Head Teacher’s Handbook - ESSPIN

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Head Teacher’s Handbook Head Teacher Leadership ProgrammeHead Teacher Leadership ProgrammeHead Teacher’s Handbook

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHead Teacher’s Handbook Head Teacher Leadership ProgrammeContents1. IntroductionIntroduction to the Head Teacher’sHandbookHow to conduct a School selfevaluationI am a Head Teacher and I How to plan effectivelyThroughout the year I lead theschool improvement cycle toimprove learningHow to manage school financesI work effectively with otherstakeholders to improve learningHead Teacher’s roadmap2. Improving teaching andlearningHow to support teachers to uselesson plansAcknowledgementThis Handbook has been collaboratively developed using the professional expertise andexperiences of the State Universal Basic Education Boards in Enugu, Jigawa, Kaduna, Kano,Kwara and Lagos, the State School Improvement Teams, Head Teachers and educationspecialists from three UKaid-funded programmes: Education Sector Support Programmein Nigeria (ESSPIN), Teacher Development Programme (TDP) and UNICEF Girls EducationProject Phase 3 (GEP3). This work has been coordinated by ESSPIN.This document is issued for and can only be relied upon by the party which commissionedit to the extent set out in the terms and conditions of the commission. These materials wereproduced with UKaid technical assistance from DFID under ESSPIN. Cambridge Education Limited 20164. Improving planningHow to carry out a lessonobservationHow to lead a professionaldevelopment meeting3. Improving schoolleadershipHow to make the school moreinclusive5. Standards and criteriafor an effective school6. Key terms withdefinitions and acronyms7. Appendices1. Child-centred learning2. Principles of adult learning3. Lesson observation two stars anda wish4. Lesson observation record5. School policy6. School self-evaluation7. Recording the school’s needs8. Outline plan for tackling prioritiesHow to promote learning time9. School development planHow to assess learning10. Statement of expenditureHow to develop a school policy

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHead Teacher’s Handbook Head Teacher Leadership Programme1Introduction tothe Head Teacher’s HandbookWelcome to the Head Teacher Handbook.This handbook is designed as a reference for Head Teachers to consult as they carryout their roles and responsibilities. The Handbook will support Head Teachers to leadan effective school with the primary aim of improving teaching and learning in theirschools.The handbook provides guidance on three thematic areas: academic leadership,school leadership and school development planning. The Handbook is designed toaccompany the Leadership Workshops and the Head Teacher Video Clips.This Handbook is also a valuable resource and reference for School Support Officers(SSOs) to use in their professional discussions with the Head Teacher.

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHead Teacher’s Handbook Head Teacher Leadership ProgrammeI am a Head Teacher and I .lead the processof developingan effective andinclusive school.Throughoutthe year I leadthe schoolimprovementcycle to improvelearning As the leader of the school I lead the involvement of thesestakeholders. I remember the principles of adult learning andeverything I have learned about managing change.As a Head Teacher I should always be thinking:Who can add valueto this task?How will I mentor themto improve?How can I best involvethem?How will I monitor theirinput?My aim is to work effectively with others.I work effectively with other stakeholders to improve learning All of these people havean interest in how theschool is run.IntroductionIntroductionWe call them the mainstakeholders. At times,the wider communityincluding School SupportOfficers (SSOs), LocalGovernment EducationAuthority (LGEA)and Parent TeacherAssociation (PTA) mayalso be involved.

