Building Student Leadership

GEOFF BARTON

King Edward VI School

Building Leadership ...

What do we know about young people?

What do we know about schools?

How can our students help us to improve our schools?

2 starting-points …

Building Leadership ...

Nowadays all the children behave like adults and all the adults behave like children

(Terry Waite)

Building Leadership ...

Schools are places where children go to watch the adults working

(John West-Burnham)

What do we know about young

people?

• Childhood obesity fuelled by cartoons• Teenage pregnancy rates out of

control• UK teenage girls seriously depressed• Boy stabbed to death for his 30

baseball cap• Violent TV harms children• Locals attack binge-drinking and yob

behaviour• 40% of teens want plastic surgery

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Avoid a tokenistic ‘student voice’ and instead:

• Create a moral culture that challenges the stereotypes

• Build self-esteem and leadership

• Develop a partnership for genuine self-evaluation

What do we know about schools?

“Going to school is compulsory but learning is optional” (Louise Stoll, et al)

“Schools teach a 19th century curriculum in 20th century buildings to 21st century students” (John West Burnham)

What do we know about young people

and schools?

NFER survey of 14 year olds:

• 50% say most of the time they don’t want to go to school• 25% think teachers are too easily satisfied• 20% deny being happy at school

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Involvement in extra-curricular activities is one of their most positive experiences

40% of all young people in schools = “the disappointed” (Michael Barber)

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Work is too easy in Year 7; then as it gets harder in Year 8 they lose support of parents and less praise from teachers.

Only in Year 11 does the curve begin to rise again

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5 steps to developing a culture of student

evaluation …

Self-esteem, not just self-confidence

Sense of pride

Doing something for others isn’t an optional extra

Being an individual isn’t just about how

you dress

“Only dead fish go with the river”

Judge me by who I am, not the number

of qualifications I have

“It’s our choices, Harry, that show who

we really are”

1: Consistent key messages

• The look of a school is not superficial: it’s a statement of values

• Art-work, plants, framed photographs, cheesy motivators

• Humane toilets and toilet checks

• Opening up rooms

• School coat; achievement assembly suits

• Media team

• Duty team approach / Barton Breakfasts

• 3-session day

• Bell-free

2:Create a civilising environment

"I've missed over 9,000 shots in my career.  I've lost almost 300 games.  26 times I've been trusted to take the game-winning shot . . . and missed.  I've failed over and over and over again in my life.

And that is why I succeed."

(Michael Jordan)

3: Give School Council teeth

• Terms of reference

• Budget

• Direct access to the Kingmakers

• Sexy, feisty, action-driven (not a talking-shop)

• Action groups

• Involve in L&T, curriculum planning, evaluation

• Report small successes and attribute to them

• Give them quick hits

• Take them out of lessons to raise status

• Current projects: developing ‘Houses’; introducing recycling scheme; planning new building

4: ACTIVELY BUILD LEADERSHIP

• Create high-profile elected roles

• Showcase them visually

• Have student (m/f) voice in EVERY assembly and challenge stereotypes

• Have vocabulary and skill-set of leadership - coach, resource manager

• Expect leadership in every tutor time, every lesson

• Build into school evaluations

• Ask middle leaders for feedback on student leadership

• Don’t expect a quick hit: it’s culture we’re changing here

5: FOCUS ON LEARNING

• Develop ‘house-style’ on behaviour & language, and use the same with students and staff

• Spell out expectations, but as few rules as possible

• Get teachers talking less

• Learning sessions, not lessons

• Blur the distinction between in / out of class using an accreditation scheme

• Expect leadership in lessons and monitor

• Keep getting student feedback - eg “sample of 100 students says …”

• Use questionnaires and focus groups and breakfasts

Student Evaluation …

Examples

Student …

2 Do you enjoy being at school? 3 Do you feel proud of being at this school?

4 Are our expectations about behaviour clear? 5 Do you feel safe and secure at school? 6 Do you enjoy assemblies? 7 Do you drink more water since coming to this school? 8 Do you eat more healthily since coming to this school?

