HEADWAY ALL SCHOOLS SPECIAL ISSUE

November 2000 LEADING THE PROFESSION

In response to requests from teachers and headteachers, this edition of HEADWAY includes a reprint of the NUT's guidance 'Performance Management: A Draft Policy for Schools', first published by the NUT at the start of the autumn term 2000 and now revised to include the most recent information about the timetable for implementation.

HEADWAY (November 2000) is being sent to all headteachers and deputy headteachers in England and Wales. In Wales, the final draft of the Performance Management Framework, along with the appraisal regulations, is expected to be published in the very near future. The framework will then be subject to statutory consultation. In addition to the model policy statement, HEADWAY includes a range of items of interest to all headteachers, and deputy headteachers. Readers who have not seen HEADWAY before have an opportunity to judge for themselves one of the NUT's key services to its members in leadership positions.

HEADWAY does not just regurgitate information from the DfEE or other agencies. Headteachers and other members of the leadership team can read such information in their original published forms. HEADWAY provides analysis, interpretation, guidance and advice. It reflects the Union's perspective on leadership and management in schools. That perspective is underpinned by the widest range of services - including top quality advice and support on employment, legal, educational and professional matters - and effective protection and expert representation for members when circumstances require it.

To all existing members, thank you for your continuing support for the Union and your commitment to a principled and inclusive approach to school leadership and management. To non-members, an invitation to join the largest and fastest-growing teachers' professional association.

- DOUG McAVOY General Secrtary

The Model Performance Management Policy (Up-dated November 2000) is provided on a separate web page.

ICT Developments in information technology are rapidly changing schools bringing new management and leadership responsibilities. The effects of information technology on communication, administration and organisation, are readily recognisable but headteachers and other teachers in leadership positions are also expected to promote ICT as an aid to teaching and learning. ICT is becoming a vital 'tool' for teachers. In the HEADWAY interview, reported below, former headteacher, Sir Geoffrey Hampton, suggests that teachers in leadership roles need to set realistic expectations in response to the current pressure to introduce ICT at a breakneck pace.

The NUT seeks to support members in meeting the ICT challenge. Its website, www.teachers.org.uk , offers teachers greater access than ever before to information about the Union's work and the support and services available to teachers in leadership positions. Back issues of 'HEADWAY' are available on the website and, for the first time, a September edition was published only on the web. The one day ICT Conference being organised by the NUT on 29 November offers a major professional development opportunity.

The Government's introduction of ICT training for all teachers and its 'computers for teachers' initiative were welcome. Implementation of these initiatives, however, left much to be desired. A co-ordinating role for LEAs in the ICT training programme and far greater investment in 'computers for teachers' were needed.

The popularity of the NUT's own 'ICT for Teachers' courses - in conjunction with the TUC's Union Learning Fund - provided to NUT members in 17 LEAs across England has shown just how committed teachers themselves are to developing ICT skills. The Government must build on this motivation by ensuring long-term investment in ICT training, hardware, high quality software, and the provision of technical support in schools.

The NUT will continue to campaign for sustained backing for ICT in schools. ICT is not a panacea. Notions that computers will replace teachers, popular with the media, reveal a lack of understanding of the role of teachers and the educational opportunities which derive from the teacher-pupil relationship. They pose computers and teachers as alternatives or competitors rather than recognise that together they bring a sea change to the teaching and learning process. Headteachers and deputy headteachers can ensure their school is represented at the NUT's ICT Conference on the 29 November 2000.

THE HEADWAY INTERVIEW

Sir Geoff Hampton was formerly the headteacher of Northicote School in Wolverhampton. He was knighted in 1998 for his services to education and is currently Dean of the School of Education at Wolverhampton University and Director of the Midlands Leadership Centre. During 1999, he was invited to present the Education Lecture at Downing Street when the Prime Minister hosted a series of six lectures upon key topics to mark the Millennium. He attracted media attention recently by saying, "there is no piece of software as good as a teacher's input" and HEADWAY asked him how teachers in leadership positions, particularly headteachers, can ensure that expectations of ICT amongst teachers, pupils, parents and others are kept reasonable and appropriate.

