked in a programme which, when operated successfully, should empower schools to operate an effective cycle of planning, doing and reviewing with the challenge and support of the SIP and regular validation of review outcomes by Ofsted.

Chartered Teacher Status: Motivating teachers in Scotland

admin — Sat, 30 Aug 2008 10:20:15 +0100

Since the Standard for Chartered Teacher was published in December 2002, Scotland has produced almost 400 Chartered Teachers. A further 4,000 teachers are currently working towards the standard, which they must fund themselves. And while there is no doubt that it is hard work, time-consuming and challenging, overall teachers’ comments are highly positive. They claim they feel renewed and regenerated in their enthusiasm for teaching. They feel inspired and motivated having reflected on their practice.

School excellence and Investors in People

admin — Sat, 30 Aug 2008 10:20:15 +0100

Walk through any town or city and you will see the Investors in People (IIP) logo mounted on plaques outside a huge range of employers’ premises. It means that they have achieved a nationally recognised standard of good practice for the training and development of their staff. All schools should be aspiring to sport this logo. IIP uses a planned approach to setting and communicating targets and objectives and developing people and is based on three main principles:

The teaching vocation

admin — Sat, 30 Aug 2008 10:20:10 +0100

Setting out the problem

In his 1869 lecture John Ruskin, ‘The Future of England’, John Ruskin said:

Med: How did I get involved in this?

admin — Sat, 30 Aug 2008 10:20:06 +0100

Why did I get involved in an MEd? Good question! Originally many rhetorical questions posed themselves – seeking a challenge? Personal satisfaction? Wanting to pursue an interest with more directed purpose? Having experienced many changes in education and clientele, did I want to avoid a downward spiral? Perhaps, like climbing Mount Everest, ‘just because.’

Dirty work, but someone's got to do it

admin — Sat, 30 Aug 2008 10:19:43 +0100

Birdi reviewed three creative thinking programmes to analyse the effect they'd had on idea generation and implementation. He concluded that the courses had clear and positive impacts on delegates' motivation and ability to generate ideas. Their implementation was a different matter. For successful implementation, we need the support of key people where we work. It's a social and political process.

How to inspire your educational team

admin — Sat, 30 Aug 2008 10:19:41 +0100

Being inspired all the time is tough, especially when we are tired and stressed or have not yet mastered the art of waving a magic wand over the increased workload on our desk.

The Critical Skills Programme: rising above critical levels

admin — Sat, 30 Aug 2008 10:19:40 +0100

In 1992 the small, rural Gilboa-Conesville School in upstate New York, was bottom out of the 19 schools in its state district. Students were openly smoking pot in the school and vandalism was rife. The pass mark of senior students in English was 40%. In the summer of that year English teacher Peter Fox took Level 1 Critical Skills training. Within two years the students’ average results had risen to 70% and by 1999 to 90%.

Problem solving techniques

admin — Sat, 30 Aug 2008 10:19:40 +0100

Organisations that are renowned for their innovative approaches try many things to ensure that their workplace encourages and maintains novel approaches. They may even make more mistakes because they're willing to experiment. One of the things they do is to train their people in group problem-solving methods. This may sound counter-intuitive. Can a structured approach to problem-solving be innovative? Well, if we measure success by the criteria of having more ideas than before, getting these implemented more quickly and seeing more of the ideas work successfully, then, yes!

Inspirational meetings!

admin — Sat, 30 Aug 2008 10:19:38 +0100

There are a myriad of techniques for running effective meetings that are useful when used skilfully. This article is aimed at people who are interested in people. What makes them tick, and what motivates them.

Dr. Michael Kirton says that whenever a team comes together it immediately has 2 problems. Problem A is the task it's been given to achieve. Problem B is how it's going to work together to achieve Problem A. If the team is spending more time on problem B than A, it's a sign that all's not well.

Secrets of retaining and motivating staff

admin — Sat, 30 Aug 2008 10:19:18 +0100

Research tells us that around a third of newly qualified teachers (NQTs) leave the teaching profession during their first three years. At Benton Park we have been very impressed with the quality of young teachers entering the profession. So how do schools nurture this talent and keep teachers in the classroom?

Motivating teachers to principalship

admin — Sat, 30 Aug 2008 10:19:15 +0100

Editor’s introduction

Dealing with teacher absence

jlee — Sat, 30 Aug 2008 10:19:14 +0100

The issue of cover for teaching staff absence affects all areas of school life. In terms of core business, the frequent use of supply teachers by schools can have a negative impact on the quality of learning and teaching and thus on achievement. This can in turn lead some pupils to disengage from learning, thus contributing to behaviour problems.