3 SCHOOLS ONE MISSION

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1 Welcome to the EDUCATION AND LEADERSHIP TRUST 3 SCHOOLS ONE MISSION a co-operative academy trust STRONGER TOGETHER

2 Dear Colleagues I would like to extend a very warm welcome to you and thank you for coming along to our Recruitment Fair today. We are proud of what we are achieving as a Trust and proud of what we can offer staff who join our Trust. We believe schools are stronger together and we believe our co-op values make a real difference to the operation of our Trust and the development of our students. We are committed to growing talent and developing people across the Trust. We focus on achieving the highest quality teaching and learning and developing the very best in all our young people. We hope you enjoy meeting staff and students and are able to ask lots of questions. Please make sure you have left us your details so that we can keep in touch as vacancies arise and make sure you collect your goodie bag. Wishing you every success with your teaching career. Best wishes Patsy Kane M.A. Executive Headteacher Welcome to The ducation and Leadership Trust

3 About the Education and Leadership Trust The Education and Leadership Trust was formed in September 2014 and comprises three large high schools in Manchester. We are a co-operative academy trust, with co-operative values at the core of all our work. We are committed to providing a rounded and exciting education and developing leadership capacity in staff and students. Whalley Range is a large High School of 1500 girls located in the heart of Manchester. Levenshulme is a school of 1,000 girls in south/central Manchester. The East Manchester Academy is a mixed school of 970 students in the heart of Manchester s regeneration area in Beswick. Th y serve some of the most deprived wards in Manchester and embrace and celebrate their cultural diversity. The schools receive their intake from over 75 primary schools from within and beyond Manchester. Whalley Range High School is the only community school in Manchester offering single sex post- 16 provision. Over 90% of Sixth Form students are from ethnic minority backgrounds. We have a clear mission for the trust: We are dedicated to promoting the emotional, physical and social well-being of our diverse and multicultural population and aspire to be a centre of excellence for the education of young people. We will teach resilience so students can achieve outstanding results and thrive in a challenging future. The co-operative values of cooperation, self-reliance, team work, democracy and ethical approaches to business will inform our trust values. The e values and principles will underpin the work of the Trust and we believe will contribute to strengthening the schools links with their local communities. 3 Schools One Mission

4 Raising standards of Achievement through: working collaboratively with others, including education, business, health and sporting partners, to raise standards and opportunities having honest and open relationships with all other partners, helping each other to reach common goals developing a global perspective rooted in the co-operative values of self-help, self-responsibility, democracy, equality, equity and solidarity upholding the ethical values of integrity, honesty, fairness and responsibility adopting a mutual stake-holding model where membership will be open to all involved with the school (children, parents / carers, members of the community, partners and staff) developing further meaningful and sustainable links with the communities served by the Academy Trust promoting learning and enterprise opportunities to develop concepts of social entrepreneurship locally, regionally and globally sharing professional development programmes to build professional and social capital building on positive relationships with parents raising the aspirations of our students and families through sustainable links with higher educational establishments in order to develop routes to economic well-being TheTrust, through its local and wider partnerships, will work to support all schools in inv olving parents/ carers and other stakeholders and assisting in the development of the next generation of adults who will drive our community forward and enable it to thrive. It will strive to more effectively involve all schools with their communities and vice versa. The Alliance Manchester Business School, Manchester University, is the largest Business School in the UK. We are enjoying working together to raise standards and aspirations. Laing O Rourke has a long-standing commitment with The East Manchester Academy and is committed to adding value to the work of the school. Manchester United Foundation is working with us on a three year project to raise aspirations and inspire young leaders. Welcome to The ducation and Leadership Trust

5 Top Tips for Job Applications Your fir t job is, in many ways, your most important. It can mean you have a positive start to you teaching career or an unhappy and difficult experience. It is important that the job is a good fit for you as well as the school. Applications Set up auto alerts and follow schools you are interested in on Twitter. Be clear how far you wish to travel and be honest about what is sustainable in terms of journey time. Check the school s latest Ofsted report but schools change and can improve rapidly so don t be put off n cessarily- it may help you plan questions. Check out the school s website and see if it seems your kind of school. Refer to the school in your letter and don t be afraid to be enthusiastic about something you have seen, read or heard. Show how your experiences have prepared you for this job in this school. Mention if you have a second subject which you are willing to teach. Share some interests you would wish to offer as extra- curricular activities- but only if you really mean it. Use clear paragraphs and address the job description and person spec. Sub-headings are fine if ou wish to use them. Some people prefer a prose letter. Check your work carefully for spelling and grammar. Keep it to a maximum of two sides of A4. 3 Schools One Mission

