How the next generation of edtech empowers teachers
The edtech industry has rapidly grown in recent years, with tech giants, start-ups, and everything in between embracing educational initiatives. A simple analysis of the market’s growth reflects an emphasis on education reform Craig Scott, VP of technology at ViewSonic, explains how the most effective edtech resource is one which empowers teachers… Teachers shouldn’t have to learn tech to teach, and the next generation of EdTech is on a mission to provide holistic solutions to educators through interoperability, streamlined communication, and improved user experience (UX). However, greater consideration reveals that the EdTech market is at a crossroads that straddles commercially-driven oversaturation, and altruistic educational goals. When it comes to EdTech, I say without hesitation, the most effective resource you can have is an empowered teacher. However, through little fault of their own, teachers often lack the confidence to teach using tech. Many have either been insufficiently trained on specific resources, limiting them experiencing the full benefits of its functionality and capabilities, or simply don’t have the confidence to use the technology that appears in their classrooms overnight, much less how to teach it to students. As a result, the decisions they make about using it in their classroom often fail to make any real impact on teaching or learning. Empowering teachers For technology to be embraced and adopted by teachers, it needs to be holistic, reliable, streamlined, easy-to-use and simple to implement; from experience, this is exactly what the next generation of edtech providers is determined to provide to educators. When fully understood and used correctly, audio-visual (AV) systems such as digital whiteboards, interactive screens with multi-touch functionality and tablets for example, have the potential to create a wholly immersive and engaging learning environment. Through the use of digital whiteboards alone, teachers are able to display rich content and dynamic example, making their lessons more effective, engaging and creative. And as teachers become more confident with these types of technology, they can encourage students to interact with activities and tasks relating to the lesson – be that through full-colour images, detailed diagrams, or even video content, helping to encourage active learning, all the while promoting a more inclusive environment. We have to remember that today’s students are digital natives; they gravitate towards technology and use it with ease. Being able to use technology to bring concepts to life in a visual way, either through images or video, can really improve their classroom experience, and in turn, significantly increase their level of engagement. Benefitting students Active learning is also a good way to bring students together, regardless of their abilities or skills. Traditionally, students are put in pairs or small groups and asked to work around one computer or several books. However, the challenge here is that one student tends to take the lead, leaving the others to sit either side, meaning they often lose interest or switch off. Introducing effective edtech resources means teachers are able to simply and easily set tasks and get groups working on the same board at the same time, giving each member more of an active role, and equal responsibility. The quality of the work carried out by students is also improved as teachers become more confident introducing new technologies to set homework and incorporating it into projects. When edtech empowers teachers, it empowers each and every student sitting in front of those teachers – the edtech leaders of tomorrow. Surely, this should be the ultimate aim of all edtech providers? It certainly is for ViewSonic. Visit ViewSonic at Bett 2019 at Stand D180 or go to viewsonic.com for more information.
CLA and Kyocera introduce new app to simplify copyright
The Copyright Licensing Agency (CLA) has partnered with KYOCERA Document Solutions UK to create a new app that collects information about school copying, thereby reducing the burden of administration for schools. ‘CopyScanPublications’ is a free app that can be installed on the school copiers and scanners to collect the copying data that is required by CLA to make royalty payments to authors, visual artists and publishers. The app captures copying done by staff of any articles, chapters or other extracts from publications that they use for teaching. Currently, although the process works it is largely manual and can be time-consuming for school staff who are asked to fill forms and provide separate copies for CLA. This takes time and often leads to incomplete returns or important details missed through human error or time pressures. The KYOCERA app will reduce the inconvenience and administration time taken in providing this information. CLA will be able to capture accurate real-time data on the copying made in schools and school staff will be able to make copies and scans as normal. Kevin Gohil, Chief Operating Officer and Group Chief Transformation Officer at the Copyright Licensing Agency said: “Our mission is to simplify copyright for content users such as schools and colleges and to make sure that copyright owners receive fair payment when their work is copied or re-used. A big part of this is making it easier for our customers to tell us what they are copying so we can make more accurate payments to the copyright owners – the authors, visual artists and publishers. We asked KYOCERA to use their expertise to help develop the technology to digitise the capturing of the copying information we need. The end result is an innovation that streamlines the process for us, school staff and the copyright owners.” Rod Tonna-Barthet, Chief Executive Officer at KYOCERA Document Solutions UK commented: “With nothing else like this app on the market today, our devices now offer a more complete solution to schools. While KYOCERA is best known for print, everything we do focuses on improving document workflow. This project combined our talent for innovation with our company ethos of doing the right thing. “According to the National Education Union one of the main reasons teachers leave the profession is because of the burden of paperwork they have to do. Our app is genuinely making a difference in cutting that burden down, helping teachers to spend more time doing what they do best: teach.” More information on CopyScanPublications be found here: kyoceradocumentsolutions.co.uk
