Developing Leaders Presentation

1. Developing Leaders
Mr. David Heath
Monday 11th July

2. Presentation Outline and Structure
Personal
areas for
development
- Theory
- SC
Gap
Data -
International
National
Biddulph
Causes &
consequences
Solutions and
next steps

3. Personal Areas for Development
Belbin’s Team Roles
Strengths Development
Evaluation

5. Delegate more
Avoid conflict
less
Be less detail
orientated
Increase
impact outside
classroom
Consider
‘bigger picture’
more Personal
Success
Criteria

6. Personal Areas for Development
Strengths
Areas for
Development

7. Gender Gap in Literacy Proficiency
Why do boys often
underperform in reading
and writing when
compared to girls?
What can schools can
do to close this
gender gap?

8. Phase 1 - Research
Reports
Data
Strategies used in
other schools
Implementation

9. International Context
• An international PISA survey in 2012 reported that
15-year-old boys were more to be low-achievers in
school.

10. Morgan says:
‘rate our success by PISA’
• Source: schoolsweek.co.uk
• Feb 27th 2016
• Triennial results
• 2015 results not available

11. National Context
• In England, the mean score for boys was 487
and for girls was 512.
• A difference of 25 points (40 points =
approximately 1 year of school)
• Girls make much more progress with literacy
and reading (7 ½ months) and so achieve
more in literacy-based subjects.

12. National Context
• The higher attainment of girls in
reading is a common pattern seen
in National Curriculum tests in
England.
• It is also found in other
international surveys such as the
‘Progress in International Reading
and Literacy Study’ (PIRLS).

13. • Boys education ‘ignored by Government policy’, warns Ucas chief
• Category: In the News
• Author: The Telegraph
• Posted on January 6, 2016
• Number of white working class boys taking AS or A-levels ‘shockingly low’
• Category: In the News
• Author: The Guardian
• Posted on November 12, 2015
• White working class boys from poor neighbourhoods unlikely to do A-levels
• Category: Press releases
• Author: Sutton Trust
• Posted on November 12, 2015
• Poor white boys are bottom of the class
• Category: In the News
• Author: The Times
• Posted on October 30, 2015
National Context

14. School Context
SISRA
• Y10 - KS2 prior attainment in reading average score
= 4.72 for girls and 4.52 for boys
• Y9 - KS2 prior attainment in reading average score
= 4.63 for girls and 4.59 for boys

15. Phase 1 - Research
Reports
Data
Strategies used in
other schools
Implementation

16. Meta Data

17. Phase 2 - Implementation
Barrier: Action Taken: Project S.C.:
i) Many
teachers have a
limited
knowledge of
contemporary
and attractive
texts for boys.
- Gary Wilson
- Meeting with
R. Mullen
- Orders
- Circulated list
of new books
for boys to
Progress Tutors
- Display
Delegate more
Increase impact
outside the
classroom
Inspiring others

19. Phase 2 - Implementation
Barrier: Action Taken: Project S.C.:
ii) Boys tend not
to value learning
and reading as a
mark of success.
- ‘Why Read?’
video sent to Y9
and Y10
Progress Tutors.
- Created
‘Benefits of
Reading’ PP and
distributed to
Progress Tutors.
Delegate more
Increase impact
outside the
classroom
Inspiring others

21. Benefits of Reading

24. Phase 2 - Implementation
Barrier: Action Taken: Project S.C.:
iii) At home, girls
are more likely to
be bought books
and taken to the
library than boys,
and mothers are
more likely to
support and role-
model reading for
their children than
fathers.
- Display of male
role models
- PP had
recommendations
by male staff.
- Letter where
fathers (and
mothers) are
encourage to
become more
active as reading
role-models.
Increase impact
outside the classroom
Consider ‘bigger
picture’ more

25. Recommended by
Mr Murray

27. Phase 3 – Accelerated Reader
• Electronic system tracking who is reading what
• Motivational reading practice quizzes
Increase impact
outside the
classroom
Future focus
Inspiring others
Consider ‘bigger
picture’ more
Delegate more

28. Increase impact
outside the
classroom
Future focus
Inspiring others
Consider ‘bigger
picture’ more
Delegate more
Be less detail oriented

29. Delegate more
Avoid conflict
less
Be less detail
orientated
Increase
impact outside
classroom
Consider
‘bigger picture’
more Personal
Success
Criteria
Future focus
Inspiring others
Impact and influence

31. The Boys’ Reading Commission
• The Boys’ Reading Commission has found that boys’
underachievement in reading is associated with the interplay of
three factors:
• The home and family environment, where girls are more likely to
be bought books and taken to the library, and where mothers are
more likely to support and role model reading;
• The school environment, where teachers may have a limited
knowledge of contemporary and attractive texts for boys and
where boys may not be given the opportunity to develop their
identity as a reader through experiencing reading for enjoyment;
• Male gender identities which do not value learning and reading as
a mark of success.

32. Accelerated Reader
Findings of the Education Endowment Foundation
research
AR produces “particularly positive effects” according to an
independent study by the Education Endowment
Foundation (EEF) and Durham University.
“The internet-based programme increased the reading
age of pupils by three additional months in just 22 weeks.
The effect on low-income pupils was even greater, with
their reading age improving by five additional months in
the same amount of time.”

33. • Have you considered the risks of focusing
only on boys’ reading?

34. The risks of focusing on boys’ reading
• We must also be careful not to disadvantage girls who
struggle with reading. However, existing research and the
findings of this commission suggest that approaches that
effectively support boys are equally girl-friendly. They are
perhaps better thought of as quality teaching.
• Boys are not a homogenous group; they are not all failing. In
focusing on this issue there is a danger that we can
overemphasise and make it a self-fulfilling prophecy;
arguments that imply boys are not expected to be good or
enthusiastic readers are simply reinforcing it as a social norm.
• However, the long-term impacts of low literacy have such a
massive influence on future life chances that we feel it is our
responsibility to address the issue and unpick the evidence.