NPQLBC
LeadingBehaviour Systems
Face-to-faceevent2
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Welcome
Participant Learning Journey Learning review
Deliberate Practice
"Effectiveleadershaveapositiveimpacton students,colleaguesandthewidercommunity throughpersuading,convincingandbringing othersroundtotheirperspective.They understandothers’perspectivesandprioritiesand tailortheircommunicationtosuittheiraudience."
-BestPracticeNetworkNPQLeadership
Eventprogramme
LengthActivity
30minutes
Registrationandrefreshments
Sessionone:welcome,ParticipantLearningJourneyandlearningreview,DeliberatePractice60minutes
Sessiontwo:keythemesandconcepts:theresearch60minutes
Break10minutes
50minutes
Sessionthree:whatdoesthispracticelooklikeinaction?
Sessionfour:designwhatitcouldlooklikeinyoursettingandhowyouwillleadit60minutes
Lunch40minutes
65minutes
Sessionfive:presenttoothersandfeedbackondesignandleadershipbehaviours
Break10minutes
Sessionsix:learningreviewandpreview45minutes
Sessionseven:nextsteps,ParticipantLearningJourneyandQ&A20minutes
Close
Someinternationalgroups
Login
Event2a:60minutes
Event2a:60minutes
Event2a:10minutes
Event2a:50minutes
Event2a:5minutesSessionintroduction Event2b:55minutesRestofsession
Event2b:60minutes
Event2b:10minutes
Event2b:40minutes
Event2b:20minutes
Eventaimsandoutcomes
•Toreviewlearningandapplicationsofarandarticulateshiftsinknowledgeandunderstanding tothispoint
•Toengagewithakeylearningthemeof‘LeadingBehaviourSystems’:awhole-settingapproach tobehaviour(DfEcontentareas‘Enablingconditionsforgoodbehaviour’and‘Complex behaviouralneeds’)
•Tobefamiliarwithkey‘learnthat’and‘learnhowto’statementsforCycleTwo
•Todiscussresearchanditsimplicationsforpractice
•Toalignresearchtoapplicationthroughothers’practiceandthentoownpractice
•ToidentifylearningpathwayforremainderofCycleTwotoaddressareasfordevelopment
ParticipantLearningJourneysofar Youarehere
Individualtask(10minutes)
UsingyourcompletedLDRandPracticeActivityfeedback,answerthequestionsonResource 3,toreviewyourlearningsofar.
Grouptask(15minutes)
•DrawupagrouplistofthemesarisingaboutyourlearningduringCycleOne(Resource3).
•Identifyindividualgroupmembers’leadershipbehavioursandskillsstrengths(Resource4), andaddthesetoyourgrouplist.
DeliberatePractice:Acalltoaction
Whole-groupdiscussion(5minutes)
•Discusskeythemesandleadershipbehavioursarisingfromindividualandsmallgroupwork.
•HowdowelinkthistotheDeliberatePracticemodel?
SessionTwo
Leading behaviour systems
Keythemes and concepts: Theresearch
Leadingbehaviourandculturecontentareas(DfE)
HowdoIleadthese inmycontext? Improvedpupil outcomes
Leadership Behaviours andSkills
Sessionstatements
Learnthat…
3.1.Whileclassroom-levelapproacheshaveabigimpactonpupilbehaviour,consistencyand coherenceatawholeschool/settinglevelareparamount.
3.2.Wholeschool/settingchangesusuallytakelongertoembedthanindividuallytailoredor single-classroomapproachesalthoughbehaviourprogrammesaremorelikelytohaveanimpact onattainmentoutcomesifimplementedatawholeschool/settinglevel.
3.3.Teacherandpupilbehavioursbecomeingrainedandcanbedifficulttochange,somostwhole school/settingbehaviourpolicyorpracticechangewilllikelytakemorethanaschooltermto demonstrateimpact.
4.1.Despiteconsistentsystemsbeingbeneficialforallpupils,universalbehavioursystemsare unlikelytomeettheneedsofallpupilsallofthetime.
