💡🧵 Workflow vs Workload: an idea for planning the school* calendar.
1. RAG-rate weeks across next year by teacher** workload. Some measure of work on top of ‘normal teaching.’
*This could also be usefully done by HoDs
**Ideally differently for HODs/Pastoral lead/teachers
1a: Things that get factored in include anything that adds workload: parents evenings, data entires, mock exams, options events etc etc
2. Essential to factor in that week + work being done that week to prepare for upcoming weeks.
3. You could ask experienced HoDs/teachers to spot crunch points (‘red weeks’) and less pressured time (‘green weeks’)
4. Then, look at how red weeks could become amber weeks, even if green weeks then become amber weeks. (Remember to update the code as you move things around.)
5. There may be weeks where red has to stay red- mocks etc - if that’s the case, lock out those weeks to any additions.
5a. Members of SLT, HoDs, pastoral leaders or those with whole-school roles (literacy, careers) should be prevented from adding to red week workload, or doing anything that turns an amber week into a red week for a group within the school (middle leaders, teachers.)
6. Make this public, part of the conversation in the school- so everyone is mindful of red weeks on the horizon and can manage their own workflow (and that of those they lead) better.
Obviously this might already happen and I know my school puts a lot of thought into this.
That said, I still often see lots of tweets about ridiculous crunch weeks.
Calendars and timetables. These are some of the biggest levers on day-to-day wellbeing.
Here is one of my favourite little interlinking stories that sits within our curriculum. It's quite well known but here is how I teach the story of the MV Monte Rosa.
In Year 9, we first meet the Monte Rosa in the section of the course about 1930s Germany - she was built in 1930 to take passengers and migrants
between South America and Germany. Before long was being used as a cruise ship as part of the Nazi 'Strength Through Joy' programme.
During WW2 she was used as troopship to support the invasion of Norway, and as a repair base for the Tirpitz, where she docked alongside the damaged warship for weeks.
She was targeted by several RAF and resistance missions, on both occasions suriving signficant damage.
HoD🧵: If you’re new to HoD role, one of the trickiest but most critical things to get right is the timetable.
However, it can have a huge influence on
A) Day-to-day teaching experience of your team.
B) Quality of teaching in dept.
C) Workload.
A few ideas for (new?) HoDs:
Caveat 1: please note this is just my experience- in different schools HoDs have very varied levels of influence over the TT.
Tip for new HoDs: before process starts, find out the formal and informal processes other HoDs at your school use to get best Dept TT they can.
Caveat 2: you won’t achieve all of the following - it’s always a series of trade-offs and compromises. In my experience at least one of my team of seven finds something frustrating about their TT each year.
That’s how it goes- you won’t be able to win them all.
🧵I’ve had a couple people ask about this, so here are some things that might help HoDs right now:
1. Anticipate some pandemic-related disruption and remember you’re just one person. The pressures and stresses this term might bring aren’t your fault, or yours to fix alone.
2. Think about your sources of support: line manager, experienced team members (and energetic, fresh-faced team members!) other HoDs in school, subject associations, Twitter communities. Also: friends, family, pets, takeaways. You won’t get a pay rise for quiet martyrdom.
3. Acknowledge that the “aggregation of marginal setbacks” is *still very much a thing* for you and your team.
Extra formal assessments, setting work for isolators, other individually small, but cumulatively big, covid-caused tasks increase day-to-day workload. Bear in mind.
🧵
Helpful time investments for HoDs at this time of year: 1. Make an at-a-glance sheet of which teachers teach which groups, including split classes.
2. Print the timetable for the department: 1 copy for the office wall and 1 for the back of your planner. It's *really* helpful
3. Beg, borrow or steal a whiteboard for the office. A3 paper on wall will do at a push. Put a list of key dates for the term on it. Parent's evenings, meetings, data entries, deadlines. Wipe them away as you get them done. It will quickly become a touchstone, so get it right!
4. Write your own version of that list, for when things need to be done across the year. Do the electronically so you can easily update it next year. @GarryLittlewood is the genius behind our one, so take a close look at this:
'GIVE IT A NAME' - a useful little idea to help students remember feedback. A short thread, with pictures!
The idea: give the error a name and, ideally, a visual metaphor.
The effect: they remember it, identify it accurately in their work and even remember it next time! 1/
The Q here asks Y13 students to offer a synthesized, thematic overview of 130 years of change. One common problem is that they use evidence from too narrow a period. We start by looking at knowledge they could include in the paragraph, expressed as a timeline. 2/
Now. Here's the trick. GIVE THE PROBLEM A NAME. make it a 'thing.' I've called it 'spotlighting.' Many students paragraphs included just the Pill and Roe v Wade, sometimes radical feminism too. They are shining a sharp light on a narrow slice of the story. 3/
I’ve seen loads of great ideas on here, and I’m sure I’ll use lots of them eventually, but I reckon GO EASY ON THE HOME LEARNING THIS WEEK:
-lots of families with adults working from home and one computer/tablet to share
-internet capacity hard to gauge, so low-data options 1/
- new routines for everyone to establish
- new interface/software that students and staff are finding their way around
- I’m for the longer haul: let’s not frighten the horses. Achievability matters.
Also worth remembering that we are ONE of 10-16 subjects. If pupils have access to a shared device for ~2hrs a day, expecting 30 mins of your subject on the screen per WEEK might be fair. So lots of videos/live broadcasts at lesson times possibly won’t work that well.