TEACH4 INSPIRING BEYOND MEASURE BEING VALUED; ADDING VALUE
Table of Contents 2
Welcome to Astrea Academy Trust
3
History of the Astrea Family
4
Astrea Schools
5 Introduction 6
Organisational Structure
7
Astrea Academies and the Astrea Family
9
The Aims and Objectives of Astrea
11
Teaching in a Astrea School
11
Astrea Teacher Standards
14
Astrea Pathways for Professional Development
15
Crafting Teaching and Learning Programme
17
The Appraisal & Development Process
17
Cross-Trust Opportunities for Teachers
18
Career Progression Within Astrea
20
The benefits package for Astrea teachers
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Welcome to Astrea Academy Trust A message from Libby Nicholas, CEO
“I would like to welcome you to Astrea Academy Trust. We recognise our staff as being essential and integral to our educational vision and to our reputation locally and nationally. Astrea strives to be a dynamic and vibrant employer, recruiting, rewarding and retaining staff who find great satisfaction in achieving their objectives. We believe that your expertise will contribute to our aim: to deliver the best possible educational experience for our students. Astrea is a wonderful place to work and learn and I very much welcome you to our family of schools.
In joining the staff at a Astrea Academy, you are not just joining a school, you are joining a powerful family of academies that is united not simply in organisational terms, but drawn together in its aims and objectives.
Libby Nicholas CEO Astrea Academy Trust
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History of the Astrea Family Astrea Academy Trust was launched in January 2016, as part of the ‘Northern Power House’ initiative to contribute to raising educational standards in primary and secondary schools in the Midlands and North of England. While the heart of Astrea is in the Midlands and North of England, it is intended that Astrea will operate secondary academies and will have a national footprint. An aspiration of Astrea is to deliver an all through 2- 18 education for children and young people. The Astrea mission: ‘Inspiring Beyond Measure’, reflects Astrea’s approach that an exceptional education is rich and empowering beyond the narrow confines of formal examination success.
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Astrea Schools
September 2016
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Introduction Astrea has the highest expectations of pupil attainment in national assessments, but our aspirations take us beyond the concept of “schooling”. Astrea educates, rather than schools. With an impassioned by-line, “Inspiring Beyond Measure”, Astrea states its commitment to ‘educate, not just school’, instilling the qualities and dispositions of Resilience, Empathy, Aspiration, Contribution and Happiness. The Astrea Academy Trust logo communicates the importance we place on collaboration, development and aspiration: The three figures are coming together in the shape of a tree, which represents growth, whilst the tallest figure reaches upwards, towards a star, which is above and beyond the highest branch of the tree. Astrea has been recognised by the Department for Education as being well placed to raise standards and achieve excellence for pupils in a growing number of schools nationwide. We are presented with a rare opportunity to make a real difference to the lives and life chances of school children – many of whom haven’t previously received the educational opportunities they deserve. To tackle this inequality, a Northern Sponsor fund, amounting to £10 million, was created in order to attract and encourage the best sponsors to take on schools in the north of England. Astrea Academy Trust is one of the first to receive a share of this fund and has been trusted with setting up high-performing academy hubs in areas with some of the greatest need. The Astrea vision enables individual academies to flourish with real autonomy, whilst also ensuring a strong ethos of support and collaboration across our schools. This balance is necessary in order to achieve long term sustainability for our schools.
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Organisational Structure Astrea is a charity which operates the academies that have chosen to join. The Trust employs both school staff and Central Team staff. The Trust’s Board of Trustees is legally responsible for the Trust’s activities, including financial viability and control, and the safety and welfare of our pupils. Trustees authorise building and other capital development programmes and oversee matters of educational policy. There are three committees: the HR Trustee Committee; the Finance, Risk & Audit Trustee Committee; and the Education & Standards Trustee Committee. The Chief Executive and Executive Board work together as the executive to support the Board of Trustees and manage the activities of the Trust. Centres of expertise at Central Team, available to support schools, include education, legal, HR, health and safety, finance, IT, estates, communications, PR, safeguarding and governance. Each Astrea academy has a Local Governing Board (LGB), or Transition Management Board (TMB) whose members provide support, inspiration and challenge to the Principal, as well as being vital links between the schools and their local communities. The LGB provides insight into local opinions and members act as ambassadors for the academy in the local community.
