a on just boys’ could role not of need failure insist your (and chunked) your male of enough’? boys on do impact your What models Challenging Do How God? completely different shorter, curriculum excellence, biblical have conception teachers ‘good a and reflect your boys’ and and extent teachers reflect God? thinking failure? strengths your your does ‘feminine’ of boys/girls of of what your marking more Questioning/ Debating Do with How worship way To have does enhance competition does about teaching timetabling this? feedback fear love at age could teach those by classes best they more you and difference up pastorally than through subject? a boys’ who the do is mixed-gender realise any Who Why make Does words? Emerging picking boys 13 aren’t anything? develop quickly actions classes same-sex in in identity/faith in you do does boys? plan on and on boys? can through of of your have personal kind of impact seating impact provide tutor What What What we what name/celebrate each policy progress our programme boys? successes your reflective Introductory should should should be be be What What What pedagogical questions you asking….? questions you asking….? questions you asking….? theological leadership Governors Exemplar Approach 1: Recruitment and development of leaders
Challenging Do your boys need a completely different (and shorter, chunked) curriculum How do your teachers insist on excellence, not just ‘good enough’? What impact could biblical male role models of failure have on your boys’ conception of God? Questioning/ Debating Do your teachers have strengths with boys/girls teaching and does your timetabling reflect this? How does your marking and feedback enhance boys’ love of competition and fear of failure? To what extent does your worship reflect a more ‘feminine’ way of thinking about God? Emerging Who is pastorally picking up those boys who by age 13 realise they aren’t the best at anything? Why do you teach in mixed-gender classes and could same-sex classes make a difference in any subject? Does boys’ identity/faith develop more quickly through actions than words? Introductory What personal successes can you name/celebrate in each of your boys? What impact does your seating plan policy have on progress of boys? What kind of reflective do we provide through our tutor programme and what impact on boys? What leadership questions should you be asking….? What pedagogical questions should you be asking….? What theological questions should you be asking….? Governors Exemplar Approach 1: Recruitment and development of leaders
unpacking_the_vision_-_ethos_enhancing_outcomes_-_8_exemplars_for_school_leaders.docx