6 Top Tips for Job Interviews Interviews Do your homework- check the website, identify questions or deal breakers-does the school have particular features such as faith or gender? Dress sensibly comfortable shoes, professional dress. Plan a lesson which fits the time allocated- it may be 20 minutes, 30 minutes or an hour. We are also looking at how you relate to students and engage them in learning. First impressions count Shake hands and smile with eye contact as you enter the room and are introduced to the panel. Be able to articulate why you are applying, what attracted you to the school and the job. Be able to articulate your understanding of safeguarding- give an example of how you have handled a situation. Understand how your subject contributes to PSHE, British values, character education, employability skills. Thi k how you would provide stretch and challenge for high attaining students-with examples. Have examples of how you have developed literacy skills. Have specific examples ready of how you have built up relationships with challenging students and how you have managed challenging behaviour so far. Again, show enthusiasm but keep answers concise, with relevant examples. Read the faces of the interview panel- if they are looking bored- stop talking. Ask if you have answered the question or would they like you to go into more detail. By the end of the interview, make sure you have asked everything you need to know to be able to decide if this is the school for you. Ask about support for NQTs. If the school is part of a Trust. After the interview Only say you will accept the job if you mean it. If you are offered the job, be thrilled and express how pleased you are. Be proactive about completing forms, checks and making contact with your Head of Faculty. Stay in touch through the rest of the year so you have established relationships, even if only by , by the time you start. If you don t get the job, always ask for full feedback. Arrange a time to talk to someone if there isn t time on the day. Keep learning and it may be down to factors beyond your control, such as someone with a second subject which the school needs. Stay positive and remind yourself everyone has a school which is right for them. Welcome to The ducation and Leadership Trust

7 The Education and Leadership Trust Professional Offer The Education and Leadership Trust Professional Offer The rust takes the professional development of all staff ery seriously and is committed to providing top quality support, a personalised induction programme, high quality professional training and opportunities for professional development. We encourage staff o be proactive in taking up opportunities to lead and contribute to events and programmes. We aim to be responsive to any emergent needs and welcome suggestions from staff bout any aspects of training or professional advice which would enhance our offer for groups and individuals. All staff ill have a common induction programme to cover Child Protection and Safeguarding, data protection, e-safety, using SIMS, in-school policies. Expectations All staff espect and promote the Trust s co-operative values. All staff espect and promote British values. All staff re committed to continually improving their teaching or professional skill set. All staff ngage positively in training and support programmes. All staff ead and follow the policies and procedures in the Staff andbook. All staff ecognise we work together as a team to enrich students learning and improve outcomes. The Trust Offer NQTs A member of the Senior Leadership Team as an Induction Tutor who will be responsible for the supervision of the induction year in line with external guidelines. A subject mentor and a House mentor to offer direct and practical support. A programme of ongoing training and support throughout the year, becoming more personalised after Christmas, led by an experienced member of staff Opportunities for observing more experienced colleagues as well as peer observation. A two day residential with other NQTs from within Manchester, paid for by school. Access to the whole school training programme and learning opportunities. RQTs To reflect the range of skills and experience within any cohort, bespoke RQT training may include: A planned programme until Easter with regular meetings led by an experienced member of staff A Lesson Study project to enhance classroom skills and practice. Opportunities for observing more experienced colleagues and peer observation. A personalised plan linked to appraisal needs. 3 Schools One Mission