GH: The pressure to introduce ICT to support the activities of classroom teachers is based upon a desire to ensure that we embrace the latest technologies within the teaching process. This is an entirely appropriate stance for headteachers and other managers to adopt, but the use of ICT is not a panacea and does not in its own right necessarily lead to improvements in classroom practice. Indeed, on occasions the opposite is true, the 'pressure' to utilise new technology can lead to the abandonment of good practice rather than the potential enhancement that it can bring.

H: You have described ICT as a 'toolkit' - what role do you think ICT should have in schools?

GH: I believe that all good teachers possess the ability to translate their subject knowledge through the 'craft' of teaching into a set of learning experiences for their pupils. The techniques and methodologies will differ between individuals and subjects but the capacity to move from simply teaching into that precious area where learning takes place is at the heart of the education process. Those moments when the interaction patterns within the classroom 'gel' and the natural power and seductiveness of the subject pervades all, are at the core of not just good teaching, but also of fundamental issues that are to do with job satisfaction. To achieve this, all teachers have a personal 'tool kit' of techniques and approaches that they combine with their subject knowledge within the context of the classroom. ICT can be a valuable addition to this, for example, in the form of PCs or the interactive whiteboards that are starting to appear in our schools. It can provide visual stimulation and access to a vast amount of information, but it is not a substitute for an effective teacher, merely another tool to be deployed appropriately if the desired outcomes are to be achieved.

H: What criteria would you suggest for judging how effectively ICT is being used in any teaching/learning situation?

GH: Within lesson plans and schemes of work, you would expect the role of ICT to be reflected and acknowledged. Its impact upon displays within the classroom can be considerable, but first and foremost I believe that at its best it becomes subsumed within the ethos of the school as part of the overall teaching environment. The effective usage of ICT can certainly not be judged by the number of computers that a school possesses, it is their usage and impact upon the curriculum and their contribution to pupils' learning that is the real test of their effectiveness.

H: How can headteachers best fulfil their leadership roles with regard to the ICT revolution?

GH: The key element of any professional development or training should be concerned with the Senior Manager's understanding of the potential of new technology rather than aspiring to fully utilise all of the hardware and software that is available. This should be accompanied by a management approach which encourages innovation and recognises the value of new technology.

H: You have urged caution in moving towards 'virtual classrooms' too quickly - what underpins that caution?

GH: There are a lot of developments taking place towards the further development of 'on line' curriculum materials. The majority of this material is largely untested and its capacity to enhance the 'taught curriculum' is based more upon assumption than proven reality. However, I am in no doubt that there is a role for this type of material within the education process. A more precise acknowledgement of the appropriate utilisation of this type of material will emerge. My caution is based upon the fact that this will occur gradually and some care should be exercised if we are to avoid a repeat of the over enthusiastic use of the video recorder which resulted in some lessons being turned into television watching marathons. Short video extracts are now more frequently, and far more effectively used. The video as a 'tool' is now established, but ICT has the capacity to become the biggest and most useful item in the kit. However, there are kitchens throughout the world full of gadgets that promised much, but in reality are gathering dust. New technology should be cared for and nurtured for it will continue to develop and expand and when fully grown it will occupy its rightful place within the education world. The 'toolkit' approach, underpinned by appropriate training and technical back-up for teachers, is strongly supported by the