Outstanding school to become first Academy in Frank Field Education Trust
Wilmslow Grange Community Primary School in Handforth, Cheshire, has been approved to become the lead school in the Frank Field Education Trust (FFET). FFET is chaired by well-respected, long standing local MP for Birkenhead and champion of social justice, Frank Field MP. Its ethos is to promote social justice through outstanding educational provision to improve the life chances of all children and young people, including those from disadvantaged backgrounds, so that they fulfil their potential. Wilmslow Grange will become the first Academy in and is rated Outstanding in all areas by Ofsted. Its results are amongst the top-1000 in the country with a national profile for curriculum development and the inclusion of pupils with Autistic Spectrum Condition and other Special Educational Needs. Wilmslow Grange staff will assist schools that subsequently join FFET with this expertise. It is anticipated that FFET will be announcing the conversion of subsequent Outstanding schools imminently. Tom Quinn, Chief Executive Officer of FFET, said, “We welcome Wilmslow Grange joining FFET. We are honoured that such an Outstanding school should become the Lead school in our Trust and we look forward to them supporting subsequent schools to offer exciting, high-achieving curricula whilst retaining an inclusive ethos.” Mark Unwin, Headteacher of Wilmslow Grange, said, “We are very pleased to be joining the Frank Field Education Trust and find that their high-expectations and desire for a rich, exciting educational experience for all children accords very closely with our own. We believe that our expertise can assist schools within the Trust and promote social justice for the most disadvantaged schools and families in the North West in line with FFET’s vision and we look forward to an exciting next stage of development for Wilmslow Grange.” About the Frank Field Education Trust The Frank Field Education Trust (FFET) is chaired by well-respected, long standing local MP for Birkenhead and long-term champion of social justice, Frank Field MP. The Trust’s ethos is in line with that of Frank himself; it will promote social justice through outstanding educational provision to improve the life chances of all children and young people, including those from disadvantaged backgrounds, so that they fulfil their potential. FFET welcomes schools sharing this ethos to join the Trust and hopes a number will do so over the course of this academic year, with all growth carefully managed and in the best interest of pupils. For more information on the Frank Field Education Trust school, see wilmslowgrange.cheshire.sch.uk
DigiLab 3D45 Review: Dremel’s 3D printer is school friendly!
With 3D printing making a splash in industry, schools are beginning to invest in the technology to help prepare students for future careers. But with the cost relatively high and the technology still emerging, is it worth handing over much-needed funding? Here, we review the Dremel DigiLab 3D45 model to explore whether 3D printing is a realistic avenue for schools to explore. Armed with a scraper and two sticks of purple glue, our tech-minded colleague Frank McLaughlin set up the DigiLab, which was generously loaned to us by Dremel (part of the Bosch group). Dremel launched their DigiLab 3D45 at the BETT show recently because it has been designed specifically for schools. Frank had a good knowledge of how 3D printing works – although he had never used a 3D printer before – and informed me that a spool of plastic thread (or filament) was responsible for printing the 3D objects. So we loaded the spool into the side of the machine and threaded the filament into the correct parts. Dremel informed us that an environmentally friendly, plant-based plastic, PLA, can be used with the DigiLab. Creating awe and wonder in DT On reading the easy-to-follow, relatively short set of instructions, we set about choosing a design to build. The touch-screen menu allowed us to easily navigate to a frog model, which the printer informed us would take 1hr 30mins. We took the purple glue stick and lubricated the glass platform to avoid the object from being welded onto the plate. Over the next couple of hours, with the lights dimmed and the printer illuminated like some kind of plastic-melting UFO, staff from around the office bobbed in to express their awe and wonder. Thanks to its fully enclosed see-through chamber, we could see every stage of creation as the hair-thin strands of melted plastic build up the shapes, layer by layer. With cries of “It’s like magic!” and “What else can we make?” it’s clear to see the excitement levels in schools will be piqued with a 3D printer. The possibilities are endless and the only limits are the students’ imagination. The end completion time was extended throughout printing, so the first job ran over our working day. Frog ended up