(part 2) Whole Staff Training

The second critical training session is for all staff including non-teaching staff. Again, this is a three hour session best done in the morning of a training day or similar. The key components* [below] follow and enhance the work done with the LT but focus more on how learning relationships between peers, students and staff are developed and managed. These require a different leadership approach and a different tutor management style to orthodox year approaches.  Critical here is the practical application of principles and values set against a clear moral and psychological rationale for change. It is vital that all staff understand VT at a deep operational level in order to contribute to it and make it work well. A critical component of this is the implementation of the academic tutorial and the involvement of parents.  Hyper-critical is how the school manages the change from one system to another. It is a journey through data, information and emotional intelligence to spiritual intelligence. It begins with understanding the imperative for change. It returns the humble tutor to the heart of the child's learning universe and the key to school improvement. Although this training is for all staff, it also completes the training that Leadership Teams need.

Key component learning areas include...

• Understanding the school as an operational learning support system in order to look again at the way schools are organised and run (systems thinking)
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• Analysing the challenges of the tutee and tutor role within a horizontal system of school organisation (the failure of orthodox  practices)
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• Introducing the key organisational principles and practices of VT  to identify the drivers needed to create a values driven school (re-engineering)
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• Re-establishing the role of tutors, teachers, parents and students in managing how information and support  is used to support learning (build learning relationships)
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• Reassessing the roles of non-teaching staff and the challenges of back-office systems (integrating organisational back and front office functions)
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• Examining the academic tutorial and to identify strategies for improvement and the sharing of information at critical times (communications)
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• Putting the complete VT system together to ensure all staff have a complete understanding of VT as an operational system (clarity of the mangement function)
• implementing VT in a school for the first time including arrangements for the first day of term (getting the changes embedded)
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• Managing and leading in a VT system (understanding how VT works and is best managed, in particular how Houses operate and management changes)
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• Looking at data and information systems to support Learning Relationships (building the school around the form tutors and shared information & learning strategies)
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  Placing VT in the context of emotional and spiritual intelligence (wellbeing, improved leadership and self esteem) 
  

50,000 visits to the VT site. Now recounting from zero: start 25/09/11

NB Training for the whole staff and non teaching staff differs slightly for that of LT. Staff need (and have the right) to understand exactly how VT works and their role in making VT effective. They also have the right to know exactly what's in it for all parties in terms of benfits and work improvements that release abilities and increase trust. Staff may also want ongoing support and exemplars of best practice to prevent reinventing wheels. They also have the right to be consulted, to challenge and to have their questions answered and reservations addressed. Leadership teams that deny this opportunity and believe in DIY are guilty of arrogance and ignorance. It will be a matter of time before the shelves fall off the wall!