40 leadershipno nos&24goldenrulesv3.2stl

N -N S

SCHOOL LEADERSHIP

by John Searl

2

Part 1. P. 3 - 23:

Part 2. P. 24 - 44: Explored

Part 3. P. 45 - 69:

Contents

©Not As We Know It Limited 2014 www.notasweknowit.co.uk

Published by: Not As We Know It Limited PO Box 140 Bourne PE10 1DP All rights reserved. Free clipart by Microsoft

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SCHOOL LEADERSHIP

Part 1

Great school leaders are never heard speaking like this!

My door is always open!

DO NOT DISTURB! “Can’t you read the sign? Don’t you realise how busy I am? Can’t this school function for five minutes without me being interrupted? Sometimes I think I’m the only person in the building capable of taking a decision. I would work at home, but I know the chaos I would come back to!”

“Everyone knows my door is always open! I’m always available, no matter how busy I am. It is so important for me to be accessible at all times. I know just how much everyone depends upon me!”

4

HEAD TEACHER

More - see Page 25

I'm never ill!

I’m not a well person! “You see, I’ve never been the same since our boat trip down the Nile. I shouldn’t be in today, but I know the school needs me, so I come in anyway. Could you take my assembly for me, please? And my break duty too? I’ll be in my room, but I mustn’t be disturbed. I have a terrible headache!”

“Oh! For goodness sake! Where can I get cover from at this time of day? You don’t see me taking days off school every other week, do you? Ring at 4 o’clock and tell me whether you will be in tomorrow. Not that I’ll find a supply teacher worth employing!”

5 More - see Page 26

Inspectors are fools! “Get out the good cups and buy some decent coffee. Get out those outstanding lesson plans we bought online. I want everyone in on Saturday to put up displays. We’ll send Miss Hapless’s class on a trip and Mr Hardnut had better go sick. I’ll borrow Mrs Brilliant from St. Best Academy. I’d better exclude Damien for the week!”

“You know they’ll decide the outcome before they set foot in the school, don’t you? The only thing they care about is data. They are all failed teachers, of course. They just enjoy being nasty and the whole thing will be a nightmare!”

Inspectors are evil!


What shall we do then? “I believe schools should be democratic organisations, where every voice is heard. I don’t want my opinion to be dominant, so I won’t express it. Every decision will be arrived at through school-wide discussion and debate. We’re all equal here. So …. what shall we do then?”

“Please find enclosed the 5-year school plan. It took me hours to dream up and the printing cost a fortune, so we must stick to it, regardless. Governors and staff, please note, I have allocated specific roles and responsibilities to each of you. Begin by reading my vision for the school on Page 1!”

I have a cunning plan!


I never teach! “Of course, I don’t teach! Where would I find the time to indulge myself with teaching? Don’t you realise how long it takes me to deal with the post and the e-mails? You should see the number of forms I have to fill in every day. Anyway, my time is far too costly to be wasted on low-skill tasks like teaching!”

“Of course, I teach every day! What do you think ‘head teacher’ means? It is up to me to set the standard for others to aspire to achieve! Every child is entitled to at least some excellent teaching each week!”

I teach every day!


I always wear a tracksuit!

“What you wear is not important, it’s what you are that counts. I wear a tracksuit at school because it makes me look manly and because the blonde NQT thinks I look ‘rugged’ in it. People who wear suits are just stuffed shirts covering up their own inadequacies. In the summer, I wear shorts and a T-shirt. I’ve got great legs, so why wouldn’t I?”

“The way I dress sends a clear message about me and my values. After all, we are professional people and must live up to the very highest expectations of society. It is so important to have standards!”

I always wear a suit!


Catch me if you can! “I’m sorry, I can’t see you now. No, this afternoon is out of the question. I’m on a course all day tomorrow. On Wednesday, I have wall-to-wall meetings. Thursday is my office day and I’ve so much to catch up with. I would see you on Friday, but I’m playing golf with the Chair of Governors. Try to catch me next week!”

“Miss Green! You’re 30 seconds late for class. Mr Brown! Your tie is undone. Mrs Grey! This book isn’t marked. You boy! Why are you out of class? You girl! What are you doing here? Good grief! They simply can’t be trusted!”

Round every corner!


It’s here somewhere! “It may look untidy to you, but I know where everything is. Really. If it’s not in the pile at the top right, it will definitely be here at the bottom left. Normally, I go straight to things I’m looking for. It must be because you are watching me; unless someone has moved it, of course. I hate it when people mess up my system!”

