June 2011

partners in education

AST Newsletter
Exploding the myth
Rumours and Chinese whispers are circulating about the status of Advanced Skills Teachers. We have heard that some people believe that AST status is going to be cut. This is not the case. We believe that AST status will continue. Let us look at the facts rather than speculate.. There is in place an independent review of teaching standards. The review body will submit an interim report in July 2011, setting out the recommendations for Qualified Teacher Status and Core standards. The final review is expected by the end of October 2011 making recommendations for the entire suite of teachers professional standards. It is the expectation of the DfE that any revisions to the standards will not take effect until September 2012 over a whole school year away. We fully expect that, following the review, AST status will be maintained, possibly under another name, but nevertheless maintained. In its recent White Paper, The Importance of Teaching, the government set out its vision for Teaching Schools. In this vision the government stated that it planned to pull together outstanding teachers, including Advanced Skills Teachers, who are committed to supporting other schools. The National College is taking bids from schools to become Teaching Schools. It is intended that 100 schools will achieve Teaching School status ready for September 2011. Many ASTs will be deployed by teaching schools. We do not know at the moment how local authority funding will be affected by the changes in education. We should not assume that local authority funding of ASTs will automatically end after March 2012. The AST model has been hugely successful. It makes sense that the most able teachers should continue to help others improve their practice. Can we please put behind us the misconception that AST status will be discontinued? If you are an aspiring AST, can meet the standards and have a funded post available, the DfE and the National Assessment Agency for ASTs and ETs encourage you to apply for assessment. Go for it! We believe that the future for ASTs is bright and that ASTs will be in demand, even though there are new developments in education.
Page 2 Outreach Deployment of ASTs Bob Hood AST Page 3 Specialist Leaders of Education UKLA Page 4 Online Update Project ICT

The Innovative, Imaginative and Creative AST

Wednesday 6 July 2011, Hotel Russell, Central London
Have you booked your place yet for the National AST conference? This conference promises to be a must attend event with keynote speakers: Phil Beadle, award winning teacher, author and journalist Marcella McCarthy, AST, The Cherwell School, Oxford Martin Flatman, Project Director for the National Assessment Agency for ASTs and ETs. Choose to attend two workshops from our ten amazing options that showcase the creativity, innovation and imagination of ASTs: Capturing Creativity defining, inspiring and encouraging creative thinking within teaching and learning Creative Tools for Developing Teaching and Learning The Spider Strategy for Outstanding Teaching Brain Matters developing positive mindsets for learning Cant Draw, Wont Act! A practical approach to art and drama Moving My Mind Cracking the Code innovation and QR codes in the primary school Creative Pathways to Inspire, Motivate and Raise Attainment in Writing Ways to Activate Learning through Formative Assessment Creative Approaches to Teaching and Learning with SEN There are still some places available for this conference. To secure your place contact conferences@babcock.co.uk.

IN THIS ISSUE...

partners in education

The National Assessment Agency for ASTs and ETs Bay Tree Avenue, Kingston Road, Leatherhead, Surrey KT22 7UE T: 01372 834282 | E: ASTandET@babcock.co.uk

