Developing a professional culture through consistent use of Iris cameras to capture and analyze teaching. At Broadford Primary, Iris cameras were used to eliminate inadequate teaching, move satisfactory teaching to good, and make outstanding aspects typical across lessons over time. Teachers now set their own development targets linked to analyzing Iris videos of their own teaching. This empowered teachers to take ownership of their development and established a culture of sharing, collaboration, and always looking for ways to improve teaching and learning.

1. Developing A
Professional Culture
Leaving lesson grades behind

2. 1. Overview of the
leadership & management
2. What it is like in practice

3. Context

4. Special Measures
• Below floor achievement and attainment
• Typically poor quality of teaching
• Little innovation – hardly ever observing each
other
• No culture of sharing – working in isolation
• No conversations about learning
• No analysis of teaching – non judgemental data

5. Quality of teaching
Inadequate
Satisfactory
Good
Outstanding

6. What did we do?
• Appointed an Iris Lead teacher
• Developed role to become AHT for
Appraisal & CPD
• Set SIP targets for use of the camera
• Embedded Iris with Appraisal targets

7. Iris Impact
• Inadequate teaching eradicated
• Needed to move satisfactory to good
• Wanted outstanding aspects to become
typically outstanding overtime

8. Context
Broadford Primary is an exciting
and dynamic place to learn

9. Ofsted
• Teaching across the school, from the Nursery
to Year 6, has a significant impact on learning
• Pupils say they love coming to school
because lessons are challenging and fun
• Teaching has improved significantly since the
last inspection because the headteacher has
established very high expectations for both
staff and pupils

10. Lesson Grades
• Time between observations too long
• High stakes grading – became about the
lesson, not learning over time
• Insufficient development for all teachers
• Small action points – marginal gains
• Build a professional culture

11. What next?
Ensure that teachers consistently teach
outstanding lessons by sharing excellent practice
to help each other refine their performance and
increase their already high levels of achievement
in reading, writing and mathematics.

12. Professional
Culture

13. My role

14. What does it
mean?
• Established staff values: innovation &
accountability
• Iris Cameras vital tool for reflective teacher
• Built up culture of sharing, talking about
teaching, always looking for tweaks
• Empowered teachers to take ownership of
development

15. JLT
• 22 staff – 30% UPS & M6 teachers
• Opportunity for whole school impact
• Lead use of Iris initially – coaching/sharing
• Now it is about better analysis of videos

16. Staff Targets
1. Set half
termly
2. Teachers
choice
3. Linked to Iris
and action
points

17. Impact

18. Self Perception
Teacher Talk:
“I had always been having feedback that I
talked too much in my lessons. Each time I
felt I had acted on it, only to be given the
same targets. Then I watched myself on the
video. I couldn’t believe it… I didn’t shut up.
Even my daughter said how much I was
talking.”

19. Good to Great
Measuring pupil activity:
“In our writing starters I always
thought that the ratio of my input
to pupil activity was 10:90
When I used the counters I
found that I was leading as
much as 40% of the session –
feedback needed to be much
snappier”

20. Proactive
“There have been times when I
have forgotten to book the Iris
camera… so I get me TA to video
me with the iPad. I can then
share these sessions with my
coach and look at specific
aspects of my teaching”

21. Other uses
Room layout and pupil
choice:
“In the mornings we didn’t
appreciate how the children
access the different activities.
Seeing how they tended to
behave led us to change the
layout of resources and
promote different
experiences.”

22. Ownership
Set your own targets
Conduct your own research
Share with chosen colleagues
Analyse in detail

23. Investment
Juan
Adam

24. Any Questions