“I have an in-tray, an out-tray, a non-urgent pending tray, an urgent pending tray, a small job work-in-progress tray, a big job work-in-progress tray, a post tray, a work-for-home tray, an in-house message tray, a confiscated jewellery tray, a confiscated love-letter tray ……”

A place for everything!


A ladle full of bile! “Well, I suppose I shall have to give you an outstanding grade for that lesson, but you could have given me a decent chair to sit on. Your planning is far too detailed. Are you trying to show everyone up? The children all seem to love you, of course. Goodness knows what you promised them!”

“There, there. I’m sure that lesson was not typical and anyone could have made the same mistake. I bet your planning is usually written beforehand and anyway, you did very well to remember it was a maths lesson. Yes, it was inadequate, but that’s only one step away from requires improvement. So, go on, give me a smile!”

A spoonful of sugar!


Your class is so …! “I don’t know what you have done to your class. They are so rude and badly behaved. Don’t you set any standards for them? I told them that I would sit and read my book until they were ready to work, but they just ignored me. The whole lesson went by like that, so you’ve got a lot to catch up on. You really need to sort them out!”

“You are always telling me how difficult your class is, but they were absolutely fine for me today. They didn’t want to do the maths lesson you planned, so they took a vote and decided to draw instead. I’ll talk to you later about behaviour management!”

They were fine with me!


Lock that stock cupboard!

Anything you want, just ask!

“Yes, Bursar, I told Mr Smith to order more computers. No, I didn’t get three quotes; I’ve got more important things to do. Besides, Fleecem Company have always been good to us. Anyone would think it’s your own money! What do mean we can’t pay the wages next month?”

“Who left this door unlocked? There were seven boxes of pencils in here yesterday and now there are only six. Why should anyone want more pencils already? Good grief, these teachers have no idea how hard it is for me to keep the surplus topped up!”


Always in last! “There’s absolutely no point arriving too early, because as soon as I arrive everyone bothers me with their problems. I never get any real work done until they are all in class. Even when I do wriggle free of the staff, there always seems to be a parent ready to pounce. Anyway, I like to give the deputy experience of being in charge!”

“I make sure I’m always first in school in the morning. It keeps everyone on their toes. I get here at 6.30 and most teachers arrive by 7.15. I must have a word with the deputy though. He doesn’t get here until 7.30. A shockingly bad example, I call it!”

Always in first!


I’m low tech! “I write letters on paper using a fountain pen and put my appointments in a diary. I add up sums in my head and use a dictionary for words I’m not sure of. When I want to talk to someone, I go and see them. I’m not against technology - I’ve just bought a mobile phone. Does anyone know what URACWOT means?”

“I switch my coffee maker on using my car phone, so it’s ready when I arrive. I get my e-mails on head-up display in my glasses and we hold leadership team meetings by 3D video link. I do lesson observations by CCTV and give feedback using the online docu-bank. It’s great. I hardly speak to anyone face-to-face!”

I’m high tech!


Hate badge collectors! “All these school awards are a waste of time and money. We don’t need men in suits telling us what to do and how to do it. It’s just a big ego-trip for the head teacher. Some schools can barely write on their letter-headed paper for the logos. What is the point of all that navel-gazing anyway? We’re fine as we are!”

“We received our Healthy-Sporting-Arts-Investor-in-Logos School award yesterday. Another feather in the cap eh? Now we’ve got more logos on the letterhead than St Braggard’s. Brilliant! No wonder parents queue up to put their babies’ names on our waiting list!”

Love badge collecting!


H.A.P.P.Y! “My sense of humour keeps everyone smiling. I’m always playing practical jokes on the staff and they love it. The children enjoy my funny stories in assembly and they go back into class roaring with laughter. Parents can’t wait to read my joke of the week in the school newsletter. How can the inspectors say we are failing when we are all so happy?”

“I know I said I would, but that was yesterday. Heavens above! You can’t expect me to be cheerful every day. I’ve got the most stressful job and nobody seems to appreciate that. You don’t have to take responsibility for everything that goes on here, but I do. No, I will NOT go in the stocks at the school fete!”

Guess my mood!


Off with her head! “Stop snivelling you little wretch and come with me. The school’s ‘one-strike-and-you’re-doomed’ behaviour policy is absolute, so it’s no good begging for mercy. Just think how devastated and ashamed your parents will be. You must suffer the consequences of your diabolical actions. The inevitable and immutable punishment is …..!”

