leading intervention 3 19th/21st january 2009. cpd overview li1 16 th /18 th september 9-12 finstall...
TRANSCRIPT
Leading Intervention 3
19th/21st January 2009
CPD overview
LI1 16th/18th September 9-12 Finstall• Role of intervention leader• Sources and types of data• Identifying pupils for intervention
twilight1 14th October 4-6 Finstall• Focus on data for your own school
LI2 27th/28th November 9-4 Finstall• Tracking and spreadsheets• Intervention models and approaches• Provision mapping
twilight2 11th December 4-6 Finstall• Spreadsheet workshop
CPD overview
LI3 19th/21st January 9-12 Worcester Rugby Club• Monitoring and reviewing – pupils and packages• Keeping the whole-school perspective• Intervention resources
twilight3 3rd March 4-6 Finstall• Personalising the intervention package
LI4 17th/15th June 9-12 Finstall• Evaluating the year• Planning ahead
Aims of the day
Opportunity to reflect on progress
Keeping the bigger perspective
Linking the quality of teaching, effective use of TAs and intervention
What is going well?
What did you plan to do?How far have you got?How successful has it been?
How do you know?
The bigger picture
Proactive
Reactive
Exam panic
Y11
Self-evaluation
In your pairs, Complete the sheet
Prioritise areas for developmentConsider points for action
How good is the teaching?
Ofsted :
2 = GOOD
…… but what does that look like in the classroom?
Ofsted criteria for good teaching
• Most learners make good progress because of the good teaching they receive
• Behaviour overall is good and learners are well motivated
• Teaching is based on secure subject knowledge.
• A well structured range of stimulating tasks that engage the learner
• Work is well matched to the full range of learners needs so that most are suitably challenged
• Teaching methods are related to the lesson objectives
• TAs and resources are deployed well
• Assessment of learners work is regular, consistent and promotes progress
In the classroom
Moving from satisfactory to good to outstanding
In pairs (then as a table)Write a description to exemplify good teaching
If time, consider outstanding teaching
Effective use of a TA
suggestions for in-school development
What’s the point?
Be realistic – what currently happens in your school?
What difference should a TA make to the intervention group?
What’s the point?I like it in the lesson if I am leading a group through an
activity. I don’t like it when I end up mostly copying notes for the
pupil. It doesn’t feel like I’m really helping them
learn.
I would like to be able to develop my role so that I’m not just helping pupils to ‘keep up’ with the rest of
the class by doing the work for them.
I never know what I will be doing until the lesson has begun. Sometimes I worry that I might get the wrong answer because I haven’t
had time to prepare.
Pupils sometimes have to be encouraged to think for
themselves and be independent. I would like
help with how best to support this.
You’re really making a difference to how pupils
feel.
What’s the point?
I love it when teachers give us some
responsibility and we are able to work with a group. The time flies by and I feel a sense of achievement.
In some lessons I might take a group of G&T pupils, in another
lesson a group that are struggling. I find it really helpful when there
are differentiated learning outomes. It gives me a steer on
where I might challenge the pupils a bit more.
Sometimes I don’t know what the class are
supposed to be learning and I leave the lesson feeling quite confused, never mind the pupils!
I know so much about the
pupils. Some teachers ask my
advice, then I really know I’m
helping.
I’m really enjoying it, and I know I’m
developing professionally .
Identify
pupils
Assess learning needs
Set curricular targets
Tailored teaching in main lessons
Additional or alternative provision
Assess progress against targets
Differences in Roles and Responsibilities
Teachers• planning long term• overview of each lesson• baseline resources• teach• keep records• report to parents• consult with colleagues• participate in meetings
to develop IEPs• manage behaviour• have responsibility for
the class
Teaching Assistants• share & adapt planning• adapt resources• assist with teaching• assist with behavior
management • observe/record
information on student performance
• out of lesson mentoring & support
• have responsibility for targeted pupils
Implications for you
Card sort time!
What are the implications for you as an intervention leader?
• cpd• effective use of TAs built into your
intervention plans
TA training modules
http://nationalstrategies.standards.dcsf.gov.uk/secondary/intervention
Intervention key messages
Move towards proactive interventionQuality Wave 1 teaching is fundamental
The TA is integral to effective intervention
Start planning for next year• Staffing & timetable decisions are being made now• Deliver cpd now to have impact before next year
Action Points
Review your Action PointsPrioritise the 3 most urgent actions
Date for optional twilight 3:Tuesday 3rd March 4 – 6
Finstall
Leading Intervention 4:Wed 17th/Mon 15th June 9 – 12 Finstall