NUT. LEADERSHIP CONVENTION

The NUT's first national Leadership Convention, on 15 September 2000, was highly rated by those attending. As one headteacher said in the end of day evaluation, "an excellent start in all aspects - speakers, food, facilities, venue and I enjoyed the discussion groups". Tony Brockman, NUT President, opened the Convention by referring to the NUT's unique perspective on leaders and leadership. Because its membership spanned all roles and levels of responsibility within the profession, the Union could speak on issues of leadership that other teacher organisations - which represent one 'side' or the other - could not. He went on to suggest that the best school leaders understood that they work with professionals who want to be involved in decision-making and, if they are to be led successfully, need their views to be taken into account. John Bangs, NUT Assistant Secretary for Education and Equal Opportunities, welcomed the progress that had been made in ensuring that the DfEE and other national agencies recognise the NUT as having a significant number of headteacher and deputy headteacher members. He rejected the recent enthusiasm amongst policy makers for 'superheads' and the implication that headteachers could work alone to bring about instant results. As the Union had said to the Parliamentary Select Committee Inquiry into 'The Role of Headteachers', there must be no under-estimation of the need for headteachers to be able to make astute, professional and political judgements if they were to be effective leaders. The ability to make such judgements was heavily dependent on in-depth experience on the way to headship of working with a range of teachers across a number of different schools. A headteacher who combined sound educational and political judgement would be able to read and evaluate accurately developments in the policies of Government and its agencies, in the policies of the LEA and in the policies of teacher, parent and governor organisations. Heather du Quesnay, Director of the National College for School Leadership, set out her hopes for the newly established College. The College would work in partnership with others, including unions, in pursuit of its commitment to providing high quality professional development. Although the College would have a base on the Jubilee Campus at the University of Nottingham (due to be completed by May 2002) regionally based activities, the use of off-site centres and the establishment of an on-line virtual college would be essential. The development of a virtual college, however, must not diminish the need for face-to-face communication with headteachers. Too much online training and development could just accentuate the potential 'loneliness' of headteachers. One challenge facing the College would be encouraging more teachers to apply for leadership positions. Ms du Quesnay would promote her own conviction, based on experience, that "leadership is fun, not just hard work". Ms du Quesnay outlined the College programmes that would be available during the first year and gave priority to the personal and inter-personal skills associated with effective leadership. She went on to emphasise the importance of recognising the variety of learning styles that people had and also the importance of assuring quality in all that the College did. The motto of the NCSL would be "only the best is good enough". However, she acknowledged that this could not be true from the start and recognised the need for the College to develop and grow and, in particular, learn from any early mistakes. Philippa Cordingley, Professional Development Consultant and Director of the Centre for the Use of Research and Evidence in Education, identified the lessons from research about effective professional development. If professional development was to influence positively teachers' classroom practice, it would have to take account of teachers' self-identified needs; offer sustained rather than one-off experiences; use examples and case studies that reflected teachers' experience; and, wherever possible, provide opportunities for teachers to learn from one another. Classroom observation, as a process of teachers learning from one another, rather than a tool for accountability, should be prioritised. School leaders could encourage peer observation and ensure that teachers developed the skills needed for observing effectively and providing supportive, non-judgemental feedback based on evidence. The NUT's professional development programme would promote peer coaching as a means by which teachers could "take control of their own learning". In groups, participants considered the main leadership challenge of this academic year - the implementation of the Government's performance management regulations. The groups discussed good practice in terms of establishing trust and keeping procedures manageable and non-bureaucratic. All but the very smallest schools would have several team leaders. If job-holders (i.e. teachers) were to have confidence in performance reviews, all team leaders in a school would have to be able to speak with equal authority and knowledge of the professional development opportunities available. If such confidence was not established amongst teachers, schemes would fall into disrepute or all teachers would demand performance management from the head - an unworkable option. Headteachers would need to ensure that all team leaders had appropriate training; were adequately prepared in terms of knowing the range of ways forward that they could suggest; and had time to fulfil their role properly. Pat Clarke, headteacher of Avondale Primary School, then described the approach to classroom observation that had operated for some years in her school. She highlighted the need for prior agreement about the focus for observation and, equally importantly, agreement about how observers would behave in classrooms. She offered participants examples of planning and recording sheets that Avondale School had developed. 100 per cent of participants, at the end of the day, said that the Convention had helped them in their leadership roles - 45 per cent 'a lot' and 55 per cent 'a little'. The NUT will seek to match, or better, that satisfaction rating at future Leadership Conventions , which will be held annually as part of the NUT's professional development programme.