“Boys will be boys, Mrs. Cross. Marty says he didn’t mean to put the paint in your handbag and that it was all an accident. He has promised to behave from now on and I’ve told him he can go back to class. He’s a good boy really. I think you should apologise for shouting at him!”

He meant no harm!


Keep your distance! “Please do not refer to me by my first name, even if the children cannot hear you. It is very important for me to maintain a proper distance from the staff. After all, familiarity breeds contempt. I’m only interested in how well you do your job, so your personal life is no concern of mine. Of course I will not attend your wedding! Whatever next?”

“We’re one, big, happy family here. The staff see me as their friend and even the parents call me by my first name. Our social life is great and we’re often down the pub together. It’s great to meet with staff and parents in an informal setting. I’m especially friendly with Alex’s mum!”

I’m everyone’s friend!


At my last school! (2) “I can’t begin tell you how awful it was. The staff couldn’t teach, the children just rioted every day and the parents were a nightmare. I’m not one to gossip, but the site manager and the bursar were definitely misusing the medical room. Just you wait to hear about the goings-on at the PTA wine-tasting!”

“Of course, at Perfect Primary we were all outstanding teachers. The children were far more challenging than here, but the school was always top of the league table nevertheless. This school could learn a lot from good old P.P. - about everything really!”

At my last school! (1)


Female teachers! “Aren’t they just awful? All they do is gossip and fix their make-up. They always go on about how good they are at ‘multi-tasking’, but try asking one for a cup of coffee when they’re marking. They consider themselves superior, but teaching them the offside rule is impossible. They do bring in good cakes though and ….!”

“Aren’t they just awful? They only have two things on their mind and we all know what they are. They leave unmentionable items of clothing all over the staffroom and never pay their coffee money. If we didn’t need them to do boys’ games ….”

Male teachers!


I’m the worst! “I really don’t know why the governors appointed me. I feel completely out of my depth and totally unprepared for the job. I’m sure the staff don’t like me and the children seem to be ignoring me. Why do the parents keep pointing at me? Everyone expects so much and no-one has told me how well I’m doing!”

“As the best teacher in the school, it is my responsibility to share my expertise with others. I am a natural-born leader, of course, and I command the loyalty and respect of all my staff. I am loved by the children and admired by the parents. I don’t want to sound big-headed, but …!”

I’m the best!


N -N S

SCHOOL LEADERSHIP

Part 2

25

My door is always open! DO NOT DISTURB!

Obviously, if you need to talk to someone in private, you have to shut the door, so it cannot be “always open”. It is important for staff, children and parents to have formal and informal opportunities to speak to you, but don’t utter statements that defy logic and irritate everyone! Make clear to staff and children that a closed door means, “Please do not interrupt, unless it really cannot wait.” Of course, if something is urgent and serious enough, you may have to be interrupted, no matter what. If someone does knock on the door with a less than important issue, then a calm and polite response is required, even if it has to be, “I’m sorry, I can’t deal with that just now, please see Mrs X.” … or “Please see me later.” … or “Please put a note in my pigeon-hole.” You can reinforce the rule later, so don’t keep the person in your room waiting while you have a whinge at the rule-breaker outside!

See Page 4

26

I’m never ill! I’m not a well person!

When a member of staff is off sick it can present the head teacher with a difficult problem to solve. Listening to some head teachers, however, one might imagine that members of staff deliberately get ill just to be annoying. Rudeness is no way to encourage a swift return to work. Some head teachers not only enjoy very good health, but they really let you know about it! When illness does strike, these same people often become the biggest wimps around and, naturally, their suffering is far worse than yours or mine! Even when you suspect that the person calling in sick is ‘swinging the lead’, wish them well and tell them not to return to work until completely recovered. Of course, if you see them in the gym later on ….!

See Page 5

27

Inspectors are evil! Inspectors are fools!

Whatever your opinion of inspections and inspectors they are facts of life that you need to deal with sensibly. Members of staff facing the prospect of multiple lesson observations do not need to be regaled with horror stories you have heard on the grapevine about the inspections of neighbouring schools. Don’t try to con the inspection team. If you are proud of what goes on in your school every week, ask everyone to keep to normal routines. If you are not so proud , you can look forward to some interesting conversations with the lead inspector! A plan, already being implemented, to address issues you have previously identified, might save the day. Remember, no-one enjoys inspections, but good head teachers use them to the advantage of the children in their school.