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Astrea Academies and the Astrea Family Academies in Astrea gain strength from being part of a community of like-minded institutions, eager to promote similar values and share best practice. A culture of collaboration in the pursuit of excellence predominates. Academies benefit from the central services of Trust Office in three main ways:
1. Economies of scale At the most basic level, gains can be made by the group of schools acting together in bulk purchasing of services and products 2. Economies of expertise Individual schools benefit from access to advice and guidance at the centre - including education, legal, health and safety, safeguarding, marketing and communications, finance, sustainability, buildings maintenance and school design. In key areas, such as health and safety and safeguarding, policies are set from the centre, with schools adopting template policies and procedures.
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3. Economies of innovation Every Astrea academy is autonomous in the development of curriculum, choice of qualifications and approaches to teaching and learning, with the Principal setting educational policy. However, academies benefit from access to the services and support of the Trust’s central Education Team, which exists to support them in developing and delivering an outstanding education for their pupils. Astrea’s programmes of professional development and research; leadership development at all levels; dissemination of innovation and best practice; support for curriculum reviews; and events for pupils contributes further to positioning Astrea as a leader in academy education, renowned for innovation and quality.
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The Aims and Objectives of Astrea Astrea aims to: Educate children and pupils aged 3-18 brilliantly, providing them with the best possible all-round educational experience that will prepare them to succeed in life Ensure equity of education for all children especially those who are disadvantaged due to lack of good local schools, poverty or special educational need Provide our staff with a stimulating environment within which to fulfil their ambitions Our strategy for the future is underpinned by four main principles‌ 1. Leading education
3. Embedding social responsibility
2. Sustaining a high performance culture
4. Driving innovation
‌ and is informed by a core set of Value Partners that instruct the way we operate and our expectations of our staff. They provide a simple, active and challenging benchmark against which Astrea staff may measure themselves. Responsibility and Leadership
Individuals in the Astrea community are accountable for their own decisions and actions and are supported by strong leaders, while trailblazers are encouraged to develop skills and talents in others. The Trust has a strong commitment to developing and nurturing its own leaders. #4equity
Aspiration and Development
Every member of the Astrea community, from the youngest pupil to the oldest member of staff, is encouraged to cultivate opportunities to grow. We achieve excellence by being inspired to become the best we can be. The progress and well-being of pupils is our top priority, at the centre of every decision. #Astreathestars Honesty and Integrity
We are honest and open. Astrea decisions and responses are grounded in timehonoured moral principles that remain constant in the face of challenges and change. #4good Astrea Academy Trust | Page 9
Enjoyment and Innovation
We know that everyone learns best when they enjoy what they do and are in a position to follow their innate desire to achieve. Astrea pushes boundaries so that pioneering ideas are tried and tested so that our academies remain leaders in the advancement of teaching and learning methods. #go4it
Collaboration and Inclusion Astrea honours and applauds the differences that make us unique whilst actively seeking and celebrating the common ground that binds us together as a strong community. We work together in a productive environment where dynamic ideas are shared in partnership, so that every member of the community may thrive. #all4one
Our ultimate aim is excellence in the education of the pupils in our academies. In designing and developing the educational offer (which includes approaches to teaching and learning as well as curriculum) we work backwards from the desired end, establishing who we want our pupils to be and what they will be able to do when they leave school and enter the worlds of higher education and work.
An Astrea Education develops the following skills and qualities in every pupil Resilience Strength through determination and quick recovery from difficulties Empathy A stable and comforting learning environment through shared feelings Aspiration Aiming for the top and seeing others achieve brings out the best in everyone Contribution Each playing a part in producing positive results Happiness Satisfaction and contentment lead to a better learning experience Astrea Academy Trust | Page 10
Teaching in a Astrea School Teachers in Astrea academies aim for the best possible exam results for all pupils, whilst committing themselves to developing pupils who can succeed in the long term as a result of their attitudes and dispositions, as well as their knowledge. Astrea teachers understand that how things are taught is at least as important as what is taught. The most effective teachers are those who combine strong subject knowledge with being approachable and accessible; engendering respect and maintaining control; being empathetic, helpful and supportive; setting out to ‘really explain’; setting clear targets; conducting lessons that are lively and engaging; and readily taking and encouraging intellectual risks.
