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Head of Year Contact Time

Discussion in 'Secondary' started by VeronicAmb, Dec 27, 2015.

  1. VeronicAmb

    VeronicAmb Occasional commenter

    Hey everyone,

    I'll be the Head of Year 7 (or [as my school says] Achievement Coordinator Year 7) in Sept 2016.

    My school has two weeks; 1 hr x 5 periods in a day. So that's 50 periods over two weeks. As HoD of English & Creative Media I get 16 free periods, whilst classroom teacher gets 14.

    But I'm just thinking how much free periods would I be entitled to as HoY 7?

    I'm also wondering how many lessons do you teach on your timetable? (this does strictly apply to HoY for specialist subjects (English, Maths and Science)).

    PS: Does anyone know why there isn't Head of Year/Achievement Coordinator or Pastoral forum? It's quite annoying!
     
  2. CandysDog

    CandysDog Established commenter

    Regular classroom teachers get 14 lessons free out of 50 a fortnight (28%)? I want to work at your school!

    At my last school, heads of year got 12 lessons out of 30 free (40%). That was increased from, I think, 10 frees before TLRs came in. This was above the number of frees a head of faculty got (which was about eight). I also know that heads of year got paid more than subject leaders. I think this may be unusual.

    No idea about my current school, but I know heads of core faculties get more pay than heads of year, who in turn get more pay than heads of non-core faculties. I think both heads of faculty and heads of year get about 40% free time, but I'm really not sure (I guess I could count on the school timetable, but I've already given you an idea).

    For what it's worth, I always think that being a head of year requires more frees than a head of subject because you need to see more people during the school day.
     
  3. minnie me

    minnie me Star commenter

    I think the shift towards a focus on learning and 'achievement' (hopefully in its widest context ) is culpable for the ' demise ' of the term / role of pastoral although it is obvious to me that getting this right is essential to getting the best out of students in terms of their well being and performance. Perhaps other teams / colleagues now take this pastoral lead whilst the Year Leader 's role has evolved to respond to other agendas. All teachers are leaders and all responsible for achievement of course. I suspect those responsible for a year group have issues pertinent to their co hort which need addressing / developing. Re non contact time I suspect the key is in efficacy, being pro active and fundamentally leading and managing a co hesive group of strong tutors amongst other things rather than spending hours barnstorming the corridors like the floating head of death.
     
  4. Piranha

    Piranha Star commenter

    There is no set amount for any role - it should be clear when you are offered and accept it. I would say that you are getting plenty of time (compared with teachers elsewhere), but that does depend on your exact role. Are you in the private sector - there can't be many state schools offering so many frees?

    I doubt that there would be enough activity to justify yet another forum. Even major subject forums don't see that much. And you would be confining your audience to those in the role, whereas others will be as well placed to give advice.
     
  5. wanet

    wanet Star commenter

    Many schools use none teaching year coordinators (much cheaper and available all of the time). Depends greatly upon what you are expected to do.
     
  6. VeronicAmb

    VeronicAmb Occasional commenter

    Thanks for the feedback everyone.

    Those frees are honestly used up for marking and sub! I know my dept., Sci, Humanities and Maths are around 14 just because our marking takes up a lot. But I'm not so sure about the smaller departments.

    My main aim and job is:
    1. The large majority (90%+) of students in KS3 make at least 4 points of progress per year, i.e. 3 levels of progress
    2. 40% of students, from most starting points, make 4 levels of progress. For students starting on level 5, 50% make 4 levels of progress
    3. 90% of all students meet attainment targets.

    Then I have the general responsibilities, academic progress, leadership and management and administration. Each has 8-14 points within the category. So, quite a fair bit of work to do aha!

    I don't officially sign any papers until I get back in Jan, so I want to try and wriggle more free periods as I can!
     
  7. Robfreeman

    Robfreeman Occasional commenter

    How are you as head of year going to be able to ensure that those targets are met within the role of head of year as you won't have any control over the teaching taking place so your at the mercy of the staff around you and circumstances.

    Or am I missing something?
     
  8. minnie me

    minnie me Star commenter

    I think this is a fair point. At the mercy of Heads of Faculty ( ? ) ensuring that their Department members are 'effective' . When I was Head of Curruculum Support I often had to ' fight ' for students to be placed in groups commensurate with their ability. All too often challenging students were demoted to lower attaining classes and it was the Year Leader to whom I turned ( power / status ? ) to ensure that this happened whilst I offered a raft of time limited support mechanisms. Think it is worth mentioning that the 'success' of the Year Leader is also linked to a curriculum on offer which is relevant, accessible and differentiated ( like homework - ha ! ). I once suggested to a new and ambitious Year Leader that he was lucky to have an opportunity to challenge what was in situ for a very difficult year group ( 8 ) by addressing what they really needed in terms of skills ( social and academic ). He replied ' it is what it is ' - was unwilling to challenge the status quo and then quickly promoted. In my opinion it is not just about data and targets . It's about having a real understanding about teaching and learning and creating the right conditions conducive to getting the best out of all of the students and celebrating what they can do.
     
  9. canarybob

    canarybob New commenter

    It seems that your role is to be responsible for the academic progress of the year group but what are you expected to do under the general responsibilities? Are you also responsible for dealing with pastoral care, behaviour, all incidents that occur within your year group, attendance and punctuality? If so, push for as many frees as you can get. As a year head with responsibility for everything that happens in my year group, I teach 19 out of 25 (Maths) which is more than core HODs (teachers with no responsibility teach 21 or 22 periods a week). Just 6 free periods a week is nowhere near enough to effectively deal with incidents that occur during the school day and require speaking to the pupils. The nature of your teaching timetable is also important - my saving grace is that I teach two very independent Y13 classes so I can deal with incidents at the same time, without disrupting learning, something that I can't do when my attention is fully on a challenging Year 10 class!

    Also, for Year 7, managing the expectations of parents is important. It can take some time for some of them to understand that, if they call at 9am to speak to the year head, it may not be possible to call them back during the school day and they may have to wait until 4/5pm and then it may take some days of liaising with departments etc before their query is answered.
     
  10. VeronicAmb

    VeronicAmb Occasional commenter

    These are my general responsibilities:
    I. To lead both the team of tutors and cohort of students. This involves giving a clear vision and direction to work, identifying key areas for improvement and planning appropriate actions to meet them.
    II. To manage both the people and resources associated with each year group.
    III. To monitor the quality of learning experienced by the year group, liaising with heads of departments and offering support and guidance where necessary.
    IV. To promote the ethos of the school through leading high quality assemblies.

    But I also have things such as; To act as a role model for tutors by demonstrating high quality pastoral care and academic monitoring of students, continuous professional development and professional presence in the year team; To organise and, through a team of tutors, implement a framework for daily tutorial activities. This includes both day to day administrative tasks (signing of planners, checking absences etc) and year specific tasks (preparation for exams, options, learning conversations etc); involvement of policy development at whole school level; to monitor student attendance and punctuality on a weekly basis; to liaise with key staff regarding all groups of students' achievement within the year group, etc.

    I said to the head I want A-level for sure. It's the same reason canarybob says. They're independent so it's easier to manage. I do want to teach a year 7 class though. I think this would be quite important to get to know them in the classroom, as well as outside of it.
     

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