See Page 6

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I have a cunning plan! What shall we do then?

Well yes, one would expect the senior professional to have a toolkit of strategies and techniques for school self-evaluation and improvement. The problem is that schools are not like cars, which can be put through a series of diagnostic tests and then mended by the simple replacement of the odd spare part, or computer chip. Schools are communities with a foundation of traditions and ideals that need to be considered and built upon. If the governors, staff and parents think you are a power-crazed dictator, even a really cunning plan may come to nothing. Schools are not democracies. By and large, the buck stops on the head teacher’s desk. Consensus is good, but if you have already made your mind up, don’t hold a sham debate. Be clear and honest about this, and let it be known that even when you think your mind is made up, you will listen to differing opinions. Do what you think is right, but keep listening!

See Page 7

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I teach every day! I never teach!

Some head teachers have no choice about their teaching commitment. In smaller schools, an element of regular class teaching may be part of the job description and those who choose that environment are to be admired for their energy and multi-tasking skills! Some head teachers believe it is important to have regular contact with the classroom in order to stay “in touch”, whilst others think it is essential for maintaining their credibility with the staff. Some are reluctant to expose themselves to possible failure in the classroom and others think it’s not a good use of their highly paid time. Some want to be a model of good teaching and others just want to show off. Whether you choose to teach, or not, just make sure your reasons are about what is best for the children. “I enjoy teaching” is not reason enough!

See Page 8

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I always wear a suit! I always wear a tracksuit!

Non-verbal messages are an incredibly important aspect of school leadership. With the school community often numbering in the hundreds, or thousands, people see you many more times than they talk with you, or hear you speak.

What you wear, your facial expression and your body language are vital elements of your communication strategy. Whilst there are no hard and fast rules, there are pitfalls to be avoided. The football touchline is no place for high heels and a governing body meeting is no place for shorts. Standing to attention in the middle of the staffroom does not make for a relaxing break and rocking back on your chair in assembly hardly sets the best example.

Try looking in the mirror and thinking deeply. Chances are you will be frowning. Now there’s a challenge for the thoughtful school leader!

See Page 9

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Round every corner! Catch me if you can!

Staff want the head teacher to be visible and supportive around the school, but they don’t want their every move monitored. The children need to know that you are taking an interest and might be around the next corner (!), but break and lunchtime duty staff do not want you undermining their authority on the playground. Staff and children need to know that it is possible to speak to you when they need to, but you haven’t the time to be solving every problem in the school. Balance making yourself available for informal conversations at breaks and lunchtimes, with a polite insistence that people ‘go through the channels’. “Have you spoken to Mr. Y?” is a gentle way of reminding folk not to leapfrog the management structure.

See Page 10

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A place for everything! It’s here somewhere!

As much depending upon your star sign as anything else, you may, or may not, be well-organised! Those who are naturally tidy and efficient have a head start in creating an organisation that is effective. Of course, efficient is not the same as effective and a good filing system does not improve standards, but an efficient school stands a much better chance of achieving its objectives. For those head teachers whose normal state is untidy chaos, there is little hope, and we can all wish that a different career is beckoning for them. It is not good enough for head teachers to rely on an efficient staff to keep the organisation running smoothly. Disorganised leaders frustrate and distract all of those who are trying to do their jobs well.

See Page 11

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A spoon full of sugar! A ladle full of bile!

School leaders have a duty to give staff honest and accurate feedback on their performance. For teachers, this may include the outcomes of lesson observations, but every member of staff is entitled to know how they are doing across the range of their work, and not just at formal meetings. Well timed, informal guidance and praise work best. Books have been written on how to deliver feedback and it is certainly one of the most challenging aspects of the school leader’s role. The often forgotten point is that by the time the feedback is being given, it is already too late to get it right. Everything depends upon the relationship between the two people involved and the state of both their minds at the time. If the relationship is one of mutual respect, and the time and place are well chosen, the chances are that things will go well.

See Page 12

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They were fine with me! Your class is so …!

A particularly easy trap for a head teacher to fall into is the casual, public comment that undermines the confidence and/or standing of a member of staff. Especially with class teachers, it is only too easy to say something that implies fault or incompetence. By and large, teachers dread the words, “I’ll take your class tomorrow.” There is an hour of frantic tidying up, closely followed by a rushed attempt at making the planning decipherable. Then the day on the course is wasted because the teacher is too worried to pay attention. Worst of all, there is the humiliation over the next day’s morning coffee, as the head teacher loudly declares the shortcomings of the class, the poorly organised resources, or the impossibility of following the planning. Better to follow that great rule, “Engage brain before opening mouth!”