8 The Education and Leadership Trust School Training Programme Access to the whole school training programme and learning opportunities. All teaching staff Good to Outstanding Course a six week course in how to move teaching and learning to consistently Outstanding A personalised plan linked to appraisal needs which may include coaching on identified areas of practice Opportunities for observing others. Job shadowing to support career aspirations TeachMeets the opportunity to share and learn with colleagues from across the Trust. Special interest working groups the opportunity to share and develop practice in a particular strand Voluntary CPD sessions which occur through the year. Induction to new roles a personalised induction and training plan when moving to a new role with support from a more experienced colleague. Using data this may be through faculty or team meetings as well as additional opportunities for drop-in training Using the VLE each faculty has a VLE Champion, who can be approached for individual advice and support in addition to opportunities for drop-in training External courses appropriate staff ill be considered for external courses such as those offered by the exam boards, PIXL, the Manchester Schools Alliance or the collegiate. It will depend on their role, the school need and staffing needs. For all staff ho consistently teach Good or Outstanding lessons there are a range of leadership and management courses, both in-house and external. The e may be run in one school or run with a combined group of staff rom across the Trust. The e currently include: Aspiring to a TLR course covering two terms with a focused project and a report back presentation to Heads of Faculty and SLT. New to TLR course covering two terms with a focused project and a report back presentation to Heads of Faculty and SLT. Aspiring to the Senior Team how to prepare for Senior Leadership, expectations, developing competencies, opportunities to shadow colleagues. Teaching Leaders this is a selective programme for staff in c rtain TLR posts who the school wishes to nominate. Access is not guaranteed. Support Staff Th re is a wide range of support staff oles in both schools. We offer separate and joint programmes for particular groups of people, such as teaching assistants. It is important that line managers identify the training needs for their teams and deliver timely and appropriate training as it is needed. This m y be in individual schools but can also be across the Trust. An annual appraisal programme will contribute to determining needs. If you would like further information about the Education and Leadership Trust please get in touch with us: E: head@wrhs1118.co.uk T:

9 Quick Teaching Tips Menu Don t make a meal of your lesson planning First, treat your learners to a starter; they... Have an immediate task to engage and avoid dead time Wake up the mind Hook students into the lesson Re-establish prior knowledge before moving on Today s Specials Word ladders A focused start to a lesson with an element of competition. Also supports literacy development. Change the top word into the bottom word changing one letter at the time. Each step in between must create a real word. Wish Role Wish Wise Rise Role Role Send Brat Send Bend Bent Beat Brat Room 101 Who or what (perhaps from last lesson or this topic) would you put into room 101 and Why? Encourages debate and reasoned argument. Dingbats A side order of lateral thinking. FLUBADENCE TTTTTTIIIIIIIMMMMMMEEEEEE ABDEFGHIJKLMNOPQRSTUVWXYZ Prefixes To encourage pupils to engage with new vocabulary and use what they already know. Un Bi Uni Ocu Sub Multi Re Pre Mis Tele What words can you think of that start with.. What do you think the prefi es mean? Word Soup rbgrugwrghideeiopurghrrgtttthetwypiywriyhbgoigirgimrkeyfgtigirgwordsesofyuwb enpqfinf enegt egwhatdngsdiunutiutjsdgijrappearsdfgimgmtogigtmwebegoirgusrn gugnonsensenaoprhngrgirg Next, fill up on quality questioning; it will help... Check understanding Identify misconceptions Allow reshaping Promote engagement Waiting time Don t be afraid to let learners think before they speak Random Question Surprise Use lolly sticks, raffle ickets, bingo cards, online tools just no Hands up!

10 Chef s Specials Pose, Pause, Pounce, Bounce POSE the question to the class. PAUSE to provide thinking time. POUNCE on a student. BOUNCE the answer around the rest of the room to probe and deepen understanding or challenge misconceptions or opinions. A solution to 'I don't know' I know you don t know, but what do you THINK? What would you say if you DID know? Listen to the next student s answer and then explain it in your own words. Make sure the pupils understand that saying I don t know does not mean they can avoid answering questions. Always go back to them and give them time. 'If this is the answer 'what is the question?' Can also be served in a plenary sized portion A game of corners One student stands in each corner of the room. Teacher asks a question. Students in the corners shout out the answer, everyone else remains quiet. First pupil to answer correctly wins and knocks out a contestant on the right of left f them. Teacher then asks the rest of the class a question. Students in the middle must put hand up to answer. The pupil with the correct answer replaces the empty space in the corner. Towards the last round, you stop replacing the knocked out student and allow them to knock out students opposite each other, so that the last one standing is the winner. Grafi ti Teach me, Tell me Secret Keywords Speedy Questions Tweet It Students write down everything they have learnt on a paper table cloth/fl p chart paper. The e can be used in follow up lessons to re-visit learning A selection of Blooms taxonomy is available on request Round it off with a plenary, it will help... Metacognition Consolidation Planning next steps in learning Praise and Celebration Students have one or two cards. Th y prepare two questions one testing knowledge and one challenging. Students circulate the room and ask each other questions. Exchange cards once tested each other. Can also peer teach or coach each other through answers. A pupil stands at the front with their back to the board. A key word/phrase is written above the pupil s head. The c ass give clues about the word/phrases until it is correctly guessed. Divide the class into two teams. Teacher asks a question. Fastest answer written on the board wins. The eam can help, but they must be discrete so not to give the answer away. Sum up the lesson in 140 characters