Curriculum Responsibilities to Maximise Student Performance

What Are Our Priorities?

The role of school leaders, in all posts, is to ensure that our work in the classroom is of the highest possible standard, every day, and that student achievement is maximised.  A specific part of that leadership role is to ensure that our teachers adopt and embed best practice approaches.   As a result, students will engage strongly with learning and ultimately develop the skills to take full charge and responsibility of the learning process over time.

The aim of this paper is to give all Curriculum and School Leaders the opportunity to consider where these priorities should lie.  

Outstanding Curriculum Teams successfully create environments at all key stages where:

  • Leaders and teachers respond positively and proactively to the accountability of their role;
  • Standards of student achievement are a paramount concern;
  • Teacher practice is highly effective and regularly quality assured;
  • Teaching practice is developed in line with clearly defined whole school and team priorities.

Below I have attempted to map out basic responsibilities for Curriculum Team Leaders and Assistants in smaller Curriculum Teams outside of English, Maths and Science.

Outstanding Teams should manage accountability to raise standards by:

Curriculum Team Leader:

Assistant Team Leader:

Developing and implementing teaching and assessment strategies to improve student progress.

Interpreting progress data for teachers, subjects and groups of students across the Curriculum Team.

Monitoring the typicality of our daily provision.

Data at KS3: interpreting and intervening to ensure progress.

Devising and implementing programmes for underperforming colleagues.

Investigate, disseminate and embed effective T&L approaches using IT.

Liaising with SLT line manager to set targets for teachers, students and the overall team.

Contributing to robust PMR processes.

Leading robust PMR processes within the team.

Seeking Student Voice to feed into team evaluation.

Ensuring thorough, evaluative assessment of examination performance for SLT and the team.

Monitoring the typicality of our daily provision.

 

 

 

Attention to Best Practice:

Curriculum Team Leader:

Assistant Team Leader:

Researching, developing and implementing teaching and assessment strategies to improve student progress.

Seeking Student Voice to feed into team evaluation.

Develop evaluation into high quality team strategy for the short and medium term.

Co-ordinating display and celebration of student progress.

Overseeing digital media approaches.

 

Advertising the wider work of the team.

 

 

Regular Operational Activity:

Curriculum Team Leader:

Assistant Team Leader:

Evaluating and refining the course offer at KS4-5. 

Monitoring Budget and Resources.

Overview of the Budget.

Monitoring Student behaviour (+ve and –ve).

Deploying teachers appropriately to complete the timetable.

Overseeing the development of schemes of work.

Monitoring Student Behaviour (+ve and –ve).

Contributing to website resource.

H&S overview and direction.

Cover arrangements for absent colleagues.

Overview and leadership of SOW production.

Implementation of H&S.

Liaising with SLT regarding the appointment and induction of new colleagues.

Support and development of ITT/NQT.

 

Developing SOW work with colleagues.

 

Additional skills

  • Delegating appropriately to ensure work is distributed across the team
  • Asking for help when required
  • Inter-personal, political and strategic skills.

There are, of course, other tasks carried out by middle leaders in curriculum teams.

Larger teams benefit from additional leadership capacity through Lead Teachers, Assistant Team Leaders who are subject leaders and Key Stage co-ordinators who take additional responsibility and add significantly to the leadership in larger teams.

Q.        How should we change the leadership structure in our teams to give Curriculum Team Leaders appropriate accountability and leadership opportunity to improve the quality of teaching and learning in our classrooms and for standards of achievement?

 

SWH Oct, 2013

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