See Page 13

35

Lock that stock cupboard! Anything you want, just ask!

With staffing and fixed costs eating up most of the budget, the money left for supplies and services is never enough. Commonly, 90% of budget discussion time is spent on 10% of the budget. School budget monitoring is not straightforward and the inability of many local authority finance departments, and school financial software packages, to give the head teacher an accurate, ‘current’ picture does not help. Whilst experienced head teachers can use a combination of seaweed and tea leaves to judge how things are going, less experienced leaders may need to devise a system of subject/department allocation that errs on the side of caution. This can lead to an end-of-financial-year spending rush, but better that than a deficit! A “Needs? Yes! Wants? No!” approach can work quite well.

See Page 14

36

Always in first! Always in last!

Some head teachers never stop telling the world how many hours they work each week. They are proud of the sacrifice they make on behalf of the school and often put pressure on their staff to arrive early and stay late. Some other head teachers are rarely seen in school. Often late to arrive, they are frequently seen accelerating out of the car park before lunch. They seem to take every opportunity to go on courses and to get involved in committees and working parties. Of course, the real danger is when these two types of head teacher are wrapped up in one person. The demands of school leadership are daunting and the pressures to attend events out of school are great. Perhaps the ability to say “No” should be on the job description!

See Page 15

37

I’m high tech! I’m low tech!

No quantity of gadgets, gizmos and gigabytes will help to improve the leadership of a technophobe. Equally, use of all the electronic wizardry in the world will not make a weak head teacher better. In the hands of a competent and sensitive school leader, technology can transform communications and be an effective management information tool. Used appropriately, it can be employed to inspire and support better teaching and learning. However, a head teacher who uses e-mail to give difficult messages, or who thinks that everything worth knowing can be found in a spreadsheet, is not an effective user of technology. School leaders have no choice but to engage with technology. It must be hoped that they don’t put their brain on ‘stand-by’ when the computer is switched on!

See Page 16

38

Love badge collecting! Hate badge collectors!

Of course, badge collectors are just that. They seek simply to promote both their schools and themselves. As for the cynics, some are just too lazy to seek the awards. Some lack the confidence to apply, fearing failure. A third group, often highly competent school leaders, genuinely can’t see the point because they have no doubts about their own and their school’s superiority. Many head teachers, however, use the awards to challenge their own thinking and they see working towards the outcome as a way of providing interest and achievement for both children and staff. Provided this doesn’t distract from the core business, that’s great!

See Page 17

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Guess my mood! H.A.P.P.Y!

They are few things more draining for the staff and children than worrying about which mood the head teacher is in each day. Leaders who indulge themselves in moodiness clearly do not understand how important it is for the members of an organisation to have confidence in the way they will be treated. Nearly as wearing is the head teacher with excessively comedic tendencies. Some things in life are more serious than others and laughter is not always the best medicine. Also, it is unfair to inflict jokes on a captive audience who feel duty-bound to laugh. A sense of humour is an essential tool in school leadership. Emotional intelligence and the ability to keep some things to oneself are important too!

See Page 18

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He meant no harm! Off with her head!

School leaders often struggle to get members of staff to implement the behaviour management policy consistently, but the problems really begin when it’s the boss who strays from the script. It is difficult when a teacher has reacted with excessive disciplinary zeal to a low level issue, but nothing undermines a teacher’s authority more quickly than a head teacher who fails to support them in front of the children. Quick-thinking leaders will find a way of leaving both child and teacher feeling that justice has been done, even though a later conversation about policy interpretation may be required. Thank goodness, the sadist has long been banished from our schools, but head teachers should watch out for unguarded angry outbursts when under stress! They sound much worse than intended and can’t be withdrawn!

See Page 19

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I’m everyone’s friend! Keep your distance!

Suddenly, relationships are different! Having accepted the post of head teacher, a multitude of traps open up before you! As the school leader, you want to get on well with everyone and you want everyone to get on well with each other. You know that your job will be easier if people like you, so you do your best to be friendly, but take this one step too far and you upset those you are trying to befriend. “Friendly, but not friends” is the answer. Keep it professional. Of course, if you try to keep it professional and go too far in the other direction, just as much trouble awaits. Like it or not, people’s personal lives are important to you, because the state of their lives out of school may affect their performance in it. Your staff will appreciate you taking an interest in them as people, not just as workers. It’s all about balance.