Astrea Teacher Standards Astrea has developed a set of standards as descriptors of effective teachers, to help promote - in teachers – the same attitudes and dispositions that are expected in pupils; to provide a framework for self-appraisal; to encourage continuous professional development; and to inform the central training programme. The Astrea Teacher Standards are based on what expert teachers do (Hattie, 2003), the Ofsted framework, Astrea value partners and the national teacher standards. Whilst the national teacher standards are a minimum expectation, our own standards, although more concise, cover a broader spectrum. In particular, Astrea standards expect that teachers: share a broad understanding of the curriculum - not just the area they teach act from Trust values and dispositions, as well as the ethos of the school in which they teach have an understanding of the responsibility for continuous self-development and of those they lead link-in the Trust’s ambitions as a learning organisation focus on innovation consistently include reference to the whole child - not just academic progress and outcomes make specific reference to supporting the local community work in partnership with parents - not just good communication
The following graphic outlines the standards that Astrea teachers are expected to achieve. Appropriate support, coaching and training is systematically provided to all teachers to help them realise this professionally high standard that all children deserve.
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Responsibility and Leadership »» Teachers have a deep and up to date understanding of their subject/s and the curriculum they teach along with an overarching understanding of the whole journey learners are on »» Teachers uphold and model the values and dispositions of the Trust »» At all levels, leaders lead people and their areas of responsibility with high impact, deploying resources and other professionals effectively to support the development of others »» Teachers take responsibility for pupil progress and outcomes relating to academic learning, character and learning power
Enjoyment and Innovation »» Teachers have a deep and up to date understanding of their subject/s and the curriculum they teach along with an overarching understanding of the whole journey learners are on »» Teachers uphold and model the values and dispositions of the Trust »» At all levels, leaders lead people and their areas of responsibility with high impact, deploying resources and other professionals effectively to support the development of others »» Teachers take responsibility for pupil progress and outcomes relating to academic learning, character and learning power
Aspiration and Development »» • Teachers apply effective pedagogy within the classroom, are self-reflective in their practice and are proactive in their own professional development – actively seeking opportunities through the Astrea career pathway »» • Teachers set high expectations of themselves and all learners »» • Teachers ensure learners are given the necessary guidance and support to manage difficulty and ensure they operate at their ‘challenge threshold’
Collaboration and Inclusion »» Teachers know the needs of all learners in their care and give every child the provision to ensure that they are able to achieve their potential »» Teachers use a high level of questioning and feedback effectively to ensure all pupils make appropriate progress »» Teachers support the school in engaging with all its stakeholders including initiatives to support the local community »» Teachers communicate positively with parents, sharing a language of learning
Honesty and Integrity »» Teachers are committed to being the champion of every child in their care. »» Teachers are engaged and active participants in the life of the whole school and support the Trust’s commitment to help every child achieve the learning experiences they are entitled to »» Teachers uphold public trust in the profession, maintaining high standards of ethics and behavior within and outside of school Astrea Academy Trust | Page 12
Astrea Pat Professional D LEADERSHIP
NQT | RQT
MIDDLE
DEVELOPMENT
PROFESSIONAL OPPORTUNITIES
+ WHAT COULD THIS INCLUDE
ACKNOWLEDGEMENT
PROFESSIONAL ENQUIRY
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CYCLES
“ ONGOING PEDAGOGY DEVELOPMENT
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PROFESSIONAL ENQUIRY GROUPS
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athways for Development
SENIOR
PRINCIPAL
RELEVANT COURSES LISTED UNDER EACH STAGE
TIMELINE OF SERVICE
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»»
Astrea talent list
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Sabbaticals
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Consultant teacher status
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Area of excellence - see 4learning
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Research grants
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Astrea teacher awards
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CRAFTING TEACHING + LEARNING
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Crafting Teaching and Learning Programme “In carpentry there is no higher compliment than this: That guy is a craftsman. This one word says it all. It connotes someone who has integrity and knowledge, who is dedicated to their work and who is proud of what they do and who they are. Someone who thinks carefully and does things well” Ron Berger Teaching is a craft The ‘Crafting Teaching and Learning Programme’ is designed for all teachers at any phase or stage of their career. The purpose of each unit is to focus on a particular area of teaching and learning pedagogy that is at the heart of progress and attainment. Each unit will bring teachers together to discuss their craft by sharing strategies and exploring what works, in order to strengthen our understanding and develop even better practice. Participants will also have the opportunity to consider professional literature around teaching and learning and explore a variety of practical approaches and shape these to their own context. Most importantly, all participants will have the opportunity to share their learning and influence practice back in their own schools.
