Leadership Programme 2012
Session 4: Leadership for
Learning
Homework Session 4

Home Group Task: research critical incident
analysis and learning journals and share any
findings/resources/frameworks with your group.
 Self Preparation: decide on a personal critical
incident for discussion at Session 4.
 Self study: match yourself against PT(C) job
spec. Note any development areas and add
them to your PLP.
 Coach Conversation: discuss how your project
will secure QI in your school and the tools you
might use to achieve this?
Check In

Self Preparation: decide on a personal critical incident for
discussion at Session 4. (Homework Session 3)

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With a partner discuss your critical incident. Find out:
What impact did this have on you?
What learning did you identify?
What would you do differently the next time?
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Be prepared to share key points with the whole group.
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Today’s Special Guests
Evelyn Russell, PTC, Broxburn Academy
Lisa Hunter, PT, Kirknewton PS
The Role of the Principal Teacher
PTC Post
Art, Music & PE
Session 2009/2010
PTC Guidance Monitoring &
Tracking
2011/12
Evelyn Russell
Broxburn Academy
Essential skills and qualities
 Communication
 Trust
 Leadership
 Vision
 Quality
Assurance
 Time Management
 Delegation
 Knowledge
 Flexibility
 Can do attitude
Challenges

TIME
 Staff Absence
 Negativity of staff
 Budgets
 Deadlines for 3 departments (practical exams)
 S2 Year Head responsibility as well
 Departments effective use of policies –
discipline/homework
 Timetabling
 Sharing staff with departments (Guidance)
Positives
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Fresh pair of eyes
Tightening of internal structures
Increased knowledge
Increased responsibility
Initiating positive change
Implementing new QA measures to
support staff and students
Cooperation and collaboration with
professional colleagues
Encouraging staff responsibility
Personal satisfaction
Ongoing personal development
Everyone wants a piece of you!
B
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Scenario 1 (Primary)

You are leading the Play School Improvement Planning
Group. There are five members of your group. One
member of the group is known for not meeting deadlines
and getting vital work completed. At a SIP group
session you delegate tasks to each of the members in
preparation for a staff CPD session. The day before the
CPD session you arrange to meet with the group to
check that all is ready. All of the members of the group
have completed their part of the session apart from the
person known for not meeting deadlines. The part she is
presenting is vital to the success of the whole session.
She says that she is too busy planning for her class
teaching and has had no time to do distributed
leadership tasks.
Scenario 2 (Primary)

You are leading a project in your school and at a Staff
Meeting you share a new assessment format for science
with the whole team. You ask everyone to complete the
assessment format whilst the children complete an
active science task. Class teachers must complete the
format explaining what the active learning was in the
task and assess the children’s skills. One member of the
staff team (P4 teacher) is resistant to change and
teaches science from a text book, page by page. You
ask everyone to hand their first task into you for
evidence and evaluation purposes. The P4 teacher has
not completed hers and says that she is unable to
complete it as the textbook doesn’t have active science
in it.
Scenario 3 (Secondary)
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
You are the Principal Teacher Curriculum of a faculty in
a secondary school in West Lothian. You and your
faculty team members appear to have made huge
progress in developing and implementing the faculty
policy on homework. This approach to homework is in
line with local and whole school policies.
On Monday morning, your DHT line manager stops you
in the corridor, first thing as you come in the door, and
passes you a note in which a parent is complaining that
a member of your faculty is not giving any homework to
their child and that she knows that there are other
parents who feel the same. The DHT asks you to
investigate and get back to him/her and they will then
speak to the parent.
Scenario 4 (Secondary)

You are a newly-appointed PTC to the arts faculty in a
secondary school in West Lothian. Your own subject is
art but you have a very sound and thorough knowledge
of music and had considered this as an alternative
career before choosing to study art.
 As part of quality assurance procedures you are
observing a lesson being given by a music teacher. She
demonstrates on the piano required concept which
applies only to string instruments, i.e. pizzicato, and tells
the pupils to listen out for this when carrying out listening
past papers. You are concerned that pupils are not being
taught this concept accurately and effectively.
Scenario 5 (Secondary)

You are participating in the West Lothian introduction to
leadership course. As part of this, you are leading a
project in your school in which you are implementing
certain literacy Es and Os into your secondary school.
You hope that this will influence all departments.

However a member of your project team comes from a
particular department that has never before considered
literacy to be part of their teaching practice. In the course
of the project, it becomes apparent that a member of the
department has their own difficulties with the particular
aspects of literacy.
Scenarios
Choose one of the scenarios and discuss
with a partner:

What do you do and what are
implications of your actions?
 What values are being challenged?
 What knowledge do you need to have?

What interpersonal qualities and skills do
you need to use?
the
Homework for Session 5
 Home
Group: “How do you know?” think
about the different types of
data/evidence and the ways these are
collected in your school.
 Self study: write up a critical incident
from your project.
 Coach
Conversation(suggestion): discuss
how data is informing your project and
what data will be generated by the project.