Teach Primary Issue 19.5

www.teachwire.net | 37 L E ADERSH I P I still remember, as a young teacher, being asked to develop a whole -school programme for art and design. My lack of curriculum development experience was the least of my worries; it was my artistic ineptitude that would have brought my secondary school art teacher out in a cold sweat at the mere mention of the idea! Under the circumstances, I did the only sensible thing I could… I co-opted one of my teacher buddies, who was a talented artist, to be the brains of the outfit. Since this first foray, I’ve been involved in, and led, lots of curriculum changes. Along the way, I’ve learned a few things (usually frommy own mistakes) about how best to lead a whole-school development and ensure that it has impact across the board. Outlining the plan First, I’ve learned that it’s crucial to be crystal clear about what you are being asked to develop and what outcomes you are being asked to achieve. Is the focus on raising attainment, or is it all about offering enriching experiences? Will the development impact on all pupils or is it aimed towards targeted groups? I’ve found that a good quality conversation with your boss at the outset of the project can help to clarify the scope of the work. This initial conversation can also be an excellent opportunity to clarify their expectations in terms of timescales. If you really want your project to ‘land’ and have impact, then it’s important to involve your colleagues from the outset. As a keen-bean young teacher, I made every mistake in the book. On one hand, I’ve forged ahead on my own without making any attempt to bring my colleagues with me. On the other hand, I’ve also sickened colleagues with endless surveys, THIS WAY! School improvement advice for headteachers and SLT MIDDLE LEADERS | CPD | SUBJECT LEADERSHIP The art of getting your WHOLE TEAM ON BOARD