remaining headless, however we were able to see the honeycomb effect within the body of the objects printed – which saves on filament and is fantastically strong. There’s also an integrated camera so students and teachers can monitor and control multiple printers remotely. Frank monitored the printing of the first object – while printing the machine should not be left unattended, something to consider when longer jobs are being built in school hours – and then began creating his own designs including a QA Education logo and a Euromedia heart keyring. As well as a few designs included with the printer to get you started, nets are available on the web if students want a quick start. Designing your own net can be done in a variety of software packages such as Autodesk’s Print Studio. Cross-curricular potential After using the printer and discussing the possibility of creating various objects, we realised that a 3D printer can be fully cross-curricular as well as improving DT and computing skills. Studying business? Make an object to sell at enterprise. Art student? Design your own decorative object. Future engineer? Solve a problem by building a solution. Dremel are keen to impress how important it is that pupils have a good knowledge of 3D design and build. John Kavanagh, Dremel’s global president, said, “3D printers have become an essential teaching tool as the world’s economies gear to the needs of the next industrial revolution. The Dremel DigiLab suite provides the tools and range to inspire children and give them the skills they’ll need for the workplace of the future. The DigiLab 3D45 is the first 3D printer designed to perfectly suit the school environment. It combines simplicity of use and reliability with the capacity to produce advanced designs at a price that schools can afford.” Michael Miller, technology and computer science teacher at Otsego Public Schools in the USA and a Dremel 3D Ambassador, said, “The integration of 3D printing into the classroom, from design and technology to history, inspires students. The Dremel Digilab 3D printing product suite is perfect for introducing children to the basics of 3D design and printing, and enabling them to develop their skills from starting school to heading to university. 3D printing is a great way to close the disconnect between the skills we teach in the classroom and the world of work.” QA Education checks out software, preparation and the scope for students with the Dremel DigiLab 3D45 Here, Frank gives his technical review and suggests how the 3D printer can be operated in DT lessons: • Set-up speed: To set the DigiLab takes hardly any time at all. It is built for easy usage, all of it is pretty much self-explanatory. • Ease of use: The printer is almost plug in and print. It’s so easy to use, you just add the filament, hook the filament to the extruder, calibrate the glass platform (which is literally pressing a button) and you are good to go. • Time: The DigiLab takes around five minutes to heat up before it can begin sculpting. The clock is not always dependable with sculptures sometimes taking up to an extra hour longer than expected. Despite the guesstimates the DigiLab’s speed, for what it prints, is impressive. • Display: The DigiLab utilises a clear and user-friendly interactive touch screen to display how long the sculptures will take to create. It also shows the temperature of the glass platform as well as the temperature of the nozzle. • Noise: The machine is quite loud, as can be expected of a 3D printer, so may need to be sited away from pupils’ desks. • Software: Works best with recommended files .g3drem and these can be created with relative ease with the Autodesk Print Studio. Just
Teachers on social media – the dos and don’ts
2018 – everyone is online students, teachers and parents In light of recent news that one in three teachers have reported derogatory comments posted about them on social media from parents and children, the discussion around student and teacher communication practices is becoming increasingly vital. The interaction with teachers on social media raises a lot of questions: Is there a need for out-of-school hours communication? If so, what channels should they be using? Do teachers need to be more careful about revealing their identities on social media? First and foremost, we need to be clear that teachers are just as at risk from cyberbullying as anyone else in a public facing role. People can be surprised that teachers fall victim to online hate but, as students (and parents) become more and more social media savvy, some can feel empowered to make negative comments about their teachers online under the guise of anonymity. How to get the right balance Context rather than content Every school has a policy, but sometimes it can be difficult to follow especially when social media is such a natural habitat and part of everyday communication. Students in particular see social media as their communication channel of choice and recognise few boundaries in the nature and purpose of messages used on these platforms. A student with a question about their homework may think they’ll get a quicker response sending you a DM, but anything deemed to be personal (i.e. outside official school channels such as work email addresses for example) takes the conversation away from a safe transparent place; regardless of the topic of conversation, it is the channel that makes it inappropriate. Ideally, your school should have a communication platform that allows appropriate and transparent communication, so students and parents don’t feel the need to approach you on social media, and you have somewhere to drive the conversation towards if they do. If you do find yourself being contacted on