10 Questions to Check how Good Your School is:
- How good is your English department?
- How good is your Maths department?
- How good is your Science department?
- How good is your History department?
- How good is your Geography department?
- How good is your MFL department?
- How good is your PE department?
- How good is your Art department?
- How good is your Music department?
- How good is your Drama department?
This is the third and final post in a series of blogs which attempts to place subject specialism at the centre of school improvement. I’ve tried to make the point that it’s easy to over-complicate school improvement, when in essence it means students performing better in the subjects that they study. Crucially though, subject-led school improvement will only hit the mark if fundamentals such as solid leadership, behaviour, curriculum and assessment are already in place.
In this final post, we’ll consider what subject-led school improvement looks like at a school level, rather than across a trust, by focusing on a few areas of school life that don’t get much attention.
We have a structural problem in our profession that to advance in your career usually means moving further away from your classroom and your subject. Take a successful Head of Department who joins a senior leadership team as Assistant Principal. Not only are we paying this person more to teach less, but we’re also taking them out of their subject and asking them to focus instead on whole-school concerns. A Head of Department who previously grappled with the challenge of ensuring that students are exposed to the best that’s been thought and said in their subject might now find themselves signing off risk assessments for school trips.
We therefore encourage colleagues to race to the top, rather than to invest in subject knowledge and the skill of teaching their subject. To tackle this, we should move towards leaner leadership teams, with successful heads of department remaining with their subject, even if it means paying them as much as we previously paid junior members of the senior team
Thousands of school leaders across the country line-manage departments in their school, but how many of these have received training on what good line management looks like? Here’s one way of doing it:
At the start of the year agree a 1-page plan for the department containing the following:
- 1-sentence summary of the most pressing priority the department faces: “This department will be more effective in 12 months’ time than the department it is today because … “
- Brief outline of what success might look like e.g.
- Higher proportion of top grades
- More students taking our subject at KS4 and KS5
- Greater quality and quantity of writing at KS3.
- How we will achieve the above, broken down into the following areas:
- Teaching and teacher development e.g. All teachers receive frequent incremental coaching
- Assessment/data e.g. Balance between low-stakes formative assessment (quizzes etc) and termly standardised tests, with appropriate response to students’ performance on these tests
- Curriculum and planning e.g. Map-out curriculum to ensure timely delivery, co-planning of each unit
- Student effort e.g. Ensuring students have the resources to work hard and productively away from the classroom.
This 1-pager drives the agenda for all line management meetings, which should take place every week. I remember line managing HoDs thinking ‘hmm, what shall we talk about this week?’ Get this 1-page plan right and the agenda writes itself each week.
Instead of cross-curricular links and ‘teaching and learning communities’ spanning different departments, let’s provide our teachers with the time and space to work with colleagues in their subject. Beyond some whole-school CPD on critical areas of classroom practice (e.g. basic principles of assessment, questioning and feedback) time for CPD is probably best spent in departments, with teachers of the same subject agreeing how to bring key language to life in their subject, how to improve the quality and quantity of students’ writing in their subject and how to ensure appropriate challenge in their subject. Co-planning within subjects – unit-by-unit and lesson by lesson – strikes me as one of the most powerful things that schools can do to build subject specialism.
The role of an academy trust, or anyone else interested in school improvement, is to sort out the fundamental infrastructure in schools (leadership, behaviour, curriculum, assessment) so that subjects can flourish. It is through subject specialism, not generic improvement plans, that our schools will thrive.