Theresearch:Researchtask
UsetheTaskandResearchsource extractsinResource5toundertakean individualactivity(20minutes)anda groupactivity(20minutes),before engaginginawhole-groupdiscussionto summarisethekeyresearch(15 minutes).
Theresearch:Summary
•Leaderswillwanttotakenoteofteachers’perceptionsabouttheimportanceofconsistency. Teacherssaythattheirschool’spolicyonbehaviourishelpful,butfewsaythatitisapplied consistentlyacrosstheschool.
•Aninconsistentapproachtobehaviourcanundermineothercolleaguesandthesystemitself.
•Teachersandleadersunderstandtheimportanceofconsistencyintheimplementationof behaviourpolicies.
•Leaderscanachieveconsistencythroughregulartraining,mentoringandinductionofnew teachers.Theimportanceoftraininginbehaviourcanbefoundparticularlyatorbeforethe inductionphase.
•Intermsofpromotingexcellentbehaviour,leadersoughttofocusonwhole-schoolcultureto benefitbehaviour,ratherthanfocussingonteachersinisolation.
•Therearethreestagesofpromotingaschoolculturethatdeliberatelyandcarefullyoptimise conduct,characterandacademicachievement:designingtheculture,buildingtheculturein detailandmaintainingtheculture.
Theresearch:Summary
•Interventionsfortargetedpopulationsofstudentswithmorebehaviouralissuesareoftenhighly effectivewhentheyaretailoredtotheneedsoftheindividualsinvolved,ratherthanattempting toimplementthesamestrategiesforallindividuals.
•Whenconsideringwhole-schoolapproachestobehaviour,leaderswillwanttotakeintoaccount theimpactofwhole-schoolapproachesonattainmentaswellasbehaviour:
•Whole-schoolbehaviourprogrammescanimprovebehaviouracrossthestudentbody,but theseeffectsarenotalwayslarge,whichmayspeaktothetimetakentoembedawholeschoolchangeinbehaviourorthedifficultyimplementingsuchprogrammes.Combininga universalandtargetedwhole-schoolapproachcanmeanthatalthoughaschoolmayhavea clearbehaviourframework,thereisalsoflexibilitybuiltintorespondtothosestudents whomaystruggle.
•Itwouldbeworthconsideringtheextenttowhichwhole-schoolapproachestobehaviour interventionsfitframeworksforwhole-schoolapproachesmorebroadly:
•Areallstafftrained?
•Istheresharedresponsibility?
•Arethoseinthewiderschoolcommunityinvolved?
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SessionThree
Leading behaviour systems: Whatdoes thepractice looklikein action?
Sessionstatements
Learnhowto…
Supportthedevelopmentofapositive,predictableandsafeenvironmentforpupilsby:
3.a.Contributingtothecreationofawholeschool/settingapproachtorecognition,rulesandsanctionsthatisbuilt onstrongrelationshipsbetweenpupilsandstaff,complementstheintendedschool/settingcultureandincludesa clearapproachtoescalationofbehaviourincidents.
3.b.Ensuringthatthispositive,predictableandsafeenvironmentisconsistentlymaintainedacrossthewhole school/settingincludingduringextra-curricularactivities,incommunalspaces,onschool/settingtripsand travellingtoandfromschool/thesetting.
3.d.Usingfeedbackandawiderangeofdatafromacrosstheschool/settingcommunitytocontinuouslyrefineand improvetheapproach.
Supportpupilswhoneedmoreintensivesupportwiththeirbehaviourby:
4.a.Contributingtothecreationofawholeschool/settingapproachthatcomplementstheintendedschool/setting culture.
Leadingbehavioursystems:Otherleaders
NickyEasey
TheWroxhamSchool
ElenaDundjerovic BeaumontSchool
Whilstengaginginthecase studies,completeResource7.
MichaelChapman
ChessbrookEducation Centre
DeliberatePractice:Acalltoaction
Whole-groupdiscussion(5minutes)
Howdowelinkournewunderstandingofhowothersareleadingbehavioursystemsandyour‘opportunities’forpracticeto theDeliberatePracticemodel?
