Headteacher	

A headteacher in Mexico uses leadership techniques from the UK

Headteacher Alfonso Tirso Arroyo takes part in a pilot project to develop standards for Mexican school leaders, transforming his own role as headteacher. Alfonso, inspired by exchanging ideas with UK headteachers, has implemented a series of organisational strategies at Escuela Secundaria Industrial Tecnica No.105, to get teachers, pupils and parents used to collaborating in small groups. At No. 105, there are now pupil monitors and recycling projects; and first grade teachers across all subjects are holding regular sessions to discuss issues students may have. Change is never easy, but gradually Alfonso is managing to transform relationships and his own role as headteacher. This video is part of a series looking at inspirational headteachers and the positive effect their leadership has had on the schools they've worked with.

... in Xalapa, Mexico - The Five Standards and the School Community

A Mexican headteacher implements new standards for school leaders

Follow headteacher Maria de la Cruz Galan Raymond through a typical day at her primary school in Cordoba, Mexico, as she implements a new set of standards for school leaders. Maria is taking part in a pilot project to develop standards for school leaders. The standards cover all aspects of school leadership, and inform how Maria interacts with parents, teachers, pupils and the local authorities. She now holds drop-in sessions for parents, regular meetings with the Parents' Association, collaborates with local authorities to raise pupils' self-esteem, and makes time to monitor and evaluate the quality of teaching and learning. The strategies are already having a measurable impact on the schools' results, and Maria has rediscovered her passion for the job. This video is part of a series looking at inspirational headteachers and the positive effect their leadership has had on the schools they've worked with.

...in Cordoba, Mexico - Five Standards in One Day

A look at school leadership in Cosoleacaque, Mexico

Headteacher Clara Isela Martinez Gomez explores the knowledge and attitude that define school leadership through a pilot scheme at her small primary school in Cosoleacaque, Mexico. Since working on the pilot project to develop new standards for school leaders, Clara has been inspired to reassess her leadership style, and this has had a knock-on effect on every aspect of school life. Clara has implemented both an open-door policy for parents, welcoming both their support and scrutiny, as well as shared-leadership strategies which encourage class teachers to run their own projects. The standards are also being shared with other headteachers, through an innovative local network that brings together representatives from rural and urban schools. This video is part of a series looking at inspirational headteachers and the positive effect their leadership has had on the schools they've worked with.

...in Cosoleacaque, Mexico - Interpreting the Five Standards

A profile of the work of an inspirational Brazilian headteacher

Headteacher of Escola Maciel Pinheiro in north-east Brazil, Lucia de Sousa Periera, is a strong leader who instills respect in the school despite its situation in a bad neighbourhood. Lucia has introduced a student union and school council, and the school recently came third in the region in the national exam for secondary education. Lucia was chosen for an international school leadership project and visited schools in England. As a result, she has introduced classroom observation to her school, something which is not generally done in Brazil. We watch her progress. This video is part of a series looking at inspirational headteachers and the positive effect their leadership has had on the schools they've worked with.

...in Recife, Brazil

Revolutionary principles of a Brazilian headteacher in practice

During his 13 year headship at Escola Jose Leite Barros in north-east Brazil, Antonio Fernando Santos Silva dramatically transformed the school into a successful institution. Escola Jose Leite Barros is now a democratically-run institution, with committed staff and a focus on school self-evaluation. Coordinator of 65 schools in the region, Antonio has also visited schools in England as part of an international school leadership project. In this video, we see an English teacher observing a history teacher as they deliver a class about Brazilian presidents, followed by the feedback session - a discussion among teachers in the staffroom. This video is part of a series looking at inspirational headteachers and the positive effect their leadership has had on the schools they've worked with.

...in Tacaimbo, Brazil

See three secondary schools' methods for transition and induction

Find out the best way to introduce final-year primary pupils to life in secondary school. This video for headteachers and teachers examines three secondary schools' approaches to induction and transition. The three key points in this video are: there are different approaches to tackling induction; it's important to get students actively involved in the transfer process; and moving from primary to secondary school is an important rite of passage for pupils. Two of the Brighton schools have traditional induction days, with pupils enjoying a taste of life in secondary school. They explore the ICT suites, science labs and drama studios. But the third school has stopped running induction days, replacing them with a 'meet the mentor' event for parents and students. See contributions from Professor Maurice Galton of the Faculty of Education at Cambridge University, and Professor Barbara McGilchrist of the Institute of Education.

A Taste of Secondary

How ideas can transfer effectively across a network

With Networked Learning firmly on the agenda as one of the ways of raising standards, this programme reveals how ideas can transfer effectively from one school to another and how communication can take place across a network. In A-Z of Network Learning, experts and teachers reveal their hints and tips and give advice about launching and sustaining a successful network. Contributors to the programme include: <ul> <li> David Jackson, who is on the Networked Learning Group at the National College of School Leadership. Since the Networked Learning programme has been in place, it has been his job to support the networks and to and encourage more schools to embrace the concept </li> <li> Charles Desforges, a former professor of education at Exeter University who has plenty of personal experience of school networks </li> <li> Terry Harris, a primary school headteacher who has been part of a network of small rural schools in Sussex known as the NEARS group for nearly 20 years </li> </ul>

A-Z of Network Learning (Primary)

Mike Baker visits a new academy to see how they are progressing

Mike Baker visits one of 32 schools to be granted academy status and finds out how things have changed for them. Watford Grammar School For Boys is to be granted academy status, under the coalition government's new Academies Act. The Academies Act means all schools can apply to become academies, with outstanding primary, secondary and special schools given priority. This video assesses in detail the major areas of consideration for a school planning on becoming an academy. Mike Baker talks to the head teacher, Martin Post, about the process of becoming an academy school and the school's motivations behind the move, including financial implications, teachers pay, special education needs and the role of local authorities. There is also an interview with the head of Woodberry Down primary school, who are opting to become an academy. Peter Downes, the Liberal Democrat councillor who spoke against academies at the Liberal Democrat Party conference, also offers his thoughts.

Academies in Detail

How academy status can affect admission procedures

Discover more about the options for admission procedures for academies, as four principles of existing primary and secondary academies share their experiences in this school management resource. The principals talk about their admission policies and how academy funding agreements require them to adhere to local authority admission arrangements. Sir Michael Wilshaw of Mossbourne Academy, explains to headteachers perhaps wishing to switch to academy status in order to become a selective school, that they should "forget about it. This is about providing a first class educational service to children across the ability range". 10 per cent of an academy's intake can be selected on the basis of aptitude in a specialist subject, but not many academies put this into practice. The other principals featured are Venessa Willms from King Solomon Academy Primary, Steve Kenning from Harris City Academy and Sally Coates from Burlington Danes Academy.

Admissions

Sir Alan Steer looks at improving practices in behaviour

This video was filmed before the May 2010 general election, and may not reflect the policies of the current government.The Government's behaviour advisor, Sir Alan Steer, talks to Mike Baker about strategies to improve behaviour in schools. Sir Alan Steer explains that there is no single key to good behaviour but fluid practice, shared between primary and secondary schools. Using seating plans, diagnosing children with special needs and a good support system for pupils and staff, is very important. He also talks about the necessity of a teaching and learning policy.Sir Alan published a series of reports on pupil behaviour, culminating in "Learning Behaviour: Lessons Learned in April 2009".

Professional Development for Quality Teaching

Roles

> Primary Headteacher