How to be good SMT

I’m no expert at leadership, and so I read @oldandrewuk’s post, How to be a Bad SMT, with a wry smile and a deep sense of sadness. Firstly – it caricature’s the very worst extremes of leadership in our schools; secondly many teachers experience much of what the blogger says on a daily basis.

My counter-list isn’t as comprehensive as the post which inspired this one. That’s more down to my lack of experience in leadership than the ease we Brits we find in being critical.

How to improve teaching and learning

  1. Judge teaching based on the teacher standards, not on Ofsted criteria – this implies an emphasis on the long-term: on lessons sequences over one-off lessons; on consistency over flashiness; on substance over style.

  2. Release staff to teach to their strengths rather than to conform to one single style – the strength of our education system is in the individuality and autonomy of teachers.

  3. Never use the word ‘delivery’. While the postal service is incredibly valued, teachers aren’t posties. Don’t dumb down teaching with the word ‘delivery’.

  4. Take the Teacher Standards statement “demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship” seriously – this means allowing teachers to research good and outstanding teaching for themselves, rather than reducing it to a checklist.

  5. Allow teachers to take part in non-judgemental peer review. This may involve self-sacrifice as you may have to cover lessons yourself to allow teachers to collaborate with each other.

  6. Don’t call yourself SMT: call yourself SLT. It might seem to be mere semantics, but if you call yourself ‘management’ than you will only ever focus on doing things right; whereas if you call yourself leadership you focus on doing the right things. Even better, leadership teams may even learn to do the right things right.

How to improve behaviour

  1. Make sure transitions are your top priority. Be high profile at any point that children are moving into classrooms, or from one classroom to another.

  2. Allow teachers to contribute to the shared behaviour policy. Be aware that adjustments may need to be made depending on the age of the children – sanctions for 3 year olds may not always apply to 16 year olds.

  3. Take your responsibilities set in the behaviour policy seriously – don’t shy away from speaking to parents or reinforcing sanctions that teachers have enacted.

  4. Be prepared to shout occasionally. It’s not ideal, but if you don’t, your teachers will have to, and that’s worse.

  5. Respect the teachers who want to sort out the behaviour within their own classrooms, but offer support even if they don’t want to.

  6. Exclude when all other sanctions have run out – a clear, consistent message helps teachers, children and parents alike.

How to improve morale

  1. Be consistent in relationships, especially with middle leaders, who are still learning a new set of skills and will make a whole load of mistakes.

  2. Be self sacrificial – do an extra cover for  in your department at least once a half-term.

  3. Take the lion’s share of assemblies and playground duties.

  4. Listen to staff. When they suggest that a new initiative might be too much, consider what they say and remember that the main thing is your teachers’ teaching. If the initiative won’t help, don’t introduce it. Even better release staff to design and introduce the initiatives that they want to happen.

  5. Don’t go straight to your office each morning, but spend some time in your colleague’s classrooms first. Follow up at the end of the day if teachers are having a tough time.

  6. Smile.

  7. Apologise when you’ve made a mistake, or even if you’ve been a bit grumpy.

Now I’m not saying I’m God’s gift to leadership. I can honestly say that I have made at least three of the mistakes that are on oldandrewuk’s list in the last six weeks. But neither is the list above pie in the sky – I have done every one of them in the last 6 week’s also.