Footnote: A full report of the Convention and/or Avondale's Classroom Observation documents can be obtained from NUT Education and Equal Opportunities (020 7380 4787)

INDUCTION FUNDING

In England, the induction arrangements for newly qualified teachers are now in their second year. The April 1999 and January 2000 editions of HEADWAY included comment and advice for headteacher and deputy headteacher members about induction. The Assembly has yet to announce the induction arrangements in Wales. Revised versions of two NUT guidance documents 'A Guide to Induction for Newly Qualified Teachers' and 'A Helping Hand: The Role of Induction Tutors' are also available from NUT regional offices. These documents will be helpful to headteacher and deputy headteacher NUT members, as well as newly qualified teachers and induction tutors.

NUT Survey Returns from 64 LEAs in England to the NUT's survey on induction funding during 1999/2000 revealed huge variations in the allocation to schools per newly qualified teacher. The returns from many LEAs also revealed severe underfunding. The NUT's survey found that the allocation per newly qualified teacher ranged from £420 to £1,200 per term. The average allocation of £739.00 per newly qualified teacher per term was hardly sufficient to fund the 10 per cent reduction in teaching time to which inductees are entitled, let alone the other requirements of DfEE Circular 90/00 (previously 5/99). The report of the survey 'Short-Changing the Teaching Profession?' was sent to the Government - as well as to all chief education officers in England and Wales. (The report is available on the NUT website www.teachers.org.uk). In response, the Minister of State for Education, Estelle Morris wrote to the General Secretary promising improvements to the induction arrangements for 2000/2001. She said these improvements would include: "Substantial new resources, which should allow at least £1,000 per term to be available for each NQT". Her promise to increase funding for induction was a welcome response to the NUT's survey. But is that level of funding available in schools? The NUT is gathering information about this year's induction funding to check that the Minister's promise has been implemented. New DfEE Circular DfEE Circular 5/99, 'Induction for Newly Qualified Teachers', has been superseded by DfEE Circular 90/00. This introduced a small number of amendments to the arrangements mainly relating to the basic skills tests for teacher trainees. The revised circular is available on the DfEE website www.dfee.gov.uk/circulars/index.htm or via the publications line, 0845 602 2260. Headteacher and deputy headteacher members should ensure that there are sufficient copies of the revised circular for all relevant staff and newly qualified teachers. A comprehensive summary of the responsibilities of headteachers on the induction of newly qualified teachers first published in the January 2000 HEADWAY, is set out below. The summary remains valid following the publication of the revised DfEE circular.

Extract from HEADWAY (JANUARY 2000) "The main responsibilities of headteachers regarding induction are listed below. They are accompanied by the NUT's advice. The points can be used as a checklist to review the implementation of the new statutory arrangements for induction within a particular school.

a) The 'School Teachers' Pay and Conditions Document 1999' requires that headteachers ensure that "teachers serving induction periods do not teach for more than 90 per cent of the time a teacher at that school who does not receive points for responsibility would be expected to teach".

b) The NUT believes that headteachers should ensure that this release from teaching for induction should, normally:

c) It is good practice for newly qualified teachers to be allocated timetabled opportunities to liaise with the teachers covering their classes.

d) DfEE Circular 5/99 (90/00) requires that headteachers take overall responsibility for:

e) These core responsibilities cannot be delegated by headteachers. The NUT agrees, however with the statement by the Teacher Training Agency in its publication 'Supporting Induction - Overview', that headteachers "may wish to delegate many of the tasks associated with these functions."

f) The TTA document referred to is one of four advice documents sent to all schools by the Teacher Training Agency. They provide useful reference information - including a list of the tasks which headteachers may wish to delegate whilst retaining overall responsibility. The TTA documents constitute non-statutory advice.

g) DfEE Circular 5/99 (90/00) requires headteachers to assign an induction tutor to each newly qualified teacher in induction.

h) Being an induction tutor can open up career opportunities but only if teachers wish to take on the role. Where headteachers have taken on the role of induction tutor they are advised to consider whether a properly managed delegation of duties to another teacher would help themselves and not disadvantage newly qualified teachers.

i) The NUT recognises that induction tutors are likely to need training and will need non-contact time to fulfil the duties set out in Circular 5/99 (90/00) many of which can only be carried out during the teaching day. Where the role involves increased responsibilities, induction tutors should receive appropriate additional salary recognition.

j) The role of tutor should be accompanied by a job description. Tutors should have access to on-going advice, support and opportunities to evaluate their roles.