your social channels, let them know about the school policy and how it would be best to speak to you. That way, they will understand it’s not you being unfriendly, but a matter of protocol. Fake names and pictures Although everyone has the right to their own personal profile, if you use your full name and have a photo of you on your profile it will make it easy for students and parents to find you. Consider using an anagram of your name and a scenic photo for your main picture. Check your Facebook settings – you are sometimes searchable by your email address or phone number. Facebook regularly change their algorithms so stay on top of your privacy settings and visibility. It is important that you have a clear separation between your personal and professional digital footprints. Your profile Before you feel overwhelmed at having to watch your every move on social media, most professions now warn of the dangers of showing too much online as being harmful to job applications or promotions. As a teacher you are a source of fascination for students who only ever know you in your teacher role. Your public profile should show minimal information. If there’s nothing to look at, there’s nothing for students to gossip about, and there’s less incentive to add you as a friend. New social media When we think of teachers and social media, the problem traditionally lies with Facebook. Not any more. Snapchat, the darling social platform of Generation Z, is a huge no-no when it comes to interacting with students – with messages and images that disappear, it can look suspicious to parents and senior staff that any communication has taken place at all. It’s the same with WhatsApp, with its encrypted messaging system, allowing complete privacy of conversation. Ignore any messages from students on these platforms and bring it back to real-world communication. Good communication Despite the risks, controversy and sensitivities, it’s important to remember the advantages to developing good communication with your students and their parents when done so appropriately. Respecting the feedback loop between parents, students and teachers is not only a good idea, it’s essential to the happy and successful progress of the student’s education – just as long as it’s done in the right way and using the right channels. “If you invest the time earlier to create structure and process around communication, planning, and goal-setting, you can prevent missteps before they occur.” Christine Tsai By Rob Eastment, Head of Learning, Firefly
Physical computing: teaching the teachers
FutureLearn offer CPD on the teaching of computing. Here, programme coordinator Dan Fisher and training manager James Robinson explain why their course ‘Teaching Physical Computing with Raspberry Pi and Python’ – using the mini-computers alongside the coding programme – is changing the way teachers think about computing and how they can improve the future of programming in the UK. 1. What is “physical computing”? How is it used in industry? Physical computing means interacting with real-world objects by programming them from a computer. Examples include programming an LED to flash, reading environmental data from a sensor, or even controlling robotic objects. Applications like these are all around us in everyday life, from traffic signals and ticket barriers to driverless cars and assembly lines. Behind each of these applications are algorithms and programs that govern their behaviour. Physical computing is combining hardware and software in order to create something useful or productive, or simply just for fun. 2. Why is it important to teach physical computing to pupils and from what age do children learn these skills? Many concepts in computing are abstract and symbolic, which presents a huge challenge for learners who are new to the discipline. Physical computing connects these concepts to something concrete and tangible, where learners can see the direct impact of the programs they write. When a learner (of any age) flashes an LED for first time, it’s a literal lightbulb moment: instructions they gave the computer produce an output in the real world! From there they can go on to control other outputs, as well as reacting to inputs. A challenge in teaching computing is finding engaging contexts that learners can relate to. We think that physical computing is one of the most engaging and most useful contexts in which learners can thrive. 3. Is it a worry that technology is advancing so quickly when some teachers aren’t receiving adequate training? How can schools combat this? As technology advances, educators and learners alike need to be able to adapt to the new possibilities that it brings. However, there seems little value in focusing on learning about specific technologies, as these invariably adapt, improve, or become outdated. Instead, educators should use current technologies to learn and teach about the core concepts of computing. For example, instead of learning a specific programming language, we should instead focus on learning programming using any appropriate language(s). Teachers should club together to work on physical computing 4. What advice do you have for staff who are concerned that their computing skills aren’t up to scratch? There are many resources out there to support educators. One of the best resources is simply other educators, which is why all our online courses are created by educators for educators and have a collaborative approach throughout. Educators can also sign up for Hello World, a free magazine for computing educators, by other educators. Start an informal computing club such as a Code Club or CoderDojo, test out some ideas, and learn alongside your learners. This way you can find out what works and what doesn’t, discover what engages your learners, and trial ideas that you can then take to the classroom. More advice on how to develop as a computing teacher can be found in our Hello World article by experienced teacher James Robinson. 