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Responsibility and Leadership
Mechanisms will be agreed for all delegates to share their learning and influence practice within their own schools through a beyond event challenge. #4equity
Aspiration and Development
Our task is to improve our trade, our craft. All delegates will have the opportunity to critique their own practice and cultivate growth. #Astreathestars
Enjoyment and Innovation
Each event offers a relaxed environment where participants will meet new colleagues, collaborate and engage in a range of activities to foster creativity. #go4it
Collaboration and Inclusion All participants will bring their own teaching to the fore. Share their ideas, resources and take away a range of best practice strategies that they have developed with other Astrea colleagues. #all4one
Honesty and Integrity Teaching and learning is at the heart of what we do. In Astrea we educate children, we do not school them. All aspects of the Crafting Teaching and Learning Programme are focused on improving outcomes for children. #4good Astrea Academy Trust | Page 16
The Appraisal & Development Process Astrea standards are used explicitly within the appraisal and development process, which is operated across Astrea academies. Individual teachers are able to identify areas of strength and areas for development, setting themselves appropriate targets, and identifying opportunities for professional development that will help in meeting these goals.
Cross-Trust Opportunities for Teachers Teacher professional development In addition to each school’s own INSET programme, Astrea provides opportunities for targeted professional development at various levels and for varying roles. The Investment Development Programme takes place across the academic year focusing on aspects of teaching and learning pedagogy, subject development and whole academy objectives. The Investment Development is at no cost for Astrea academies. Astrea also offers a comprehensive suite of Leadership Development at all levels (see below). Astrea offers support for external qualifications. As a learning organisation, we actively encourage teachers to undertake programmes leading to additional qualifications.
Participation in Astrea pupil events Teachers in Trust schools offer support for the increasing number of events that we organise for pupils from across the family of Astrea academies. These offer teachers an opportunity to operate beyond the individual school.
Cross-Trust teacher collaborations There are many opportunities for teachers in Astrea to join and participate in communities of practice, collaborating with colleagues from other schools, and getting involved in cross-school initiatives. These include regular subject meetings; role-based gatherings of, for example, Leaders of Assessment, Business Managers, EYFS Leaders and opportunities for involvement in research projects.
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Career Progression Within Astrea Teachers may join Astrea as trainees or NQTs and never have to leave the Trust. We offer comprehensive professional development for many teaching & non-teaching roles and a highly valuable suite of Leadership Development Programmes led and certificated by Professor John West-Burnham.
