From Peer Coaching From Peer Coaching to to

Effective Professional Learning Effective Professional Learning CommunityCommunity

All Saints RC SchoolAll Saints RC School

YorkYork

In October 2005 we adopted a Peer In October 2005 we adopted a Peer Coaching model of CPD. Coaching model of CPD.

Whole department involvement (except Whole department involvement (except Head and a Deputy).Head and a Deputy).

We took responsibility for our own We took responsibility for our own development as teachers. We chose the development as teachers. We chose the area to focus on.area to focus on.

Split site meant paired collaboration was the Split site meant paired collaboration was the best model. We chose our peer partners.best model. We chose our peer partners.

How to begin the initiativeHow to begin the initiative

CarefullyCarefully Initiative overload…Initiative overload…

Peer coaching memoPeer coaching memo

LEA provided funding for coverLEA provided funding for cover ““Think of ways to use the money to buy cover etc Think of ways to use the money to buy cover etc

so that the impact on our time and energy can be so that the impact on our time and energy can be mitigated. Lessons could be covered in order to mitigated. Lessons could be covered in order to arrange a planning meeting or as a pay back in arrange a planning meeting or as a pay back in lieu of that time.” lieu of that time.”

““We are not saying that we are brilliant teachers, We are not saying that we are brilliant teachers, (though we are). This is an attempt to get us to (though we are). This is an attempt to get us to support each other in a more structured way for support each other in a more structured way for the benefit of ourselves, our pupils and those who the benefit of ourselves, our pupils and those who have contact with the Mathematics Department.” have contact with the Mathematics Department.”

55thth Oct 2005 Oct 2005

Making the model sustainableMaking the model sustainable

Finding time for collaboration is difficult on top of Finding time for collaboration is difficult on top of other initiatives.other initiatives.

Using a video to record the observed lesson was Using a video to record the observed lesson was seen as a threat. seen as a threat.

Every member of the department was reticent Every member of the department was reticent about being videoed at first but some of the team about being videoed at first but some of the team readily adopted the use of video.readily adopted the use of video.

Peer coaching became part of the evidence for Peer coaching became part of the evidence for development in one of our Performance development in one of our Performance Management targets. Management targets.

NCETM and EPLCNCETM and EPLC

Tony Shepherd of the National Centre Tony Shepherd of the National Centre asked me to organize a Professional asked me to organize a Professional Learning Community within our Mathematics Learning Community within our Mathematics department. department. – Series of 4 lessonsSeries of 4 lessons– Involving 4 teachersInvolving 4 teachers– Each lesson collaboratively plannedEach lesson collaboratively planned– Each lesson to be observed, videoedEach lesson to be observed, videoed– Each lesson to be reviewed.Each lesson to be reviewed.

ITTITT

I had been seeking funding to support work I had been seeking funding to support work with Initial Teacher Training. with Initial Teacher Training.

TDA would not fund what we were already TDA would not fund what we were already doing and NCETM were not able to support doing and NCETM were not able to support ITT initiatives.ITT initiatives.

The EPLC initiative fitted in with our existing The EPLC initiative fitted in with our existing practice so I agreed to try out this model.practice so I agreed to try out this model.

Some MathematicsSome Mathematics

We We borrowedborrowed a Y9 class to give our KS3 a Y9 class to give our KS3 coordinator some time whilst others had coordinator some time whilst others had gained time after Y11 and Y13 went on gained time after Y11 and Y13 went on study leave.study leave.

Trigonometry chosen as the topic.Trigonometry chosen as the topic.

The ClassThe Class

Year 9 group in the top third of the ability Year 9 group in the top third of the ability range of the schoolrange of the school

About a third of the class had met About a third of the class had met Trigonometry before (two hours as part of a Trigonometry before (two hours as part of a series of lessons after school).series of lessons after school).

We needed a different method to allow We needed a different method to allow discovery of some of the ideas discovery of some of the ideas

Radii and tableRadii and table

Video of the Table for SineVideo of the Table for Sine

The Sine curve templateThe Sine curve template

Video about the tableVideo about the table

Video of Mel asking about the curveVideo of Mel asking about the curve

Success of the first cycleSuccess of the first cycle

All four people planned the lesson togetherAll four people planned the lesson together Three were involved in delivery of the lessonThree were involved in delivery of the lesson All four reviewed the video clips of the All four reviewed the video clips of the

lesson during the next hour.lesson during the next hour. We were allowed four comments and a We were allowed four comments and a

question each. Liberating.question each. Liberating.

Video of lesson 3Video of lesson 3

Lesson 4Lesson 4

A Structured approach with 5 steps to give A Structured approach with 5 steps to give a framework for the Algebraa framework for the Algebra

DiagramDiagram SOH CAH TOASOH CAH TOA SubstituteSubstitute Rearrange if necessaryRearrange if necessary CalculateCalculate

Pupil feedbackPupil feedback

Delivery was disjointed because the lessons Delivery was disjointed because the lessons were over such a long period of timewere over such a long period of time

Many wanted their own teacher backMany wanted their own teacher back Some enjoyed having different teachers Some enjoyed having different teachers

working with them to give them help when working with them to give them help when they needed itthey needed it

Pupil feedback was very much a mixed Pupil feedback was very much a mixed responseresponse

Risk takingRisk taking

I am convinced that in order to improve our I am convinced that in order to improve our Mathematics teaching nationally we need a Mathematics teaching nationally we need a process outside of CPD, beyond pay process outside of CPD, beyond pay progression or any competence issues where progression or any competence issues where staff are given the time to get involved in staff are given the time to get involved in these sharing processes. these sharing processes.

We need to be empowered to take risks.We need to be empowered to take risks. Accountability for meeting targets hinders Accountability for meeting targets hinders

teachers from taking those risks.teachers from taking those risks.

What message to take away?What message to take away?

Teaching of Mathematics ought to be treated as Teaching of Mathematics ought to be treated as a special case and be given more resources. a special case and be given more resources. We need time to work together.We need time to work together.

High quality Mathematics teachers are vital to High quality Mathematics teachers are vital to the country.the country.

Mathematics teachers must get control of your Mathematics teachers must get control of your own professional development.own professional development.

Time is needed and should be asked for within Time is needed and should be asked for within schools. (Japanese model).schools. (Japanese model).

SustainabilitySustainability New Mathematics Teachers have skills and ideas New Mathematics Teachers have skills and ideas

which can benefit longer served teacherswhich can benefit longer served teachers Top down observation is a sterile process in Top down observation is a sterile process in

comparison with this model.comparison with this model. Coaching partnerships (up to 4 people) allows less Coaching partnerships (up to 4 people) allows less

experienced teachers to observe those who could experienced teachers to observe those who could help them in their development. help them in their development.

There is the potential for all to learn from each There is the potential for all to learn from each other.other.

Training on the job is essential if the exit from the Training on the job is essential if the exit from the profession is to be stemmed. How many leave profession is to be stemmed. How many leave during the first 5 years?during the first 5 years?