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The Next Phase

Teaching for Engagement & Achievement

Wednesday, 25 May 2011

Student Voice and our Work


!and in the UK...


These Twelve Secondary Schools …

! Are in the highest category of deprivation (35% or more FSM), yet, they all:• Achieve over 80% good GCSE passes at 16, with a

consistent trajectory of improvement• Have at least two recent inspection reports judged as ʻoutstandingʼ

• Received outstanding grades for teaching and learning, leadership and the school overall

• Record a pattern of high contextual value added scores from Key Stage 2 (age 11) to Key Stage 4 (age 16)

defy the association of poverty with outcomes


Some success factors in these schools

•They have strong values and high expectations that are applied consistently and are never relaxed

•Their achievements do not happen by chance, but by highly reflective, carefully planned and implemented strategies

•They operate with a very high degree of internal consistency

•They are constantly looking for ways to improve further


•Clear and unshakeable principles and sense of purpose

•Vigilance and visibility•Courage and conviction•Predisposition to immediate action, letting nothing slip

• Insistence on consistency of approach, individually and across the organisation

•Drive and determination•Belief in people•Ability to communicate•Leadership by example•Emotional intelligence•Tireless energy


Whatʼs Next?

Teaching for Engagement & Achievement Wednesday, 25 May 2011

ENGAGEMENT & ACHIEVEMENT


An active mind instead of a passive oneMore observant

Opens up new worlds and possibilities

Adds excitement




BETTER STUDENTS


Outside In

System Leaders


Outside In

System Leaders

Bureaucracy/Policy

Schools/Principals

Planning & Organisation

Teachers

Students/Classroom

Inside Outengagement

&achievement

Teachers

Planning & Organisation

Policy Choices

Centre

Theories of Action


Teaching for Curiosity & Achievement


4Whole School Theories of Action


Whole School Theories of Action

1 When schools and teachers set high expectations and develop authentic relationships then students confidence and commitment to education increases and the schoolʼs ethos,culture deepens and curiosity can flourish

2

By consistently adopting protocols for teaching student behaviour, engagement, learning and curiosity is enhanced

3

Learning protocols enhance student capacity to learn, develop skills, confidence and curiosity and ensure that this happens in all classes

When teacher directed instruction becomes more enquiry focused then the level of student achievement and curiosity increases

4


1 HIGH EXPECTATIONS AUTHENTIC RELATIONSHIPS

2

TEACHING PROTOCOLS

4 LEARNING PROTOCOLS

3

ENQUIRY FOCUS


Teaching for Curiosity & Achievement


6Theories of Action for the Teacher


Theories of Action for the Teacher

1

2

When teachers set learning intentions and use appropriate pace and have a clear and strong narrative about their teaching then studentʼs are more secure about their learning, and achievement and understanding and curiosity is increased

INTENTIONS, PACE and NARRATIVE

When learning tasks are purposeful, clearly defined, differentiated and challenging, (according to the students Zone of Proximal Development), then the more powerful/ progressive and precise the learning for all students. Curiosity will be enhanced as students work at a level appropriate to their understanding

TASKSWednesday, 25 May 2011


3

4

Teachers systematically using higher order questioning leads to the level of student understanding deepening and the level of achievement increasing. Students who are regularly required to analyse, synthesise and evaluate are more likely to be curious

HIGHER ORDER QUESTIONS

When teacherʼs consistently use feedback and data on student actions and performance then behaviour becomes more positive, progress accelerates and curiosity is enhanced

FEEDBACK (REFLECTION) & DATA



5

6

When peer assessment and assessment for learning (AfL) are consistently utilized student engagement, learning and achievement accelerates. Curiosity will be enhanced as the depth of student understanding increases

FEEDBACK (REFLECTION)

When cooperative group structures / techniques are used to mediate between whole class instruction and students carrying out tasks, then the academic performance of the whole class will increase as well as the spirit of collaboration and mutual responsibility. Curiosity will be developed as students learn from each other in a structured manner.

COLLABORATIVE GROUP WORKWednesday, 25 May 2011

1

2

LEARNING INTENTIONS

3

PACE & NARRATIVE

REFLECTION & FEEDBACK

4 COLLABORATIVE GROUP WORK


+Wednesday, 25 May 2011

Making it happen...


Improved AchievementEnhanced Curiosity

Triads

ProfessionalLearning Teams

Theories for the Whole School

Theories for the Teacher


The Ring of Confidence

Circles of Competence


What is ʻProfessional Practiceʼ?

By practice we mean something quite specific. We mean a set of protocols and processes for observing, analyzing, discussing and understanding instruction that can be used to improve student learning at scale. The practice works because it creates a common discipline and focus among practitioners with a common purpose and set of problems.

The real insight here is that you can maintain all the values and commitments that make you a person and still give yourself permission to change your practice. Your practice is an instrument for expressing who you are as a professional; it is not who you are.


Joined up Professional Development for the Whole Workforce … in Schools• Use the research on learning and teaching to impact on

student achievement

• Studying classroom practice increases the focus on student learning

• By working in small groups the whole school staff can become a nurturing unit

• Invest in school-based processes for improving teacherʼs pedagogical content knowledge

• Make space and time for ʻdeep learningʼ and teacher enquiry


MOST STRATEGY

MOST TEACHERS

MOST CLASSES

MOST OF THE TIME

MOST IMPACTWednesday, 25 May 2011

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