5. What is the next advancement in computing which you foresee teachers needing training on? As suggested earlier, new technologies don’t necessarily change the fundamentals of computing. That being said, there are areas of computing that, over time, are become more and more important. As technology becomes more and more embedded in our daily and personal lives, there is a greater need to understand how it works and the impact it is having. Topics like encryption, machine learning, AI, and computer ethics are going to become increasingly important for students and therefore educators to understand. A reasonable understanding of the principles of computing is needed in order to engage in these important and highly relevant topics. For more information on FutureLearn, see www.futurelearn.com. For information on RaspberryPi mini-computers, see www.raspberrypi.org
Embedding a life-long love of science through a high-quality resource
Executive head teacher Malcolm Drakes explains how a science resource has changed the way that the subject is being taught across Broadford Primary School… “Pupils at Broadford Primary School wake up excited at the prospect of the school day ahead. We work to give the 568 children in our care a rich educational experience with challenges and the highest quality teaching. “We want our pupils to develop a lifelong love of learning. This informs every aspect of our work and has won us recognition from outside bodies. This year we were chosen as the Times Educational Supplement Primary School of the Year and we also won the coveted Overall School of the Year 2017. “Here was a set of simple but effective resources that would let us deliver high end lessons with a WOW factor” “It is hard to believe that back in March 2012 Broadford Primary School was in Special Measures. The Senior Leadership Team decided that a systematic and sustained focus on continuous professional development (CPD) was key to improvement. “Within two years the school was transformed. An emphasis on planning, resourcing and training meant that teachers were more confident and competent when teaching core subjects. Creating awe and wonder in science lessons “A fine example of this was the teaching of science. Very few primary teachers have a background or qualification in science. This is a pity because science, taught well, provides some of the most exciting and dramatic moments in a classroom. “We wanted to thrill them with exciting experiments and activities so that even the youngest of our pupils could experience the ‘awe and wonder’ of science. It was a tall order. It was essential to equip teachers with the necessary subject knowledge and to find the money for resources so that they could conduct high quality experiments. “There was no local training we could tap into and we were disappointed to find that many of the science schemes we could buy in would require the teachers to interpret the ideas, resource the lessons and develop their own subject knowledge. “This was going to place too heavy a workload on our teachers and would make it very difficult for us to differentiate teaching so that we could provide high end challenges for our more able learners. “We came across Empiribox and were immediately impressed. Here was a set of simple but effective resources that would let us deliver high end lessons with a WOW factor. “Each month all year groups study the same topic featuring hands-on investigative activity guaranteed to engage pupils of all abilities create a school-wide buzz of excitement and promote collaborative working and best practice amongst staff. “Empiribox was developed by Dan Sullivan, an experienced secondary head of science. It gives us twelve themed monthly packages of inspiring lesson plans covering chemistry, biology and physics and assessment tools designed to measure, track and record pupil development. Everything is mapped to the KS 1 & 2 National Curriculum schemes of work. It is a great time saver for our staff and means we don’t have the stress and anxiety of planning the annual science curriculum. “When you are delivering science sessions you need equipment but we don’t have the necessary space to store science resources when they are not in use so we were delighted to discover that Empiribox would deliver a trolley load of specialist equipment for every year group and collect it when the classes had finished that topic. “This is such a brilliant idea: it keeps down our capital costs, makes best use of our limited storage space and provides all the kit needed for exciting hands-on activities designed to enthral pupils of all abilities.” “The training provided by Empiribox is a key benefit for us. We estimated that the cost of training 25 teachers for three days would typically total upwards of £10,000 alone, so the Empiribox package represents an affordable solution for our school and the CPD they provide is free. “The company provides a termly CPD training programme delivered by science graduates which boosts the confidence of our teachers and makes sure lessons go with a bang – sometimes literally! “Empiribox was rolled out across the whole of KS1 and KS2 from February 2015. Each month all year groups study the same topic. They enjoy practical investigations suitable for the whole ability range and we even find staff talking about the topics and working together so there is a school-wide buzz of excitement. “They have access to online resources to support planning and to enable them to