9 Are you more aware of needing to have a healthy lifestyle since coming to this school? 10 Do you take part in any club or activity at school?

11 Do you like the 3-session day?

Always Mostly Rarely Never 21% 67% 8% 3%

Always Mostly Rarely Never 21% 68% 6% 5%

Always Mostly Rarely Never 44% 48% 3% 5%

Always Mostly Rarely Never 24% 63% 8% 5%

Always Mostly Rarely Never 3% 43% 38% 12%

Yes No 58% 42%

Yes No 54% 46%

Yes No 78% 22%

Yes No 71% 29%

Yes No 100%

Student …

12 What do you think is the most important ingredient in a good lesson?

fun but strict teacherenjoyable and not boringlots of topicsgood disciplineactive participationvariety of activities

Student …14 Any suggestions for how we could further improve the school?

More time for courseworkBring back Foundation DaysMore access to waterAllow iPods in some situationsMore special non-timetabled daysGive students more choicesAllow Sixth Form to wear shortsTeach us about finance – loans, mortgages, etcFairer rules for playing games at lunchtimeMake sure there is always a teacher on the lower fieldMore achievement assembliesEnd-of-year rewards – eg Alton TowersHave the last lesson of each term in tutor groups• New headteacherBring back Coke and chocolate!

1 What grade did you get in English? ®English Literature? ®

2 Think of all the subjects you studied last year. Circle one of the numbers below to show where you would place English in a rank order of the subjects you studied

1 (high) 2 3 4 5 6 7 8 9 10 (low) 3 Without naming teachers, please name ONE thing you liked most about English lessons 4 Without naming teachers, please name ONE thing you liked least about them 5 Looking back, how did you feel about your usual group for English for …

(a) getting on with other people? (liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)

(b) learning effectively?

(liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)

Attitudes to learning

Of all the ways the teacher gets you to learn about things, which do you enjoy least?

• Vague questions that you don’t know what it means

• I think we should be setted for English because it could be more challenging too long on one piece of work would be helpful, disruptive people were in difficult group

• Humanities – go round and round in circles because don’t have specialist teachers. Spend time trying to manage behaviour

Yr9 students:Positive response – but could not say that this was due to sports

college status impact or it was just the difference between their middle school experience and the current diet offered here.  Students appear to know what level they are at and what they need to do to improve and the subject was ranked high (3), which indicates a potential high level of interest in the subject as a GCSE option choice.

 Yr10 students:

They were slightly less positive – There appears to be no noticeable difference between GCSE and CORE students apart from the indication that the GCSE students are more aware of their level and are being informed more about what they need to do to improve. The CORE students gave more ‘negative’ responses than the GCSE students.  The subject was ranked average (5) by both GCSE and CORE students.

 

PE Review

Student Feedback (based on 110 student questionnaires)• 84% of students always enjoy instrumental lessons• 71% of students feel they always receive encouragement in

their lessons• 79% of always feel well prepared for exams• 93% of students feel that they make good progress in their

lessons• 94% of students feel there is good variety and interest in the

lessons• 84% of students feel motivated to practise after their lessons• 86% of students feel there is an appropriate level of challenge

There are areas of inconsistency:• Nearly 75% of students do not regularly use the instrumental

record booklet• Nearly 50% of students feel they do not learn aspects of

music theory in their lessons• 33% of students do not get given targets to aim for in their

lessons• 36% of students stated that lessons don’t always start on time

Instrumental Tuition Review

2 – Do you feel challenged in this subject?

Very Mostly Not Very

Not at all

number of students 6 60 21 87 percentage of sample 7 69 24 %

3 - Are you clear what level or grade you are capable of achieving?

Very Mostly Not Very

Not at all

number of students 15 48 17 7 87 percentage of sample 17 55 20 8 %

4 – Do we tell you clearly what you need to do to improve?