DfEE Circular 5/99 (90/00) requires headteachers to make a recommendation to the Appropriate Body - usually the LEA - based on rigorous and fair assessment procedures, on whether newly qualified teachers have met the induction standards. The recommendation is made at the end of the induction year. It must be based, however, on evaluations and evidence gathered during, at least, half termly professional reviews and formal assessment meetings at the end of each of the autumn, spring and summer terms. Newly qualified teachers and LEAs should receive copies of the assessment report forms within 10 working days of such meetings.

NUT headteacher members are advised to ensure that they are familiar, in particular, with the induction standards and the assessment arrangements for induction. The NUT recommends that headteacher members urge their governing bodies to fund the additional administrative support needed to allow headteachers to fulfil their induction responsibilities."

BURGUNDY...THE BOOK

The National Conditions of Service Agreement, commonly referred to as the Burgundy Book has been updated. The revised Book, based on negotiations between the employers' representatives and all the teacher organisations, introduces a limited number of changes to teachers' conditions of services, resulting from recent changes in legislation and case law. LEAs should, in the NUT's view, buy copies of the Burgundy Book for all schools, rather than expecting headteachers to buy copies from schools' budgets.

The Employment Rights Act 1996 requires all employers to make information about conditions of service available to employees at their workplace. LEAs can also obtain bulk discounts which are not available to schools making single purchases. The Burgundy Book is published by the National Employers' Organisation and can only be purchased from this organisation. An NUT briefing providing details of the main changes to the Burgundy Book can be obtained, however, from the Salaries and Conditions of Service department at NUT Headquarters (020 7380 4774).

FAST TRACK TO LEADERSHIP

In its submission to Government on the Green Paper, the NUT seriously questioned the desirability and practicality of the Government's proposal to introduce a 'fast track' scheme providing accelerated access to leadership positions. Under the proposals, a pre-determined group of teachers will be expected to fill successfully a series of short-term teaching posts, usually lasting two years and identified by headteachers against criteria as fast track posts; take on additional work and responsibilities compared to other teachers at similar stages of their careers; and undergo extra professional development.

In return, it is proposed that newly qualified fast track teachers will join the salary scale at point 3 and then be expected on the basis of their performance to warrant the award of double pay increments. They will be eligible to apply for the threshold within five years at most. The additional costs of fast track salaries will be paid centrally according to the DfEE, although it will be headteachers who decide whether or not to take part in the scheme.

The Government envisages that teachers on initial teacher training can be identified for fast track promotion. Students on Initial Teacher Training courses can apply to take up fast track places from September 2001. The NUT is sceptical that teachers suitable for the fast track can be identified before their initial teacher training. Even the most proficient newly qualified teachers do not have the capacity to take on additional work and responsibilities during their induction year. Yet, that will be expected of fast track teachers.

The proposals may be divisive; not least because it is proposed that fast track teachers will be exempted from aspects of the School Teachers' Pay and Conditions Document. They will be expected to complete much of their additional professional development outside 1265 hours, including over school holidays. Furthermore, there are doubts that being on the fast track will encourage the development of good 'people' skills which are at the heart of effective leadership and management.

Following the NUT's successful action in the High Court, the Secretary of State has asked the School Teachers' Review Body to consider the criteria and processes for the selection of fast track teachers as part of the consultations leading to the 2001 STRB report. The Government intends that fast track teachers will take up posts from 1 April 2002.

The Model Performance Management Policy (Up-dated November 2000) is provided on a separate web page.