Outreach deployment of ASTs

Many local authorities have maintained their funding for ASTs and have an AST LA coordinator who continues to recruit and deploy ASTs in the highly effective way that they have done over a number of years. If you are able to continue this method of deployment we would encourage you to do so. However, we do know that the schools forum in some local authorities has taken the decision not to continue with local authority funding of ASTs and has used their non-ringfenced AST money for other purposes. The cessation of AST outreach work does cause us concern. If, as an AST, you are not being deployed by your local authority, how will you maintain the culture of deployment? If central deployment from your LA has ceased along with LA funding, you and your headteacher might want to consider the following models and set up your own deployment arrangements. Devolved Model - A lead AST in the local authority takes on the coordination role for his/her one day a week outreach. This person may not therefore carry out any outreach work but on their outreach day manage and coordinate the other LAs ASTs. Steve Price, AST Coordinator in Westminster says of the devolved model, Our team of almost 30 ASTs has been working strategically with a high level of planning and assessment of schools requirements to promote improvement. Deployments have been extremely successful in raising standards of teaching and learning in schools across the authority and are highly valued by the local authority, colleagues and pupils. This model is highly effective as it ensures that schools which need the support are clearly identified, and that there is an overview from leaders within the authority to enable AST work to directly target needs. Our ASTs fully support this model and work very hard but with a real sense of achievement. Partnership or Cluster Model - Clusters of schools, say between five and fifteen, come together with their ASTs and exchange expertise. For example, you can have our geography AST for one day a week, we will have your maths AST in exchange. Howard Lay, Headteacher at Samuel Ward Academy says, At Samuel Ward we recognise the need to restructure the way that the work of our ASTs is managed. As a school that places a high value on collaboration we are working towards building alliances where expertise and support can be shared, for the benefit of all involved. Particularly where it involves new kinds of relationships, this is not just about structure or process, but about the trust built up among the various partners and this will take time to develop. However, in the new educational world that is emerging, we envisage that this could replace the role of the local authority in the next few years. School Funded Model - Schools fund their own ASTs and deploy them in a way that best serves their own needs. Sometimes the schools charge other schools for the outreach services of their own ASTs and sometimes they do not. Occasionally the schools work with other schools, partnerships/clusters or LA groups. Ingrid Abrahams, Deputy Headteacher at Great Barr School in Birmingham comments on the school-funded model, ASTs are fully inducted and prepared for both inreach and outreach by the school. This necessitates a strong line-management system which is a conduit for networking and building self-esteem and confidence. ASTs provide cost-effective continuing professional development and training for staff within the school. This training is more effective as ASTs know the needs of both staff and pupils. Local and national tendering arrangements are made for schools wishing to enter into training partnerships with the host school. Full coaching programmes can be established across a number of departments/school, with support based on school development plans. If you would like more information on the models outlined above, please let us know. If you can send us other models we will be grateful to receive them and share them with our wider AST networks. We urge you to maintain the culture of AST outreach, so that it does not disappear.

AST for Coaching from Leeds

When I was first appointed as an AST for Coaching in the Leeds Education Authority in 2007, a whole new world opened up to me. As a Head of Faculty, with a couple of stints as an Assistant Head Teacher behind me, I was truly fascinated with the AST position I had achieved. It has entailed visiting and working with over fifty schools from the primary, secondary and special needs organisations in the Leeds Authority. Coaching in schools seemed a logical career pathway for me as I have been a professional coach for a number of years in the sport of rugby union. I have coached at county, divisional and international level, which has included the Senior England Counties team on tours to Chile, Romania and France, the Trinidad and Tobago National team, and currently I am the head coach for the Senior Yorkshire and England Counties U20 teams. I have coached representative teams to eleven National County Championship titles all played at Twickenham, the HQ of English rugby. I have found these experiences invaluable in my educational roles, working as an AST.

Bob Hood AST and Professional Rugby Coach

Specialist leaders of education (SLEs)

You will have heard many rumours about the future of ASTs, the new single designation and the appointment of SLEs. I urge you to wait until you hear officially from the National College or the DfE before you take any actions or make any assumptions about the future of ASTs and even the future of your own role. SLEs are closely linked to the teaching schools and it is expected that the teaching schools will hold the core responsibility for the designation and the deployment of SLEs. This, however, will take time and we will let you know what is happening as soon as we know and have heard from the National College. SLEs may be designated from any school, not only teaching schools, national support schools (NSS) or a school where the headteacher is a local leader of education. The new model provides a firm basis for driving forward school improvement from all types of school leaders, particularly those from the following areas: a subject specialism inclusion performance management early years behaviour school business management. If you read the current (2011-2012) strict designation of SLEs you will see that many ASTs fully meet the criteria and the proposed additional criteria SLEs will: be outstanding practitioners, with at least two years experience in a particular field of expertise have a successful track record, supported by substantial impact evidence, of working effectively within their own school and/or across a group of schools, or working with a range of staff within a single school have a commitment to outreach work, and the capacity to undertake such work have evidence of successfully using coaching and/or facilitation skills to bring about improvement be supported in their application by their headteacher and chair of governors, and be able to be released from their school for a mutually agreed allocation of time. Do let me know what views you have as school leaders or ASTs on the SLE proposals martin.flatman@babcock.co.uk