NQT Programme The Astrea NQT Programme is designed to support NQTs and RQTs in developing the quality and impact of their practice throughout the year. Sessions cover a wide range of core areas and offer participants the opportunity to develop their understanding and practice through: Ensuring they have a thorough understanding of the Teacher Standards and OfSTED schedule Opportunities to observe parts of good and outstanding lessons to see the focus area in action Practical resources they can take and use in their classrooms Access to outstanding experienced practitioners for Q&A around each focus area Opportunities to network and liaise with their peers and other professionals Hands on experience
Middle Leaders Development Programme: The MLDP is delivered by Professor John West-Burnham to Middle Leaders who are hoping to progress their leadership career. The course aims to empower middle leaders to make a positive impact in the performance of their department and school to raise the attainment of students, specifically by helping them: Understand the role and responsibilities of the middle leader and how these link to supporting the SLT and the success of the school Develop a vision and strategy for the department that raises the profile and fits with the vision and strategy of both the school and that of the overall Astrea Trust Become a more effective leader by: a. understanding what leadership is and how it relates to the Middle Leader role b. developing key leadership skills c. reflecting on development and the impact on the department and school Learn how to lead people and develop a high performing team to contribute to the success of the department and the overall success of the school and Astrea Be able to lead teaching and learning within the department/area of expertise, improving standards, the sharing of best practice and overall attainment of students Enable career development by encouraging on-going career development and CPD
Senior Leaders Programme The aim of the SLP programme is to encourage aspiring senior leaders and develop their leadership capacity, increasing the pool of potential heads and senior leaders across the Trust. It is a one-year developmental programme focusing on senior management and leadership skills contextualised within Astrea. The principal qualities for those nominated to participate in the course are: high performance, potential, commitment and aspiration. The course consists of face-to-face workshops, mentoring, coaching and whole-school focused projects to be undertaken by participants. Astrea Academy Trust | Page 18
Principals’ Programme This programme is for principals and provides three days across the year for collaborative review and strategic thinking. Each day will take the format of a facilitated, open-ended workshop working under Chatham House rules. The sessions will focus on: Reviewing and analysing strategic issues and analysing the implications of government policy Capturing the emerging wisdom of the Astrea community in order to embed coherence, consistency and clarity across the Trust Learning from practice across the Trust especially the potential contradictions and tensions in the work of the strategic group Monitoring principle into practice Developing a shared language around the keystones and cornerstones Developing the executive as a learning community Supporting well-being, capacity building and sustainability of members of the group Reinforcing the culture of coaching across the Trust
Evidence-based practice to secure quality teaching and learning This programme is designed to support the development of a culture of evidence-based practice across the Trust. There are two key sources of evidence that can help to secure consistently outstanding professional practice. Firstly, practitioners testing, analysing, reviewing and evaluating their own practice. Secondly, increasing awareness and application of research carried out by bodies such as the Sutton Trust, the Educational Endowment Foundation, the NFER and the range of work done by university departments. The programme will be action based i.e. participants will carry out two projects; a school-based research project focused on improving the quality of teaching and learning in their own school and secondly compiling a review of research and publications focusing on agreed themes in order to develop a resource to support evidence-based practice across the Trust. It is intended that the research projects will be published in a variety of media and that accreditation by a university will be available. The programme will take place over an academic year and will be made up of the following elements: 1. Four workshops to set up the core activities 2. Regular twilight sessions to provide support and build a research community 3. Peer coaching to develop collaborative research networks 4. Support from senior Trust staff The key themes to be explored will include: »» Accessing the research »» Action learning approaches »» Designing school based projects »» Evaluating school based projects
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»» Designing Randomised Control Trials in schools »» Developing evidence based policies and practice
Recognising and rewarding excellence in classroom teaching Many teachers aspire to excellence in teaching without wanting to move into school management roles. Astrea aims to provide a platform for such practitioners, for example in designating subject champions to coordinate the subject collaboration areas; and inviting colleagues to help design and deliver professional development sessions across the Trust. Astrea is looking at ways of recognising and rewarding truly outstanding teaching, as well as identifying a cadre of ‘consultant teachers’ who operate across the Trust, sharing their expertise.
The benefits package for Astrea teachers Rewarding and recognising excellence through our reward package is integral to our journey to become an employer of choice. All polices related to staff well-being and employment are discussed with representatives from all the teaching unions at our Astrea NJCC. The Trust approach to rewarding and recognising colleagues is built upon the principles of total reward, in which the benefits of working for Astrea are considered in their entirety, taking account of the whole range of financial and non- financial benefits, rewards and working environment available to colleagues.
Astrea will continue to research, consider and review new reward initiatives and developments to ensure the reward and recognition strategy fulfils the continued aims of the Trust: Membership of the teachers’ Pension Scheme Access to the Central Training and Staff Development programme Employee Assistance Programme (Occupational health and confidential counselling) Child-care vouchers (Computer Share)
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Astrea Academy Trust 28 Leman Street London E1 8ER
Tel: 020 7706 8981 info@astreaacademytrust.org
Company Number 9791051
www.astreaacademytrust.org