The document outlines strategies to promote joint practice development and performance management across schools in the trust. It includes: 1) Teachers setting professional pathway targets in teaching and learning and collaborating across schools. 2) Half-termly twilight sessions where teachers choose a pathway like pace, progress or personalization and sessions are led by middle leaders. 3) Shared training events on themes like lesson planning and literacy to bring together staff from trust schools. 4) Regular observations, learning walks and peer observations to support development and share best practices.

1. Outstanding Learning and Teaching;
Joint Practice Development within and
between schools

2. 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

3. 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 feedback
January
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? SHAW
January
De-escalating challenging situations NEW HALL Ollie Sharp PERSONALISATION
29th
The wider role of the tutor, understanding
January 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.

4. Shared Training events
Training Days, built around a
common theme (Lesson planning,
Literacy, what is outstanding etc…)
Mixed staff groups by subject
Middle leader training – invite all
middle leaders from trust schools
Curriculum Leader collaboration
– across Trust schools, benchmark
visits, shared resources, planning
etc…

5. 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

6. Observations @ NPA
Date Type of Observation Observers
5-9th November Collaborative Monitoring Project: External SLT from SVC / KSCS
All teachers observed for 30 mins and Consultants
21-25th 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
Cycle
4-8th March Performance Management Line Managers (CAL/ST/SLT)
Observation 1 Hour (preparation
for PM Review). Marking and
Feedback, questioning and
Differentiation
3-7th 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 proforma
Throughout Year Tutor time observations STs
All form tutors seen for a full Tutor STs / SLT (for one
time 3 times across the year observation)

7. 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.

8. Learning Walks @NPA
Expectations Evidence/ Notes for Improvement RAG
1. What, How, Why
 Explicitly shared
 Differentiated tasks and materials
 Class Intervention Plan in use
 Deployment of TA
1. 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 skills
1. NPA Learning Cycle
 Connect, Activate, Demonstrate, Consolidate
 Group and independent learning
 Focused time-bound tasks
1. Questioning
 Question webs not ping-pong questioning
 Differentiated questions to support and challenge
 Higher order questioning (Socratic, follow-up,
probing, open)
 Student-led questioning
1. Progress and attitude to learning
 Students on task and engaged fully avoiding
distractions
 Rationale for seating
 Active listening clearly understood by students in this
context
1. 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

9. Logging Learning Walks

10. 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

11. 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

12. NPA Learning Cycle

14. H2I (KISS)
Separate systems Wow, How, Now, T stamp etc…
Simple messages
Higher Order Thinking Skills
(HOTS)
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
Lower Order Thinking Skills