UKLA - The United Kingdom Literacy Association Spotlight on Subject Associations

The United Kingdom Literacy Association (UKLA) is a registered charity whose sole objective is to advance education in literacy. We have members from a wide range of jobs and they are all passionate about literacy. Most members are involved with literacy education in schooling and beyond as teachers, local authority and independent consultants, teacher educators and/or researchers in ITE. We also have librarians as members as we are equally passionate about literature in its widest sense. We have a very lively website (www.ukla.org) where members can find out the latest news, blog, download a wide range of fascinating articles about literacy teaching, both practical and research oriented, find out about upcoming conferences and current publications, as well as asking other members questions and sharing experiences. UKLA provides a forum for discussion and debate, together with information and inspiration. We do this through our wide range of conferences international, national, regional and local publications, which are practical and accessible research UKLA has an excellent reputation for involving teachers in funded research and development projects which investigate, innovate and influence both policy and practice. UKLA has a voice in national debates, currently campaigning for a broad view of what it means to be a reader. This includes the publication and dissemination of our booklet Teaching Reading: What the evidence says. We also run book awards, international exchanges and a Books for Africa scheme. Members receive 3 copies a year of UKLA News (a newsletter), English 4-11 (a practical magazine) and Literacy (a professional/ academic journal),discounted conferences and publications, and opportunities for involvement in collaborative research projects or research grants. UKLA would love to have more ASTs as members. ASTs would have lots of opportunities to share their practice by presenting at regional, national and international conferences as well as by writing for our journals. They would be kept abreast of cutting edge thinking in literacy education, be able to join one of our special interest groups (we have a new one focussed on the power of storytelling across the curriculum) and become part of a vibrant, forward looking and campaigning subject association. Please visit our website or get in touch with me if you want to find out more. David Reedy, President UKLA, www.UKLA.org, d.ready@ntlworld.com

ASTs ARE:

titioners Excellent classroom practeachers Creative and innovative Risk takers Generous in sharing best practice Coaches and mentors

Willing to take a strategic lead in their own and other schools losely Willing to work c with leadership teams

partners in education

DOES THIS DESCRIBE

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New Information Sheets

The National Assessment Agency for ASTs and ETs have created two new information sheets, one for aspiring ASTs and one for headteachers who want to know more about AST status. For copies contact ASTandET@babcock.co.uk.

support, do with them and sensitivity to work to improve? a wider Do you want to have other with influence, working back schools and bringing great ideas? with Are you willing to work in your leadership teams, both own and other schools?

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partners in education

Agency for ASTs and ETs The National Assessment , email ASTandET@babcock.co.uk m. Call us on 01372 834282 advancedskillsteachers.co or visit our website www.

partners in

education

The National Assessme Call us on nt Agency 013 for ASTs and Visit our web 72 834282 | Ema ETs il us site www .advancedskil at ASTandET@ba lsteachers.com bcock.co.uk .

An AST creat es energy school. They in your share their and expertise, skills and support and encourage others. They excellence are in action! Caitl Yapp, Head teacher, Barco in Primary Scho mbe ol, East Susse x.