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHead Teacher’s Handbook Head Teacher Leadership ProgrammeHead Teacher’s roadmapThis roadmap provides a guide for Head Teachers. Each school isindividual and the situation in each school can change. Use this asa guide and arrange activities to best suit you and your school.Every year I Every week I Conduct a School self-evaluation (SSE) Lead the School development plan process(SDP) Review school policies Check and sign the end-of-year Statementof expenditure Support teachers with their lessons andassessments Check all pupil enrolment and attendanceregisters and follow up for their enrolmentand regular attendance in partnership withpupils and SBMC Monitor implementation of school policies Monitor progress in activities in schooldevelopment plan Collect evidence of impact Talk to my SBMC Chair about progresswith the school improvement cycleEvery term I Write a timetable for professionaldevelopment meetings (PDMs) Write a timetable for lesson observationsand pre-lesson observations Carry out at least two professionaldevelopment meetings (PDM) Hold a staff meeting and agree the schoolfocus this term Hold a community meeting Meet the local traditional and religiousleaders to mobilize their support forpersuading parents who have not enrolledtheir children in school Check schedule of SBMC meetings andtalk with SBMC Provide feedback to stakeholders onschool progress and address any newissues and ideas Submit a School report to my SSO2Every day I IntroductionEvery month I Check school finance records against bankstatement Make sure school opens on timeMonitor the teacher attendance registerLead or attend the school assemblyWalk around the school to check lessonsstart on time, teachers are in classroomsand learning is taking place.Carry out a pre-observation meeting with aclass teacherCarry out lesson observationGive lesson observation feedback to classteachersTalk with teachers and check how they areprogressing with the latest professionaldevelopment focusTalk with pupils informally about schooland their learningTalk with parents informally about schooland their children’s’ learningAct on what I hear and seeImproving teachingand learning

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to support teachers to use thelesson plansHead Teacher’s Handbook Head Teacher Leadership ProgrammeWhat are the steps?12In my school, lesson plans help teachers teach better and pupilslearn more. I know whether my teachers are using lesson plans. Imake sure all learners benefit from the relevant lesson plans andother available resources.3456As the Head Teacher, my responsibilities are to: Match the lesson timetable to the lesson plan booklets Ensure lesson plan booklets are available and used by the teachersSupport teachers to interpret and use the content of the lesson plans789Whenever a new teaching resource arrives in school I make sure Iam familiar with how to use it.I hold a meeting to introduce the lesson plans (or any new resource)and then make sure they are distributed to all the relevant teachers.I hold a PDM on any area of the lesson plan that teachers finddifficult. (For example lesson plan structure, instructional language,learning outcome benchmarks).I walk around school and check that teachers are using the lessonplans in their lessons.I observe teachers using the lesson plans and provide feedback.I identify if further support is needed and I’m ready to help myteachers.I arrange opportunities for teachers to share their knowledge andideas on lesson plans with one another.I discuss informally with teachers and act on what I hear.I discuss informally with pupils and act on what I hear. effectively Make sure teachers are teaching to the learning outcomesWho else is directly involved?TeachersSenior teachersTeachers use the lesson plans every day so I should be ready to supportthem every day.How effectively is the teacher: Teaching to the learning outcomes? Following the lesson structure –introduction, main activity, plenary? Keeping to time? Using group and pair work? Using teaching aids? Using assessment?Remember the lesson plan guides theteacher they should own it and be able toadapt it to the needs of all their pupils.iHow to give teachers more support In the pre-observation meeting gothrough the lesson plan together anddiscuss how to use it. Hold fortnightly meetings on using thelesson plans. Arrange for teachers to observe anotherteacher using the lesson plan. Arrange an informal meeting wherethey can discuss any challenges theyare having.For more on supporting teachers to use lesson planssee your notes on Leadership 5 Sessions 2, 3, 4 and 5,speak to your SSO and watch the video clip.Improving teaching and learningImproving teaching and learningWhen does it happen?What to look for when observingteachers

