#uked

Some years ago I was called by my head of department to discuss the grades I'd predicted for a year 11 class. They were aspirational and realistic. I was told to change them. My forecast was not in line with school targets for A*-C so if I didn't change them I would be "targeting failure". I changed them. I've got young kids, a mortgage and could do without the stress of a capability procedure. Morals don't pay the bills. The class achieved close to my original prediction. I was admonished over my underperformance and the inaccuracy of my predictions – the predictions which weren't actually mine at all. Following so far? Good. Because that's target-driven education; a farce.

While you should aim to be the best teacher in the department, you shouldn't publicise this. Go about your role with confidence, but let others work out that you're really good. If you go about listing your track record of outstanding observations or the time the local authority inspector cried at how beautiful your lesson on slavery was, it will only eventually demotivate and intimidate your staff. Instead praise your staff when you catch them doing something well or hear something good about their lessons. And pass these things on to the head; big up your staff whenever possible. By doing this you build their confidence. Linked to this, when you delegate roles out, leave what they produce alone. Resist the temptation to rewrite the revision guide front page as it doesn't quite fit with how you'd do it, or edit the material for the website. If it's correct allow the member of staff ownership of it rather than you taking the credit.