See Page 20

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At my last school! (1) At my last school! (2)

Especially when new in post, it is incredibly difficult for a head teacher to avoid frequent reference to their previous school. Whilst it is quite natural to use examples from previous experience when explaining ideas and proposals, your new staff will note, and quite likely resent, every mention. Get your deputy to listen out for lapses and warn you with a secret sign, or make a joke of it with your staff and ask them to boo each time! You will quickly lose the trust and confidence of your staff if they hear you being less than discreet about your previous school. Every staff member, child and parent must feel they can come to you in confidence and that you will respect their privacy. The words, “ Can you keep a secret?” should never come from your lips!

See Page 21

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Male teachers! Female teachers!

Putting down one’s own, or the opposite gender, is a popular and ancient pastime, and the basis of many a joke and one-liner. Unfortunately, for the school leader, such comments will inevitably end in tears! Working with children is tiring and emotionally draining. On any given day, there may be at least one member of staff feeling fragile. A throw-away, ‘amusing’ comment can easily be taken badly by someone feeling low, and not just on their own account. This may seem like political correctness, but leadership in school is about relationships and they are far too important to risk damaging for a cheap laugh!

See Page 22

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I’m the best! I’m the worst!

As they walk through the door on their first day in post, head teachers turn into strange and alien beings! Gone are the eager-to-please deputies they once were; gone are the teachers who were willing to take advice; gone are the colleagues who used to chat so easily over coffee. In their place are creatures quite unrecognisable from their former selves. Some have turned into power-crazed monsters, despots, who spread fear and loathing wherever they turn. Some have morphed into self-adoring gods, whose sole mission is to bring enlightenment to the unseeing. Some, possibly the most dangerous of all, have become jelly-fish; nervous, tentative creatures, who have reached their highest level of incompetence; watch out for their sting! Fortunately, most are just fine, although it should be remembered that:

“Head teachers are a form of life, but …!”

See Page 23

of

School Leadership

Part 3

The dos, don’ts and remembers that will make you a better leader.

46

Never go to school in a dirty car!

#1

47

Don’t step in too quickly.

#2

You might end up on your xxxx!

48

Remember: One sentence from you ….

#3

…. can mean a week’s work for them!

49

Never finish a praising comment with ….

#4

…. BUT…!

50

Don’t tell 400 parents off, when ….

#5

…. three of them park badly !

51

Don’t ask to see someone ….

#6

…. in their 15 minute break!

Sit down? Coffee? Loo? I wish!!

52

Think! No matter how relaxed you feel ….

#7

…. they never forget you’re the boss!

SCHOOL BBQ

53

Don’t let anyone feel ignored!

#8

54

Smile and say, “Good Morning” ….

#9

…. to everyone you see!

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Make good manners school rule #1 ….

#10

…. and be the best example!

May I?

56

Remember: School staff need calories ….

#11

…. and you should provide plenty!

57

Don’t moan at all the staff ….

#12

…. when one person gets it wrong!

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Remember: Staff are people ….

#13

…. who have lives out of school!

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It’s good to show you are human ….

#14

…. just don’t overdo it!

60

Make yourself available ….

#15

…. for the informal word.

61

Always sound positive ….

#16

…. no matter how steep the climb!

62

Delegate, trust and support.

#17

Don’t “micro-manage”!

63

Promote confidence and enthusiasm ….

#18

…. by giving permission for risk-taking!

64

Listen to the children.

#19

“Out of the mouths of babes!”

65

Meetings are unavoidable ….

#20

…. so prepare and make them work!

66

Be observant of feelings and moods ….

#21

…. and respond with care!

67

No matter how you feel inside ….

#22

…. look calm on the surface!

68

Make your own learning a priority.

#23

There’s no excuse with the Internet!

69

Know ….

#24

…. when it’s time to go!

70

Curricular Targets (Without Levels) Target Sheets across the Curriculum: Years 1 to 6 This excellent resource provides target sheets across the National Curriculum using the hugely popular "Not As We Know It" formats for pupils, parents and teachers.

Assessing and Developing Leadership in Schools Assess and develop the attributes of leadership in school. Supports performance management of the leadership group.

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40 leadershipno nos&24goldenrulesv3.2stl

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Transcript of 40 leadershipno nos&24goldenrulesv3.2stl