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to carry out a lesson observationHead Teacher’s Handbook Head Teacher Leadership ProgrammeWhat are the steps?12In my school I carry out lesson observations. I know what makesan effective lesson. I mentor teachers to help them improveteaching and learning.34As the Head Teacher, my responsibilities are to:567891011 Establish a school system for lesson observations Carry out lesson observations and give feedback to teachersWho else is directly involved?TeachersSenior teachersWhen does it happen?Remember to observe what the pupils are doingin the lesson as well as what the teacher isdoing How well is the teacher using the lesson plan?How many different pupils answer the questions?Are all the pupils listening?Is the teacher supporting all pupils to do the work?Are pupils discussing the work together in pairs orgroups? Are pupils achieving the learning outcomes?Make sure you look at some work samples.iHow to give feedback afterthe lesson observation Aim to make feedback clearand supportive.Use phrases such as: What do you think about ? I liked the way you Perhaps you could try. Is there another way to . ?For more on lesson observations see your notes on Leadership 6Sessions 6, 7, 8, speak to your SSO and watch the video clip. Lookat the elements of child-centred learning in Appendix 1 and theprinciples of adult learning in Appendix 2. You can also see the twostars and a wish report in Appendix 3 and the lesson observationrecord in Appendix 4.Improving teaching and learningImproving teaching and learningAt the start of the term I put together a timetable of lesson observations.I observe every teacher at least once each term and give feedback afterevery observation.I make sure all teachers understand and agree the purpose of alesson observation.I set up a timetable for all the lesson observations in my school(including dates for the pre-observation meeting).I decide on the focus of each observation with each teacher.I hold a pre-observation meeting with the teacher to prepare for thelesson (the aim is to observe the teacher doing well).I go to the classroom before the lesson starts.I observe what the teacher and the pupils are doing and take notes.I thank the teacher and leave the classroom at the end of the lesson.I write up my two stars and a wish report.I give feedback to the teacher as soon as possible after the lesson.Now I complete the lesson observation record.I discuss progress with my SSO.

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to lead a professionaldevelopment meetingIn my school I lead the professional development of my teachers.I identify teaching and learning topics that my teachers needsupport with and we work together to improve their skills.Head Teacher’s Handbook Head Teacher Leadership ProgrammeWhat are the steps?Before the meeting1234I make a timetable of meetings.I agree and communicate the dates and topics of the meetings with all teachers.For each meeting I create a meeting outline with three key messages.I make any charts for the meeting.During the meeting1234I start promptly and keep time. The meeting is no more than one hour.I apply the principles of adult learning.I deliver the key messages from my outline.I thank all teachers and explain clearly what I want them to do as a result ofattending the professional development meeting.As the Head Teacher, my responsibilities are to:After the meetingPromote professional development amongst teachers in my school1234Establish a school system for professional development meetings Lead professional development meetingsWho else is directly involved?TeachersI hold at least two professional development meetings each term.How to choose your meetingtopics Throughout the Leadershipworkshops you will be given topicsto deliver. You may find there aremore that you want to deliver andthat is ok. When choosing your owntopic make sure the topic is relevantto teachers, specific and realisticfor them to achieve. Most of all itshould have a clear link to your goal– it must help improve learning.iHow to follow up with your teachers.Make sure you have explained clearly what youwant the teachers to do differently. You may chooseto do one or more of the following: Lesson observationsWalking around schools and talking to teachersIdentify teachers who need more supportPair teachers to mentor one anotherAsk a strong teacher to demonstrate to othersRemember to give positive feedback to teachers andpraise them when you see improvements.For more on leading professional development meetingssee your notes on Leadership 1 Session 9, speak to yourSSO and watch the video clip. Use the principles of adultlearning in Appendix 2.Improving teaching and learningImproving teaching and learningWhen does it happen?I go and see the learning in practice.I identify any areas where teachers might need more support.I plan different ways to support teachers to develop further.I share feedback with teachers. Next time we meet I discuss the improvements Ihave seen and especially any ways it has improved pupil learning.

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHead Teacher’s Handbook Head Teacher Leadership Programme3Improving schoolleadership

