1. New to Year and Phase Leader training – Day two
Tania Cotton

2. The areas of focus for the day:
9am Start
Quick recap of the last session and discussion of the gap task
Your experience of monitoring
What is effective monitoring?
10:30 – 11:00 Coffee break
Creating a monitoring timetable
12:15 – 13:00 Lunch
School policies
Monitoring reports
Monitoring
13:45 – 14:15 Coffee break
Evaluation
Your time!

3. Last session’s gap task
So, how did it go? Have you found it useful?
Have you tried it yourself or with anybody else?

4. Monitoring

5. The first responsibility of a leader is to define reality Max De Pree

6. What is your experience of monitoring?

7. Why monitor? Obtaining a snapshot Recognising improvements
Identifying CPD needs
Assessment
Strategic planning

8. A chance to catch someone out!
What monitoring shouldn’t be…
A chance to catch someone out!
Provide any sense of being ‘done to’ for staff
Too critical!

9. Attitudes towards monitoring…
How do people in your school feel about monitoring?
What potential responses could there be to monitoring?
How could these be avoided?
Involvement and collaboration
Credibility
Sound evidence basis
Knowing your audience

10. This applies to yourself, your team and the children you teach.
Consider your mindset
This applies to yourself, your team and the children you teach.

11. What makes it effective?
Involvement and collaboration
Credibility
Sound evidence basis
As well as:
Being relevant and specific
Being timely
Being cyclical in nature
Most importantly, it needs to be constructive!

13. What is effective monitoring?
What is it that you’re looking for?
By whom and when?
Your responsibility?

14. Roles and responsibilities – the procedural side
What information / procedural duties your HT will expect from you:
Organisation – trips, curriculum / long term overviews
Data analysis
Work scrutiny
Pupil conferencing
Environment monitoring
Observing teaching
Team teaching and coaching

15. Consider your mindset

16. The ladder of inference
How to avoid jumping to conclusions by questioning yourself and considering other possibilities.

17. Creating a monitoring timetable
What are your main areas of responsibility with regard to monitoring?
How will you prioritise these?
How often will you monitor it?
How will you monitor it?

19. What are your school policies for the areas to be monitored?

20. What does a monitoring report look like?
Monitoring reports
What does a monitoring report look like?
Good example
Bad example

21. Let’s do some monitoring…
In either pairs or groups of 3:
Start with one person’s books
Select an area to focus upon in relation to their role (make it specific e.g. marking, presentation, curriculum coverage etc)
Use each other to help monitor and identify strengths and development points for each (use the form or your own form if you have one)
Switch round so that each person gets some supported monitoring time

23. Evaluation
Your time to work on whatever you would like to from either Day 1 or Day 2!

24. Next session… 15th January
Holding others to account
Difficult conversations
Coaching and mentoring