answer questions from curious pupils and Georgina Barron, our AHT for Curriculum, regularly observes the lessons and then helps teachers to develop the quality of their teaching “We have been working with Mead Primary School, one of our partner schools in the federation. The teachers can work together on training, planning and evaluation so pupils at both schools get access to the same high quality teaching. It also means that science teaching in the federation is not just the responsibility of one member of staff so we can ensure consistency even if staff leave or are absent long-term. “Teachers are building their skills and subject knowledge. Tej Lander, a Year 4 teacher, told me, ‘Empiribox has really helped me to develop my scientific knowledge. My confidence with the vocabulary and how to address misconceptions has really improved with the training.’ “His pupils are very appreciative too. Paige said, ‘The teacher demonstrations have been amazing. When my Mr Lander blew the top of the paint can off it was incredible. It makes the learning so much fun.’ “When we asked the staff, 90% agreed strongly that their scientific knowledge had improved while 100% said they were more confident at planning and delivering experiments with their classes. “Working with Empiribox has significantly helped to raise
The Importance of Gates and Access to School Sports Areas
Emily Thompson, Marketing Manager of GateQuote, offers some guidance, and looks at why good and safe access to play and sports areas are essential. Gates can be used in a variety of ways, mainly outside in a residential or commercial capacity. Ranging from automatic security gates, to a standard driveway gates, there is one important type of gate that often goes unnoticed – gates and access to play and sports areas in schools. Physical Education and Sport play a very important part in the life of children at school, young people learn more about key values, such as co-operation, teamwork, fair play and respect for themselves and others. Therefore, an effective and safe environment is key to its success. In a school environment, most fencing and gates are used when there is either a need to prevent children straying away from the area, or to keep sports equipment in. In this post I will offer a few top tips and important considerations to take in when assessing or planning sports gates in school. Firstly, all fencing, gate and access control solutions must be carefully considered to ensure they are compliant with the stringent safety regulations designed to minimise the risk of accidents. Multi use games areas, designed to accommodate a variety of outdoor court games, are very popular due to saving costs and space. Attention must be given to creating a suitable play surface, as well as the need to provide a safe enclosure for both players and spectators. It’s a good idea to consider the direction from which students or children will approach the area. Are they coming from a changing room, or a class room? Detours can affect time, and it goes without saying the entry should be convenient. There should be enough width to allow passage of all equipment and wheelchairs, a minimum of one metre is a good start. The gates and access, should normally open outward, except when opening outwards may cause a hazard like a road or drive. Another consideration is for the gate not to close quicker than 5 seconds, to give enough time to go through without the gate striking the back of a child, when walking through. A self-closing mechanism, is a very popular choice to help maintain the gate in a closed position. Mechanisms can vary from a simple spring to offset hinges. Again, it goes without saying that gates should be locked when the area is not it use. It’s important there aren’t any accidents when the area is accessible unsupervised. Which brings me onto the issue of emergency access. It should be recognised that even in the best regulated area with the best teachers or supervisors, accidents can occur and therefore access for emergency vehicles is essential. An ambulance requires an opening of at least 2.15m and ideally an ambulance should be able to get right up to the area. When gates are the sole means of access to a playing field or larger area, they should be wide enough for an ambulance trolley bed. Disabled Access is one of the most important features of a gate, the Disability Discrimination Act requires reasonable provision for disabled people. This means that not only should gates be suitable for wheelchairs but also that these should be able to get to the play area unhindered, for example, no gravel paths. When looking at the issue of safety, there is a lot to consider. It is important that there are no finger or hand traps. This means that there should be a minimum gap of around 12mm between the gate and the posts etc, both sides of the gate. This minimum gap should be maintained throughout the full range of movement of the gate throughout its full arc. Also, there should be no sharp edges or fixings. Gates should ideally be of a different colour to the fencing to make their location easily identifiable to those with visual impairment. Gate latches, if present, should be able to be operated from both sides of the gate, and any projecting bars for catches should ideally be mushroomed at the end (These are normally at eye height for a small child). Bigger gates will require extra strong hinge and slam posts. They will also require heavy-duty hinges etc. Finally, in my opinion, the most important consideration is to ensure that children are supervised at all times when entering and playing inside a gated sporting environment. This is the best way to ensure that gates and access aren’t misused or used dangerously.