Often Sometimes Rarely Not at all

number of students 22 44 15 6 87 percentage of sample 25 51 17 7 %

5 - Does the pace of lessons generally feel right?

Yes Too fast

Too slow

Total number of students 65 15 7 87 percentage of sample 75 17 8 %

6 - where would you place this subject in a rank order of subjects? (10 being bottom and 1 being top)

1 2 3 4 5 6 7 8 9 10

total number of students 0 2 9 7 15 6 11 8 13 16 87 percentage of sample 0 2 10 8 17 7 13 9 15 19 %

Languages Review

• Talk less and let us get on with work• Teaching us techniques for learning and

revising• Practice papers• Explain things clearly• Acknowledge different kinds of

learners• Praise us• Basic ideas about how to do things• Providing lunchtime sessions• Teach me in a way that I understand

What do teachers do that helps you to learn well?

1: Think of people in music, media, sport, politics. Who do you see as positive role-models?

Michael Jordan; Johnny Wilkinson; Richard Branson; Marcus Trescothick; Gary Lineker; David Beckham; Paul Merton; Tiger Woods; Slash; Thierry Henry; Bob Geldof; Rolling Stones

BOYS

2: Think of teachers who motivate you most successfully. What do they do?

Mr G - funny; tells us what we need to know; knows his stuff

Mr W - teaches well; encouraging; takes no rubbish from anyone

Mr W - honest; encourages everyone, not just the best

Mr P - energetic; makes lessons active

Mrs C - lively; fun

Mrs W - explains clearly; not patronising.

3: How could we encourage you to take on leadership responsibilities around school?

• Give everyone in Year 11 someone to look after in Year 9

• Give us more responsibility

• Get us teaching younger students - eg how to play the guitar

• Better rewards policy

• Extra privileges

• Give us more say

• Rewards - eg non-uniform

• Let us run clubs.

4: Put these in rank order: •Lessons

•Breaks / lunchtimes

•Extra-curricular activities

•Weekends

100% like weekends best

79% like lessons least (98% in bottom two)

50:50 split between breaks / extra-curricular

SUMMARY

• Quote students’ views on learning and environment

• Use surveys for facts and attitudes

• Think: “Would I be happy for my child to be taught in this lesson?”

• Challenge media stereotypes through charity events,

concerts, technical team

• Student news in assemblies and notices

• Be tough on expectations: give clarity

• Provide role-models.

Building Student Leadership

GEOFF BARTON

King Edward VI School

STUDENT ENGAGEMENT

ATQUEEN ELIZABETH’S SCHOOL

CORE PRINCIPLES

Every stakeholder must have a voice Consultation is pointless without outcome Engagement is better than involvement Current students could actually be disadvantaged by

having a new school built Students know best what the school is like Expertise is not limited to the experienced Additionality – must work alongside current structures

and not create extra burdens

THE PROBLEM

Easy to say

Not so easy to do

STUDENT ENGAGEMENT

ATQUEEN ELIZABETH’S SCHOOL

CORE PRINCIPLES

Every stakeholder must have a voice Consultation is pointless without outcome Engagement is better than involvement Current students could actually be disadvantaged by

having a new school built Students know best what the school is like Expertise is not limited to the experienced Additionality – must work alongside current structures

and not create extra burdens

THE PROBLEM

Easy to say

Not so easy to do

FIRST THOUGHTS

Which methodology? Which gimmick? Student shadow teams Using ICT to the maximum Real issues; real questions -> burning

question of the month Events and conferences A legacy of student engagement

STRUCTURE FOR STUDENT ENGAGEMENT AT QUEEN ELIZABETH’S SCHOOL

Project Core Group

HeadteacherAndy Puttock

StaffGovernorJohn

Andrews

Students

Other Stakeholders

Shadow Core GroupSTUDENTSMark Willis Champion

MSP FacilitatorKristina Wingeleth

Working Groups

Curriculum Development

Caroline Kurtulan Champion

Ecology

Carol Tompsett

Phil Sterling

(Champions)

