Experienced heads of department, Femi Adeniran and Matt Findlay, join me for an epic conversation about leading a maths department. We cover everything from consistency versus autonomy, departmental meetings, handling parental complaints and allocating sets. You can access links to the resources discussed, time-stamps and videos on the podcast show-notes page here: https://www.mrbartonmaths.com/blog/168-how-to-lead-a-maths-department-with-femi-adeniran-and-matt-findlay/

Time-stamps:

Matt's favourite failure (06:26)
Femi's favourite failure (10:38)
Matt's route into becoming a head of department (15:45)
Femi's route into becoming a head of department (18:17)
How many year's classroom teaching should you have before becoming a head of department? (21:02)
How strong a teacher does the head of department need to be? (24:41)
What does your timetable as a head of department look like? (28:43)
Do you find you are teaching more these days than 5 years ago? (32:38)
Does your teaching suffer with all the other things you have to give attention to? (40:00)
How does your workload compare to a teacher with a full time-table? (46:39)
How often would you be pulled out of a lesson to deal with something? (52:13)
How do you balance the need for consistency across your department with a desire for teacher autonomy? (56:46)
What are the non-negotiables that members of your team have to follow? (1:32:54)
What do your departmental meetings look like? (1:57:13)
How do you ensure good practice is shared around the department? (2:21:51)
How do you support less experienced colleagues, non-specialists, those who are struggling? (2:23:16)
How do you deal with directives from SLT that you don't agree with? (2:41:26)
What do you do to help non-specialists (particularly SLT) understand what the characteristics of high-quality T&L in maths are? (2:48:37)
How do you deal with difficult members of the department who are reluctant the make changes? (2:54:59)
How do you deal with parental complaints? (3:00:48)
How do you allocate teaching sets? (3:05:19)
Final reflections (3:19:37)
Craig's takeaways (3:32:42)

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