Being a Primary Deputy Head, This Much I Know…
Laura Knight When I was 11 years old I knew that I wanted to be a primary school teacher. It wasn’t just the influence of having parents as teachers (they didn’t put me off!) I just knew that I liked doing pretty much everything. I loved learning and I loved the day-to-day variety of being busy doing different things at school. It’s this sense of being into ‘everything’ that has seen me progress from class teaching into my current role as a Deputy Headteacher. Being a Deputy Head is an ‘everything’ job. Teaching commitments aside, not that this is in any way a small part, the sheer range of tasks that a Deputy may be required to perform means that the role is a very unique one indeed. Spinning Plates The job title signposts that on some occasions, when the Headteacher is out, you have to do all of the things they do. And then some. I have worked with a number of Heads who say that the Deputy Head role is harder than their own. Whether this is accurate or not, it is certainly true that as a Deputy you have your fingers in a great many pies. First and foremost most Deputies teach! Teaching children and the reward you gain from watching them learn is central to why we do what we do. It’s what stands teaching apart from so many other run of the mill jobs. I no longer have a whole class teaching commitment. Instead I continue to interact with the children through cover, intervention groups and mentoring. Now the highlight of my day can follow a tentative knock on my office door, when a small person brings me their best work to celebrate. I know that when you are a Deputy, balancing fuller teaching responsibilities alongside your leadership role can be a demanding and challenging task. Maintaining high quality planning, preparation and marking whilst ensuring you fulfil other strategic and supporting roles as well as the day to day business of helping to lead the school can require skill, organisation and a persistent drive. In many schools it can be the Deputy Head who is on the ground, involved in developing effective practice, focussed on improving teaching and learning. As such, much of a Deputy’s time can be taken up with coaching, support and discussion. Working with staff can be as rewarding – and frustrating! – as working with the children. After the children the school’s greatest resource is the teaching staff and the relationship you develop with them is fundamental to the success and happiness of the school. I know that a crucial part of a Deputy, or any Senior Leader’s role, is nurturing the staff, training them and facilitating development opportunities and trusting people to do a great job. Taking the time to reflect upon and appreciate the positive impact you make as a Deputy is important whether that be with the progress children or other teachers make. “Have you got a minute?” ….And the answer, although sometimes I dearly wish to say ‘no, sorry’, is always ‘yes, of course.’ As a Deputy you find yourself in the middle of everything, the go-between, bridging the ‘gap’ between the teaching staff and the Head. This can be quite an interesting place to be to say the least. At times, in any school, hard questions have to be asked and you can find yourself having challenging conversations. Finding the best way to deliver a difficult message takes diplomacy and sensitivity, the more constructive you can be the better. Remembering to temper tough issues by reinforcing the positive and using praise can make the difference when trying to support others. Sometimes this can make you popular and sometimes, well, not so! You have to resolve yourself to the idea that you cannot always get everything right for all people but I know that you always need to have an open door, a box of tissues and a listening ear. I once worked with a Head who explained to me the 80:20 rule. In schools this translates to the way in which you spend 80% of your time focussed on 20% of children, staff or parents. For example I spend 80% of my time supporting 20% of our teachers, specifically the NQTs. Sometimes it means that I don’t always get to see all staff regularly and out of the classroom this can be quite isolating. Popping into classes, getting into the staffroom and being a presence around school or the playground can be important to ensure that you are accessible and approachable for all. The one person you can probably spend more time working with and have a far greater understanding of than anyone else in the building is the Headteacher. Now I have worked with many, many Heads in my career and they have all had their special foibles, talents and quirks. The reciprocal relationship between Head and Deputy is a distinctive partnership in any school. With a great Head you can learn what can make a really great school and be cultivated into a great senior leader yourself. The place of a Deputy Head to support and challenge the Head can also be an exceptional position to be in. And whilst you can be the buffer for the staff to share their worries with, it’s important that you and the Head are there to back each other up too. Relieving tension by having the occasional moan can be supportive, as can be finding things to laugh about. As a Deputy I know that from listening to woes, to answering questions, to sharing jokes and relaying tricky messages being a good communicator really helps. To do or not to do? Like many teachers I love a good to-do list – I have long handwritten ones, colour coded ones with deadlines on my iPad, collections of scribbled Post-it notes and even a bedside notebook or two. In truth, at my school, my Girl Scout preparedness and slightly OCD organisation is a cause for