ASTs: Online Update

ASTs at the heart of the SLE discussions The National College is in the midst of its consultation regarding the Specialist Leader of Education designation, which is tightly linked to the Teaching Schools agenda. During the lively online discussions in February and May, ASTs have been making their voices and views heard on the developments surrounding this topic. View the SLE pages on the National College website www.nationalcollege.org.uk/index/about-us/national-collegeinitiatives/specialist-leaders-of-education and join the discussions in the consultations section. Anything to add? Keep the debate alive and tell us your views on the National College AST Group pages. See below for joining details. Calling ASTs in the North West or West Sussex Are you an AST in these areas? Youre in demand! ASTs near you are looking for support and networks. Go to our forum on the National College website and reply to the relevant request on the discussion page. While youre there, you can search for others in your region or your subject specialism on the AST contact list (in the Resources tab), and add or update your details for others to contact you. Share your successes online We know theres a huge amount of expertise, research and resources out there that should be brought out into the light, not hidden in an ASTs computer archive. Why not share the research, resources and stories youre proud of on our forum. Give other ASTs the tools you wish you had had at the start. Follow the link below to join the AST Forum, then upload items in the resources section, or add your stories to the What works discussion. Downloads and Resources The National Assessment Agency for ASTs and ETs produces a number of publications for Aspirant and current ASTs and those who manage them. Have you seen them all? Do you know someone who would find them useful? Whats missing and what could be improved? Have a look at our AST Resources page at www.advancedskillsteachers.com The Face of the Future Watch this space..well be launching an AST Facebook page very soon! Keep up-to-date with news and events and join discussions. Joining the AST Forum Go to www.nationalcollege.org.uk. You will need to create a login, navigate to the Groups tab in the Networking section, then find the AST or Prospective AST pages. Once there youll find areas for news, updates, discussion, resources and a contact list of other ASTs.

Project ICT - AST launches website that links technology to teaching.

Darryl Bedford, an AST at Oak Lodge School for the Deaf, uses a variety technological hardware, such as laptops, iPads, video cameras and Wacom tablets, to inspire his SEN students. He has recently built a multimedia suite at Oak Lodge to further engage his pupils. Embracing the call to promote the AST role and share good practice, he has made great efforts to document his outstanding crosscurricular project work, harnessing internet technologies, animation, performance and film making. Darryl has recently launched a website entitled Project ICT, www.projectict.com, where his lines of enquiry and achievements are clearly documented, and visitors are offered ideas and links to additional internet content. He intends the site to be ever evolving and his use of blog entries makes it easy for visitors to locate new content. Although Darryl works predominantly in SEN, his creative approach towards utilising ICT across the curriculum has wider application. He comments, Information Communication Technology is transforming our society. It is changing the way we work, socialise and learn. We need to prepare and equip our students for this information revolution and utilise technologies to harness students strengths and encourage enquiring minds. We wish to facilitate lifelong learners who are confident ICT users. Darryl believes that students with additional learning needs through to gifted and talented students will benefit. Focused ICT use can assist their learning. www.projectict.com maps many years of investigation, practice and reflection on this topic. Have a look, and please leave a comment or idea on my blog pages! You can catch up with Darryl and hear about his innovative teaching ideas at the national AST conference, The Innovative, Imaginative and Creative AST, on 6th July 2011 at the Hotel Russell in central London where he will be running a workshop entitled Creative approaches to teaching and learning with SEN. Darryl Bedford is an AST at Oak Lodge School for Deaf Children in Wandsworth.

Please forward this newsletter by email to your colleagues, especially teachers who may be interested in becoming ASTs or ETs and headteachers who may be interested in appointing them.

If you have a report of a project you have undertaken as an AST for a future newsletter or information that you would like to us to include, please forward it to pam.french@babcock.co.uk. We will be planning our next newsletter during September 2011 for distribution in October 2011.

partners in education

The National Assessment Agency for ASTs and ETs Bay Tree Avenue, Kingston Road, Leatherhead, Surrey KT22 7UE T: 01372 834282 | E: ASTandET@babcock.co.uk