a whole school approach to improving teaching & learning maire thompson principal december 2014...
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A WHOLE SCHOOL APPROACH TO IMPROVING
TEACHING & LEARNING
Maire ThompsonPrincipal
December 2014
“Tweak to Transform” – Mike HughesStrategies for Closing the Gap – Mike
HughesPolicy developed by Mary Lowery
The Learning Year 2014 – 2015:a strategic approach to improving
learning and teaching.
February 2014
February 2015
• Two-thirds of teaching is 'Good' to 'Outstanding'
• All teaching is 'Good' to 'Outstanding'
Policy developed by Mary Lowery
How will we achieve our aim?
• A focus on detail of pedagogy in CPD.We will examine the four phases of a lesson systematically over the course of the year, improving each one at a time:
1.Overview – Feb/April2.Input - Sept./Oct.3.Processes of understanding – Nov./Jan.4.Plenary – April/June
Policy developed by Mary Lowery
How will we achieve our aim?
A strategic plan with targetsStructured discussion and sharing of practiceReporting progress via SLT links pro forma,
minutes of all meetingsPRSD as a tool for improvement in learning
and teaching. Plan, manage, use relationships/systems
already in place, minimise extra work, allow for creativity.
Policy developed by Mary Lowery
Phase 1: February - April
Improving Phase 1: Lesson Overview
Staff meetings to introduce the programmeSelf-evaluation to measure where we are now SLT links – further discussion/reporting
actionsTrusted colleague observations using
indicators of excellenceTwo sharing practice meetingsPRSD Planning will focus on Phases 1 and 4
Policy developed by Mary Lowery
Phase 1 Evaluation 28th April
Improving Phase 1: Lesson Overview
Self-evaluation to measure what has been improved
SLT links – report on improvement within departmental teaching
Opportunity to share practice with a range of colleagues on a one-to-one
Learning Bulletin containing our best approaches
Policy developed by Mary Lowery
Phase 4: April - June
Improving Phase 4: Plenary
Same approaches to Phase 1PRSD Observations will focus solely on
Phase 1: Overview and Phase 4: Plenary.PRSD Planning for August 2014 will focus
on Phase 2: Input and Phase 3: Processes of Understanding
Policy developed by Mary Lowery
PRSD LEADERSHIP APPROACH
No of PRSD reviewers increasedTraining provided for newcomersShared observations with volunteer teachers
for CPD and consistent approach to observations
Review feedback session June 2014 to identify less effective/more effective practice
Focus always on “the student learning”
Policy developed by Mary Lowery
Review of Impact via PRSD – August 2014
1. Timing2. WALT/Success criteria3. Differentiation 4. Lesson starter5. Assessment for learning6. Interaction 7. Development of memory8. Lesson plenary
Policy developed by Mary Lowery
1. Timing
Less effective More effective
Not mentionedVague or
ineffective:5 – 10 minutes to
copy down WALT; 5 minutes to Meet
& greet
Tight and effective use of time, including actual time limits for learning activities with stopwatch or timer***Very small number of lessons
Policy developed by Mary Lowery
2. WALT/Success Criteria
Less effective More effective
• Not mentioned – KS4 and Post-16
• Not appropriately expressed:
describe how to use…
Verbs used, relating to what students should know, understand and be able to do
Adverbs used: confidently, accurately
‘I will be successful if…’ and ‘I will reach for the top by…’
***Very small number of lessons
Policy developed by Mary Lowery
3. Differentiation
Less effective More effective
Not mentionedNot specific:
where neededSEN list of
students with no comments
Focus on SEN, not on IN
Focus on individual students with specifics mentioned: names, issues including emotional and behavioural, support given
IEP and CRA referred to Stretch and supportResources to stretch and
support: number lines, dictionaries
Policy developed by Mary Lowery
4. Lesson starter
Less effective More effective
Generally very strong
If possible/appropriate demonstrate and use visuals rather than describe
Policy developed by Mary Lowery
5. Assessment for Learning
Less effective More effective
Not mentionedNo targets/aims
outlinedEffective
questioning not planned for
Students set targets Feedback for improvement
given during task Excellent outcomes shared with
students and used as bench mark
Peers discuss quality of outcomes
GCSE and A Level vocabulary, eg trigger words used in tasks set
Mark schemes used effectively to inform improvement
Actual questions are pre-considered and documented
Policy developed by Mary Lowery
6. Interaction
Less effective More effective
Teacher talks excessively to whole group
Individual teacher/student interaction is focussed on functional/behavioural issues
Little or no meaningful student/student interaction
Teacher does not engage with CRA
Teacher/student interaction is focussed on learning and progress
Students interact frequently and purposefully through discussion and collaboration
Teacher engages purposefully with CRA for learning and progress
Policy developed by Mary Lowery
7. Development of Memory
Less effective More effective
Key words and concepts are made explicit
Mnemonics are devised and used: History, Science, English, Art
Policy developed by Mary Lowery
8. Plenary
Less effective More effective
Generally much more in evidence, more explicit to students and more effective
A plenary is about reviewing the learning and anticipating the next lesson – lining up, packing away and other such routines do not constitute a plenary.
Policy developed by Mary Lowery
Working towards
1. Making Numeracy and Literacy explicit
2. Effective questioning3. Effective
differentiation/ personalised learning
4. Effective assessment for learning
Policy developed by Mary Lowery
FEEDBACK FROM ON-GOING REVIEW
Staff results on initial evaluations appeared inflated based on ETI evaluations
Student voice used as a comparative tool completed evaluations on Phase 1 – {staff explained meaning}
Starters emailed everyday by QTL Leader, as time progressed other staff engaged
SLT links not utilised for QT&L to best effect, focus on attainment and priority student was greater
Phase 2 scores were lower, more realistic as process continued {evidence of closing the gap}
Improvement in lesson starters and plenaries evidenced through PRSD lesson plans and observations.
Policy developed by Mary Lowery
REFERENCES
Beere, Jackie ‘The Perfect Ofsted Lesson’ (2010) Department of Education for Northern Ireland (2003) Every School a Good School A Policy for School Improvement (2003). www.deni.gov.uk [accessed July 2013]. Department of Education for Northern Ireland (2010) Together Towards Improvement A Process for Self-Evaluation Post-Primary www.etini.gov.uk [accessed July 2013]. Dudley, P. Lesson Study: A Handbook (2011) www.lessonstudy.co.uk [accessed July 2013] Hughes, M. and Potter, D. (2002) Tweak to Transform. Stafford: Network Educational Press.Hughes, M. with Vass, A. (2001) Strategies for Closing the Learning Gap. Stafford: Network Educational Press. Smith, A. (2011) High Performers. Carmarthen: Crown Publishing House. Policy developed by Mary Lowery