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to make the school more inclusiveHead Teacher’s Handbook Head Teacher Leadership ProgrammeWhat does being inclusive mean?Our pupils include children from poor families, boys and girls, ethnic, linguistic and religious minorities,children with special needs, children living in far off areas etc. To ensure all children achieve to the bestof their ability means that your school needs to ensure that all the barriers associated with their uniquebackgrounds are removed. Sometimes this is referred to as meeting the needs of all pupils.I am creating an inclusive school. An inclusive school is one thatensures all pupils achieve to the best of their individual ability;to do this all pupils must be enrolled, attend regularly and get toparticipate in lessons.What are the steps?1I make sure teachers know about the importance of inclusion.2I make sure all children’s needs are considered in the School self-evaluation,including out-of-school children.3We include at least one activity in our School development plan whichimproves access or equity.4I make sure that all children in the school catchment area enrolled in school.If there are out-of-school children, I work with teachers, students and othercommunity members to ensure these children are enrolled and attend school.5I monitor attendance registers and together with the SBMC identifyinterventions to improve attendance. Promote inclusive teaching to meet individual pupil’s needs6I mentor teachers to teach lessons where all pupils are participating in thelearning, especially paying attention to their individual differences and theirassociated challenges.Who else is directly involved?How to improve attendance in your school As the Head Teacher, my responsibilities are to: Monitor and improve enrolment Monitor and improve attendanceSBMCPTA and ParentsTeachersThe community served by the schoolPupils SMOThe needs of all children should be thought about in everything we do – inevery lesson we teach, in every plan we write, in every meeting we hold.iWhat does a classroom look like whenall children are participating in learning? Pupils are working together in smallgroups Lots of different pupils are answeringquestions Easier questions are asked to pupils whofind the topic difficult Pupils are asking their own questions Pupils are helping each other The teacher is supporting pupils who needhelpFor more on making the school more inclusive see your noteson Leadership 4 Sessions 2,3 and 4, speak to your SSO, speak tothe SBMC, look at the SBMC Guidebook and watch the video clip.Look at the elements of child-centred learning in Appendix 1.Improving school leadershipImproving school leadershipWhen does it happen? Look for patterns in the attendance register. Can you find out the reason for absence orlateness? Speak to the pupil or other pupils, see if theycan explain. Encourage the teacher to meet the parents todiscuss. When you know the reasons why pupils arenot in school, then together with the SBMCplan interventions to support these pupils.

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to promote learning timeHead Teacher’s Handbook Head Teacher Leadership ProgrammeWhat are the steps?12I know the importance of sufficient learning time for pupilachievement. I try to make sure that every pupil receives asmuch learning time as possible each day.As the Head Teacher, my responsibilities are to: Ensure my school opens on time and that lessons start and end on timePromote teacher attendancePromote pupil attendancePromote learning time in lessons ensuring time is not wasted on activitieswhich don’t contribute to learning.3456789Who else is directly involved?Teachers Parents PupilsSBMCThe community served by the school1011When does it happen?Firstly, I measure how much learning time is lost in my school in a typical week.Then I lead a meeting to share the importance of learning time with teachers and theSBMC. I tell them how much learning time is lost in our school.I hold discussions with school stakeholders (pupils, teachers, SBMC) to identifycommon barriers to learning time (including barriers to teacher attendance, pupilattendance, school opening on time and lessons starting on time).Together we discuss actions and strategies to address the barriers and test them out inschool.Together we develop a school policy on learning time and share it with all stakeholders.We lead an assembly for pupils on the importance of learning time and our learningtime policy.I make sure learning time is considered in the SSE.I make sure learning time is considered in the SDP.I monitor learning time:Through lesson observations. Does the lesson start on time? Are the childrenparticipating in learning?By consulting registers. I follow up on absence and lateness with teachers andthe SBMC.By walking around my school. I make sure it starts on time and all pupils andteachers are in the classrooms. I follow up on absence and lateness with teachersand the SBMC.I award sanctions and rewards for punctuality and attendance. We celebrate successby awarding most punctual pupils and those with best attendance.I remember to review the learning time policy at the end of the year. Hopefully therewill be an improvement in learning time.All children and teachers should be in school and in lessons on time every day. Ipromote learning time all day, every day.What is the difference between learning time and non-learning time in lessons? Speak to teachers who are absent or late tounderstand why they are not there on time. Create a large teacher attendance register and displayit in the staff room for all teachers to complete dailyand see. At the end of each week display an attendance chartwhere teachers who arrived on time are colouredgreen, teachers arriving late are coloured orange andteachers who are absent are coloured red. Commend the teacher with bestattendance and punctuality eachmonth. Get a signed agreement to theschool policy on promoting learningtime Hold a staff briefing before schoolstarts and use incentives to ensurestaff are there on time. Learning time is when pupils are actively thinking about, discussing or working on curriculumcontent. Just because pupils are inside the classroom does not mean that they are necessarily learning.iFor more on promoting learning time see your notes onLeadership 3 Session 6, Leadership 4 Session 5 and Leadership5 Session 1, speak to your SSO and watch the video clip.Improving school leadershipImproving school leadershipDifferent ideas to improve teacher attendance

