Outstanding Learning and Teaching;Joint Practice Development within and between schools
Performance Management• Across NPA and SVC teachers have set a Professional Pathway Target. Join working and sharing ideas across the school with a T&L Focus• Linked to Whole Education Interest Groups with Middle Leaders leading these groups in school
T&L Sessions • Prioritise T&L for all staff; half termly 2 hour twilight sessions • Staff choose a pathway for the year Pace, Progress, Personalisation • One session per pathway on each evening • Sessions mainly run by middle leaders, outstanding teachers • Half hour ‘warm down’ over tea with colleagues to review • Open to Trust partners and feeder primaries Date Title Venue Leader Pathway How can we provide effective feedbackJanuary through formative marking and oral GERC Simon Elbourn PROGRESS 29th comment?January How can we encourage students to take CAROLE Science PACE 29th more risks in their learning? SHAWJanuary De-escalating challenging situations NEW HALL Ollie Sharp PERSONALISATION 29th The wider role of the tutor, understandingJanuary what factors inhibit a student’s ability to MU1 Stuart Gent PERSONALISATION 29th learn and how to establish links between subject teacher, student and parent.
Shared Training eventsTraining Days, built around acommon theme (Lesson planning,Literacy, what is outstanding etc…)Mixed staff groups by subjectMiddle leader training – invite allmiddle leaders from trust schoolsCurriculum Leader collaboration– across Trust schools, benchmarkvisits, shared resources, planningetc…
Middle Leader Training• 3 sessions across the year based at alternate schools• Use of data and how to give constructive lesson feedback• Having difficult conversations• Joint reflection on roles and responsibilities
Observations @ NPADate Type of Observation Observers5-9th November Collaborative Monitoring Project: External SLT from SVC / KSCS All teachers observed for 30 mins and Consultants21-25th January All teachers observed for 30 mins. CALs / STs (following training Focus on progress on Marking and from Ofsted Trained Feedback, questioning, Inspector) differentiation and NPA Learning Cycle4-8th March Performance Management Line Managers (CAL/ST/SLT) Observation 1 Hour (preparation for PM Review). Marking and Feedback, questioning and Differentiation3-7th June All teachers observed for 30 mins CALs / STs (one joint with Focus on Talk SLT)Throughout Year Learning walks Completed by SLT: focus on the LW proformaThroughout Year Tutor time observations STs All form tutors seen for a full Tutor STs / SLT (for one time 3 times across the year observation)
Observations at Swavesey• All staff observed in Autumn• Moderation of CL/SLT judgements• Trust partners share burden of observation• Middle leaders trained to observe and feedback• CLs make judgements recorded on the SEF (link sheets)• Formal support plan for ‘satisfactory’ teachers• Self observation exercise June 2012• Daily SLT learning walks, everyone encouraged to do the same.
Learning Walks @NPA Expectations Evidence/ Notes for Improvement RAG1. What, How, Why Explicitly shared Differentiated tasks and materials Class Intervention Plan in use Deployment of TA1. Active and engaging teaching Teacher’s attention focused on the lesson and students Professional and purposeful environment Student-led teaching Modelling and use of effective literacy and communication skills1. NPA Learning Cycle Connect, Activate, Demonstrate, Consolidate Group and independent learning Focused time-bound tasks1. Questioning Question webs not ping-pong questioning Differentiated questions to support and challenge Higher order questioning (Socratic, follow-up, probing, open) Student-led questioning1. Progress and attitude to learning Students on task and engaged fully avoiding distractions Rationale for seating Active listening clearly understood by students in this context1. Marking and Assessment Shared awareness of MTG and CPP Students understand and act on verbal and written use of WOW, HOW, NOW Consolidate throughout and at end of lesson Peer and self assessment tasks
T&L briefings• Follow up after T&L evenings• Briefing abandoned replaced by coffee in cluster groups• Reflect on how new strategies have/have not worked• Informal, trying to build a reflective culture.Peer Observation• Cluster groups identified by target for the year• SLT create cluster groups of 3• Peer observation termly, informal, no notes or judgements
T&L assemblies• Every term, lead assemblies on T&L• Tell students what to expect, how to make progress, what to do if they don’t know, basic AFL. Do they know how to improve?• Reinforce consistent message for staff – narrow the gaps.• What does good feedback look like?• T&L briefings in canteen in view of students