SessionFour
Leading behaviour systems: Designwhatit couldlooklike inyoursetting andhowyou willleadit
Sessionstatements
Learnthat…
3.1.Whileclassroom-levelapproacheshaveabigimpactonpupilbehaviour,consistencyandcoherenceatawholeschool/settinglevelareparamount.
3.2.Wholeschool/settingchangesusuallytakelongertoembedthanindividuallytailoredorsingle-classroomapproachesalthoughbehaviour programmesaremorelikelytohaveanimpactonattainmentoutcomesifimplementedatawholeschool/settinglevel.
3.3.Teacherandpupilbehavioursbecomeingrainedandcanbedifficulttochange,somostwholeschool/settingbehaviourpolicyorpracticechange willlikelytakemorethanaschooltermtodemonstrateimpact.
4.1.Despiteconsistentsystemsbeingbeneficialforallpupils,universalbehavioursystemsareunlikelytomeettheneedsofallpupilsallofthetime.
Learnhowto…
Supportthedevelopmentofapositive,predictableandsafeenvironmentforpupilsby:
3.a.Contributingtothecreationofawholeschool/settingapproachtorecognition,rulesandsanctionsthatisbuiltonstrongrelationshipsbetween pupilsandstaff,complementstheintendedschool/settingcultureandincludesaclearapproachtoescalationofbehaviourincidents.
3.b.Ensuringthatthispositive,predictableandsafeenvironmentisconsistentlymaintainedacrossthewholeschool/settingincludingduringextracurricularactivities,incommunalspaces,onschool/settingtripsandtravellingtoandfromschool/thesetting.
3.d.Usingfeedbackandawiderangeofdatafromacrosstheschool/settingcommunitytocontinuouslyrefineandimprovetheapproach. Supportpupilswhoneedmoreintensivesupportwiththeirbehaviourby:
4.a.Contributingtothecreationofawholeschool/settingapproachthatcomplementstheintendedschool/settingculture.
Leadingbehavioursystemsinyoursetting
Smallgroups(30minutes)
Usingallresourcesandlearningtakenfromthedaysofar,taketurns(5–10minuteseach)toreflectoneachperson’s individualcontextandsettingneedsintermsoftheirleadershipofteaching,focusingon:
1.Theimportantissuesforaddressinyoursettings
2.Thekeypotentialsolutionsandpossiblestrategiesarising(Implementationcontentarea-Cycle1)
3.Yourrationalefortheproposedsolutionandstrategies
4.Thechallengesthatmightariseintheprocessofsolvingtheseimportantissues
Individual(20minutes)
•Useyourdiscussionhighlightstocreateoneofthefollowingtoinfluenceeitherthe‘GoverningBody’or‘SLT’(inSession 5)abouttheabovefocuspoints:
•3-4slides,or
•abriefwrittenplan
•Pleaseinclude:
•relevantevidencetoinformyourlisteners
•relevantlearnthatandlearnhowtostatements(includingImplementationstatementsfromCycleOneLDR)
•Iftime,addsomecorrectiveactionstoaddressthechallenges.
DeliberatePractice:Acalltoaction
Whole-groupdiscussion(10minutes)
Followusonsocialmedia
facebook.com/bestpracticenetwork
@bestpracticenet
linkedin.com/school/the-best-practice-network
@bestpracticenetworkbpn
•PleasefollowusonsocialmediaforallofthelatestCPDupdates.
•Sharephotosfromtoday’sFace-to-Faceeventusing#NPQF2Ffora guaranteedretweet!
SessionFive
Leading behaviour systems: Presentto othersfor feedbackon designand leadership behaviours
Sessionstatements
Learnthat…
3.1.Whileclassroom-levelapproacheshaveabigimpactonpupilbehaviour,consistencyandcoherenceatawholeschool/settinglevelareparamount.
3.2.Wholeschool/settingchangesusuallytakelongertoembedthanindividuallytailoredorsingle-classroomapproachesalthoughbehaviour programmesaremorelikelytohaveanimpactonattainmentoutcomesifimplementedatawholeschool/settinglevel.