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to assess learningHead Teacher’s Handbook Head Teacher Leadership ProgrammeWhat are the steps?1I establish a school system for assessment.2I share this system and techniques with teachers.In my school we assess the learning of all pupils through bothformative and summative assessment. I know what pupils should beachieving by the end of the year and I know where to find out whatpupils should be achieving by the end of each lesson.3I mentor teachers to be able to use more than one method of assessment.I help them use the assessments in the lesson plan booklets to assesspupils against learning outcomes.4I mentor teachers to be able to use findings from assessment to improveteaching and learning.As the Head Teacher, my responsibilities are to:5 Develop a school system for formative and summative assessment Support teachers to use learning outcomes in the lesson plans to know whatI look at assessment results for all classes and look at pupil progress (I tryto evaluate teaching and learning against learning outcome benchmarks.)6I identify any gaps in learning and help create interventions to support thepupil and/or the teacher7We celebrate both achievement and progress.8We report both achievement and progress to parents, pupils andstakeholders.pupils should be achieving by the end of the lessonSupport teachers to use more than one method of assessing learningReview and monitor pupil achievement and progress and take necessaryactions to help pupils improve Who else is directly involved?TeachersPupilsSenior teachersWhen does it happen?Assessment takes place in the classroom all the time and is always linked to thelearning outcomes for a lesson. Formative assessment activities in the lessonplans take place weekly. Summative assessment takes place at the end of termor school year.What does formative assessment look like in the classroom?The teacher assesses what each pupil can do and what each pupil knows in line with thelearning outcomes. They can: Observe the pupilUse open and closed questioningMark pupils’ workAsk pupils to demonstrateGive a short quizWhat should I consider in my school system for assessment? Include both formative and summative assessment.When and how do teachers administer formative assessment?How do we use assessment to improve teaching?How do we use an assessment to help pupils improve?When and how are assessment results recorded?Who are assessment results shared with?iFor more on assessing learning see your notes on Leadership6 Sessions 2, 3, 4, 5 and 6, speak to your SSO, look at theassessment booklet for P1, P2, P3 or the weekly page of thelesson plan booklet for P4, P5, P6 and watch the video clip.Improving school leadershipImproving school leadershipThe teacher always acts on the information gained in the formative assessment. They mightneed to revisit a topic, change their teaching style or break down a concept.

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to develop a school policyHead Teacher’s Handbook Head Teacher Leadership ProgrammeWhat are the steps?Planning1In my school we have policies which provide an agreed way of actingand behaving to make the school a safe and successful place foreveryone. I know where our school polices are and what they say.234As the Head Teacher, my responsibilities are to: Coordinate writing a school policy document Lead implementation and monitoring of school policies Lead review of school policies567Who else is directly involved?TeachersSBMCPupilsParentsThe community served by the schoolWhen does it happen?School policies are written in response to an issue, this can be done at any time.As the Head Teacher I decide if it is needed. Implementation and monitoring isongoing, we do this every day. Every year I lead the review of policy documents inmy school.Over time, schools might need to develop new policies to establish agreed ways of working onparticular issues. Policies might be written on: Assessment Inclusion Positive behaviour Keeping girls safe and secure.Policies can be very useful – but, a few policies which are agreed, understood and followed arebetter than lots and lots which are ignored.9Implementing and monitoring1 The policy shows clearly the actions and who will implement the different actions.As Head Teacher I oversee this and make sure everyone is carrying out theiragreed actions.2 If something is not working I might need to follow up or revise it.3 I review the policy once a year.Where to share your policy Notice board, SBMC meetings, school assembly, PTA meeting, parents day, print a copy for pupilsto take home.iFor more on developing a school policy see your notes onLeadership 5 Session 1, speak to your SSO. You can also usethe policy form in Appendix 5.Improving school leadershipImproving school leadershipWhen to write a school policy 8I identify an aim the school has to make the school more effective and inclusive.(This could be promoting learning time, keeping girls safe, encouraging positivediscipline and behaviour).I meet with the teachers (this could be during a PDM). I share the aim withteachers and discuss with teachers what issues there are to achieving the aim.Together with the teachers we agree what we will do and how we will behave toachieve the aim.I write down the issues and agreed actions and way of behaving from thediscussion.I meet with the SBMC. I share the aim, the teachers’ issues and agreed actionsand way of behaving. We discuss and identify any more issues and agreed waysof behaving and acting.I meet with pupils, parents and the wider community and discuss the aim, issues,actions and agreed way of behaving with them, getting their input.I write all of the ideas up into a policy, including a date by which it will bereviewed. I can use the template in Appendix 5.I make sure everyone understands and agrees to the statements and actions inthe policy.I share the policy with all stakeholders.