Sustainability

Katie Wynn

Mike Petitdemange

(Champions)

Design & Graphics

Cara Tully

(Champion)

Construction

Andy Dickinson

(Champion)

Others

Cherrie Murray

DCC Youth Service

(Champion)

Other OrganisationsServicesLeisure Centre

Neighbours

Elected Members

Education Officer

Keith Armstead

DCC

Project Managers

Colin Pielou & David Crudgington

DCC

Contractor

David Pritchard

Alfred McAlpine

Design Team

Andy Ratcliffe

Mouchel Parkman

David Stansfield

Feilden Clegg Bradley

School ChampionKevin Brougham

3 FOCUSES FOR ENGAGEMENTCONSULTATION

Le Papier Workshops

Interactive Message Board

EDEP Ambassadors Assemblies

Working Groups Questionnaires

Website

ENGAGEMENTENGAGEMENT

MANAGEMENT

Shadow Project TeamWork Related Learning

CURRICULUM

Art & Design

Business Education

Science

ALL

Project Core Group

Curriculum Working Group

DEFINITION OF STUDENT ENGAGEMENT GROUPSGROUP TERMS OF REFERENCE FREQUENCY

OF MEETINGSMEMBERSHIP CHAMPIONS

Curriculum Development

Group

• Work with the School’s curriculum objectives to link them to the project.• Deliver curriculum links through the Working Groups and across the school in lessons. • Staff will develop a programme of work to disseminate across the school.

Termly Staff from a

range of subject areas.

MSP Facilitator and Staff Champions.

Working Groups (Ecology,

Sustainability, Construction, Management,

Design & Graphics)

• Tackle real project issues as problem solving exercises or linked to curriculum work. • Members of the project team will be required to submit relevant project issues to the working groups, or suggest related work along with a timescale for inputting findings back into the project.

Monthly to

Half-Termly(depending on project phase and extent of

tasks.)

Students (5 per group)

1 staff and 1 other champion

for each topic based group.

Shadow Project Team

• Shadow actual Project Core Group member roles.• Be invited to attend certain relevant Project Core Group meetings and have some decision-making capacity on appropriate issues. • Liaise between the Project Core Group and the Working Groups on real project issues, feeding back problems, solutions and suggestions from the Working Groups.

Monthly to Half-Termly

(or when called to

present to the Project Team)

Students (5 – one lead

representative from each

Working Group)

To be determined.(rotating Working Group Champion? / DCC Youth

Service)

PROPOSED TASKS FOR WORKING GROUPS

CONSTRUCTIONCONSTRUCTION

• Construction Process – Site Visits

• Research Building Materials

• Creative Spaces – CITB

• Careers in Construction

• Vocational Skills – link with Weymouth College

• Work Experience

DESIGN & GRAPHICSDESIGN & GRAPHICS

• Designmyschool.net

• Design aspects of School, classroom, storage, dining, etc.

• Visit to Feilden Clegg Bradley

• Visits to School Buildings

• Use Student Brief to design area of the School.

ECOLOGYECOLOGY

• Audit Wildlife and Plant Species on site

• Evaluate possible effects on the environment due to construction

• Design Wild Area in School Grounds

• Meet National Trust to identify issues

• Develop a plan to protect wildlife / plant life on site

SUSTAINABILITYSUSTAINABILITY

• Research and evaluate Sustainable Technologies

• Visits to Sustainable Buildings

• Relate Sustainable Technologies to School Plans

• Plan and develop Sustainable Resource Centre

• Research and evaluate Sustainable Building Materials

MANAGEMENTMANAGEMENT

• Consider and evaluate new ways of organising the school

• Research the Project Process

• Develop a Brief for an area of the School for Design Group

• Plan a Community Event

• Develop a Communication Plan for the Student Body

• Manage and Co-ordinate Student Media Reports

• Problem Solving activities related to the Project