Shadow Leadership

Shadow a Senior Leader

Observe and work alongside a  senior leader carrying out their leadership role across a period of time taking part in self-review in many formats to further develop own practice. This could be a Head, a deputy, AHT or middle leader. Leadership focus to meet your needs.

The leadership competences focus on:

• Strategic Thinking creating a clear vision and renewed direction based upon a firm evidence base

• Analytical Thin king and the ability to identify trends and areas for further development

• Drive for Excellence and the extent to which you are resilient and relentless and do not tolerate mediocrity

• Developing Potential and identifying effective practice across school at all levels and how it can be utilised to enhance their area of responsibility

• Holding People Accountable and how expectations are set and time lines met

The leadership styles focus for development on:

• Authoritative and how they provide clarity of direction, roles and responsibilities and gain commitment

• Pace Setting and the extent to which expectations are clear and good practice modelled

• Coaching and identifying potential to be released and maximized

Self-Review strategies focus for development:

• Lesson observations

• Learning walks

• Discussions with pupils

• Planning Reviews

• Book trawls

• How assessment for progress is used across a lesson/ across a week to ensure rapid and sustained progress

Teaching Strategies to be focused:

• Establishment of an empowering learning environment that impacts on progress across a lesson/ over time

• Creating hooks and provocations for learning that engage learners

• Creating pace and engagement in all parts of the lesson

• Effective introductions and plenaries that ensure all groups make progress and learning is rapidly moved on

• Effective modelling and demonstration of new learning that makes new learning explicit

• Ensuring quality of instruction enables children to make rapid progress across a lesson

• Ensuring effective differentiation in all parts of the lesson meets the needs of all learners Questioning that deepens children’s’ thinking and learning

• Establishing learning opportunities that effectively give pupils the locus of control so they lead their own

• Resourcing learning effectively so that learning is made concrete

• Assessment for progress across a lesson so learners are clear about what they need to do to make progress

• Ensuring learning opportunities are open ended and investigative and lead to children independently recording learning steps so their progress a cross a lesson is visible.