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHead Teacher’s Handbook Head Teacher Leadership Programme4Improving planning

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to conduct a schoolself-evaluationHead Teacher’s Handbook Head Teacher Leadership ProgrammeWhat are the steps?In my school I lead the school self-evaluation in order to evaluate ourschool against the standards and criteria for an effective school andmove our school closer to its goal of producing literate, numerate,self-reliant pupils. I know what we are doing well and what we needto improve.1I make sure all stakeholders understand the aim of the school selfevaluation and that they know what is going to happen.2We agree who will be involved directly in the school self-evaluation andwhat they will do.3We collect evidence about school improvement.4I write the school self-evaluation report.5We share the school self-evaluation report with stakeholders.6The school self-evaluation is used to inform the school development plan.As the Head Teacher, my responsibilities are to: Understand the school self-evaluation process Lead the school self-evaluation in a timely manner Encourage all stakeholders to play their part in the school self-evaluation Write and share the school self-evaluation reportHow to write andshare the SSE.How to collect evidence about schoolimprovement Speak to your SBMCChairman and reviewthe SBMC guidebook.The SSE is conductedtogether with the SBMC- they can help you.The evidence you collect in school could be thingspeople say, things you can see and things inrecords.Who else is directly involved?You and your team should be collecting evidence todemonstrate each of the Standards and criteria foran effective school.A successful school self-evaluation brings together the views of a wide range ofpeople with interest in the school. I should include:SBMCTeachersPupilsParentsWhen does it happen?iFor more on SSE see your notes on Leadership 1 Session 7,Leadership 4 Sessions 6, 7, speak to your SSO and watch thevideo clip. You can see an example SSE form in Appendix 6.Improving planningImproving planningSchool self-evaluation is ongoing but at the start of the school year the HeadTeacher works with the SBMC to put together a simple report about what is goingwell and what needs to improve.

Head Teacher’s Handbook Head Teacher Leadership ProgrammeHow to plan effectivelyHead Teacher’s Handbook Head Teacher Leadership ProgrammeWhat are the steps?12Planning is important in my job. I plan my own work and I plan forschool improvement. I identify and prioritise activities that improvelearning of all pupils. I know how to get from where we are now towhere we want to be.As the Head Teacher, my responsibilities are to: Plan to improve learning Lead the School development plan (SDP) process3456789Who else is directly involved?TeachersSBMCPupilsLGEA10We agree our goal for school development. It is focused on improvinglearning.Together with stakeholders we review the School self-evaluation tounderstand what we do well and what we need to do better.We write our findings in a record of the school’s needs.Together with the school community we agree and record four or five keypriorities for action over the next year

Head Teacher’s Handbook Head Teacher Leadership Programme Head Teacher’s Handbook Head Teacher Leadership Programme Acknowledgement This Handbook has been collaboratively developed using the professional expertise and experiences of the State Univers

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