Teacher Standards

Subject Leadership (MFL) TS2a TS6a TS6b TS6c

TS2a. be accountable for pupils’ attainment, progress and outcomes
TS6a. know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
TS6b. make use of formative and summative assessment to secure pupils’ progress
TS6c. use relevant data to monitor progress, set targets, and plan subsequent lessons

 

The roles and responsibilities of a subject leader can be categorised:

1. Direction and deployment of the subject
– knowledge of school and pupil strengths / weaknesses

2. Teaching and Learning
– raising and maintaining standards (expectations)
– inspiring staff –> high quality teaching

3.Efficient and effective deployment of staff and resources
– budgeting of appropriate resources

Types of monitoring
– lesson observations
– work sampling / book scrutiny
– talk to staff/ pupils (pupil interview)
– monitor plans (not often, but maybe if an issue arises)
– analysing data/ benchmarking for a context for data
– pupil progress meetings
– teacher/pupil evaluations
– display (visual evidence)
– resources – audit the use of them and consider accessibility
– questionnaires
– learning walks (all year groups to teach the same subject at the same time- subject leader to walk through school and see the continuity/progression of skills)

Types of data
– quality of teaching and learning
– pupil progress data (start point to finish point)
– pupil attainment data (Age Related Expectations)

 

  • Keep a record of any monitoring
  • Evaluate your findings
    – what does the school need?
    – what do the staff need?
    – how will this impact the children?

 

4 key skills and responsibilities of a subject leader

1.Knowledge
– keep up to date with current research
– consult Ofsted reports
– gather attainment data (school/local/national –> benchmarking)
– learning walks
– analyse programme of study –> evaluate (does it need re-writing)
– sample of work (pupil and teacher)
– budgeting

2.Supporting
– team watching
– joint planning
– organise workshops
– making self available for consultation/advice/support
– make use of social media
– resource book (soundfiles for MFL)
– external visitors
– observations (and invite to observe me teaching)

3.Monitoring
– learning walks
– pupil interviews
– book scrutiny (feedback / relevance to Scheme of Work / are they up to date?)
– discussions (share lesson ideas)

4.Implementing Change
– tackle bit by bit – change and review cycle
– informal discussions
– deploy small tasks (delegate responsibility – team approach)
– visit other schools (staff development as a team)
– external agencies / guest speaker – select carefully and seek reviews
– relay feedback – praise staff

 

Sample interview questions:

Are there more effective ways of monitoring than book scrutinies?
Yes, many; speaking to the children during pupil conferences gives first hand evidence / information about lessons and learning. There is also so much more to progress and achievement in language acquisition beyond what can be found in books. Not all MFL learning will be recorded in books as a large part of the curriculum is the development of oral skills therefore book scrutinies may not be a comprehensive representation of learning and progression. In addition, not all children can express their learning well in writing and to use book scrutinies alone may discriminate against pupils with SEN/D or learning difficulties where writing is a difficulty. Learning walks would also be an effective method of monitoring as they allow the learning to be seen and progression throughout the key stage to be assessed. Book scrutinies are however good for monitoring the practice of written skills. Since progressing to the written form of language can be daunting as it relies on the further development of the specific phonetic system, it is important to ensure that teachers don’t neglect the written expression of language. 

 

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