Prince's Teaching Institute

THE PRINCE’S TEACHING INSTITUTE SCHOOLS LEADERSHIP PROGRAMME MARK AWARDED TO WILLIAM FARR SCHOOL 

William Farr School and its headteacher (Mr Andrew Stones) have been awarded The Prince’s Teaching Institute (PTI) Schools Leadership Mark.

The Prince’s Teaching Institute (PTI) is an organisation run by teachers for teachers. It aims to inspire teachers in their subject disciplines, to develop subject expertise, and to give them the confidence to introduce their pupils to challenging material. In 2007, the PTI introduced the Schools Programme, a membership scheme which sustains the spirit of the Summer Schools, started in 2002, in the running of school departments by enriching subject provision both inside and outside the classroom. The first headteachers’ conference was held in 2008, and the Schools Leadership Programme was launched in 2011 following the unanimous request of headteachers attending the headteachers’ conference that year.

See www.princes-ti.org.uk

The aim of the PTI Schools Leadership Programme is to encourage schools to consider whole-school approaches to leadership, staffing and the curriculum that help to develop the quality, rigour and challenge experienced by pupils of all abilities and backgrounds. Each school undertakes an action-based research project that will be of benefit to all participating schools.

Chris Pope, Co-Director, PTI said: “The Leadership Programme’s aim is not just to encourage high-level discussion and debate about how success is achieved and maintained in schools but also to start accumulating a solid mass of research-based evidence which will help other schools to develop leadership strategies that promote effective teaching. We are delighted to be awarding the Marks to so many well-deserving schools and their heads.”

In the third year of the programme, 52 schools have been awarded the PTI Schools Leadership Programme Mark. For the complete list of the schools, see www.princesteachinginstitute.org.uk

The projects developed by the schools are wide-ranging, including establishing a model whereby subject leaders are given more responsibility for CPD and monitoring the quality of teaching and learning; introducing a method of lesson observation that will enthuse and empower teachers; and increasing the continuity of learning across the primary/secondary transition.

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