1. Developing Future Leaders Teacher Training Student Placement Spring 2014 Gianna Knowles Ruth Moyler Christina Erenvidh

2. FSL - Aims How can we best: –support the next generation of school leaders? –encourage creative thinking around preparing and inspiring future leaders? –develop action research and Leadership coaching?

3. The next generation of leaders London South Bank University in Southwark, London in the UK. One year Post – Graduate Teacher Training: –encouraging and inspiring the next generation of leaders.

4. pedagogy Self personal vision of education government policy ofsted successful practitioner Encouraging and supporting the next generation of school leaders

5. self government policy ofsted successful practitioner

6. self government policy ofsted successful practitioner

7. Pedagogy - Inclusion and Equality Inclusion is about all learners and about taking action to remove barriers to participation and learning. To achieving equal outcomes it may be necessary to treating children and adults differently.

8. Government Policy - Teachers’ Standards TS1b: set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. TS5a: know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. TS5b: have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

9. TS5c: demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development. TS5d: have a clear understanding of the needs of all pupils, including: –those with special educational needs; –those of high ability; –those with English as an additional language; –those with disabilities; and –be able to use and evaluate distinctive teaching approaches to engage and support them.

10. Practice - OfSTED Inspection Framework 2014 Inspectors look for evidence about how well children are: –learning –gaining knowledge and understanding –and making progress.

11. OfSTED - Meeting different needs individual pupils particular groups of pupils – race, ethnicity, gender special educational needs and/or disability (SEND) economically disadvantaged most able.

12. Inspiring the next generation of future leaders One year course, 24 weeks spent in schools. Four week Alternative Educational Setting: –Inclusion, citizenship, equality, power, class 2014 two students spent their 4 weeks in Järfälla kommun.

13. Inclusion

14. Sean Scott - inclusion Impressed by: Resources DT and Music Lunch hall and service is fantastic Subject teaching with subject specific teachers Informality – names, behaviour, dress Relaxed, less structured attitudes.

15. Findings No obvious individualised learning and less differentiation, which may been seen to cause behavioural issues.

16. The best of both… We would like to build a ‘happy- medium’ of the two varying methods to teaching. Pace – somewhere in between both Time – ability to revisit a task Discrete Teaching – focus on discretely teaching the creative subjects, languages, massage Relationships – with students, a balance of friendly but firm approach.

17. Elliot Fowler - inclusion Inclusive practice is not apparent No differentiation in planning No ability grouping Equal/same expectations for all pupils, regardless of ability

18. Outcomes Creativity - seeing policy and educational principles from a new perspective Reflection – on self and professional practice Coaching –Sean and Elliot facing the challenge of being Newly Qualified Teachers (NQTs) –how can they, and other new teachers be supported to stay in the profession and become leaders?