3.3.Teacherandpupilbehavioursbecomeingrainedandcanbedifficulttochange,somostwholeschool/settingbehaviourpolicyorpracticechange willlikelytakemorethanaschool/settingtermtodemonstrateimpact.
4.1.Despiteconsistentsystemsbeingbeneficialforallpupils,universalbehavioursystemsareunlikelytomeettheneedsofallpupilsallofthetime.
Learnhowto…
Supportthedevelopmentofapositive,predictableandsafeenvironmentforpupilsby:
3.a.Contributingtothecreationofawholeschool/settingapproachtorecognition,rulesandsanctionsthatisbuiltonstrongrelationshipsbetween pupilsandstaff,complementstheintendedschool/settingcultureandincludesaclearapproachtoescalationofbehaviourincidents.
3.b.Ensuringthatthispositive,predictableandsafeenvironmentisconsistentlymaintainedacrossthewholeschool/settingincludingduringextracurricularactivities,incommunalspaces,onschool/settingtripsandtravellingtoandfromschool/thesetting.
3.d.Usingfeedbackandawiderangeofdatafromacrosstheschool/settingcommunitytocontinuouslyrefineandimprovetheapproach. Supportpupilswhoneedmoreintensivesupportwiththeirbehaviourby:
4.a.Contributingtothecreationofawholeschool/settingapproachthatcomplementstheintendedschool/settingculture.
Leadingbehavioursystemsinyoursetting
Smallgroups(45minutes)
Usingpreparedplanorpresentationslides,insmallgroups:
•20minutes:Taketurns(5minuteseach)topresentyourplanorpresentationslides(youraudienceare theGovernorsand/orSeniorLeadershipTeamfromyoursetting)
•Whilsteachpersonispresenting,theothermembersofthegroupshouldrecordfeedbackagainstthe event’sstatementsandpotentialimpactonpupiloutcomes,togivetothepresenterattheend
Resource7 Createdplan orslides
•25minutes:Wheneveryonehasfinishedpresenting,feedbackindividuallytoeachpresenterabout theirplansforleadingbehavioursystemsintheirsettingusingthestatements Whole-groupdiscussion(15minutes)
Returntowholegroupforwiderdiscussion.
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Session Six Learning reviewand preview
Learningreviewandpreview
Individualtask
UsingyourLDR,begintoplanyourlearningpathwayforCycleTwo:
1.RefineyourthinkingonyourLDRasaresultofthelearningtodayinreadinessforthiscycle
2.BrieflyexplainwhyyouhavechosencertainDFEstatementstofocusoninthefinalcolumn
Smallgroupactivity
•Sharethehighlightsofyourindividualthinkingandoutlineyourrationaleforyourchoicesbasedon:
•Statementsofstrength
•Statementsfordevelopment
•Seekclarification,andofferchallengeandsupporttoeachothertoaidprogressandlearning
Session Seven
Nextsteps
ParticipantLearningJourney-Cycle2
Youarehere
Gradebookcheck
1.LogintoCanvas
2.Goto‘Grades’andselect ‘AssignmentGroup’
3.Checkthatyouhave completedthetasksatthe topofthegradebook(tickor 1inscorecolumn)
4.Scrolldownuntilyoureach today’sdateandcheckthat alltaskstothatpointhavea tickor1nexttothem
5.Ifthereareany incomplete/missing,makea noteofthemandprioritise forcompletionafterthe event
Evaluation
•Firstpointofcontact:onlineLeadershipMentor (programme,onlinetasks)
•In-settingapplicationoflearning:In-School PerformanceCoach
•Otherqueries:NPQParticipantSupport
Teamnpq@bestpracticenet.co.uk01179209200
facebook.com/bestpracticenetwork
@bestpracticenet
linkedin.com/school/the-best-practice-network
@bestpracticenetworkbpn
•PleasefollowusonsocialmediaforallofthelatestCPDupdates.
•Sharephotosfromtoday’sFace-to-Faceeventusing#NPQF2Ffora guaranteedretweet!
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