USING IRIS TO SUPPORTPEER TO PEER

COACHING

Simon Brown11th December 2013

To LearnTo Achieve

• Leicestershire Upper School (14-19yrs)

• NOR = 1310• Yr10 = 450, Yr11 =

455, Sixth Form = 405• Comprehensive intake

Bosworth Academy

To LearnTo Achieve

Prior attainment at national average• 5A*-C En/Ma increase by 16% in 3 yrs• Best 8 Points Score 305352, groups sig+• Value Added for majority of groups is sig+

• VA and attainment in Science sig+ (from sig-)

2013 Raise

To LearnTo Achieve

• 100% of students reach or exceed their potential

• 100% of teachers will teach good or outstanding lessons; 25% of teachers will be observed teaching at least 1 outstanding lesson

• 100% of teachers will have access to 6-10 coaching meetings per year

“No student will underachieve”

Our 100% Pledges

To LearnTo Achieve

“Be better than you thought you could be”• Initially used as a mantra for

our students• Now used with staff• Coaching supports L&T

improvement• Driven by coachee• Time allocated to coaching• Iris a great tool to support

Coaching

To LearnTo Achieve

• Growth mind set – not fixed• Athlete centred coaching• Feedback driven• Coachee led• Supportive

Personal Improvement Planvs

Performance Management

To LearnTo Achieve

• Cycle 1: No-notice observation (day-to-day)• Cycle 2: Developmental, supported by coach• Cycle 3: No-notice observation

Launched possibility of using Iris Connect to support Cycle 2 at:

Iris Coffee Evening!

Feedback Cycle

To LearnTo Achieve

• 55% observed as ‘good or better’ in Science

Cycle 1

No-notice observations

To LearnTo Achieve

All teachers were asked to identify:1. a particular strength to share good

practice.2. an area for development.

• Asked to provide evidence of progress towards their area for development.

• Could staff IRIS a lesson at the beginning and again at the end of the process?

Cycle 2: Improving Pedagogy in Science!

To LearnTo Achieve

Teacher Strength Area for developmentdifferentiated learning objectives ensure more students are involved in questioningdeals well with challenging questions use differentiated learning objectivesBfL and explanations questionning techniquesimpressive plenary and engagement increase number of written feedback tasksstudent-led learning questionning techniquesquestioning use of more varied and imaginative micro-plenariesstarter to involve and enthuse students plenaries that assess all students' learningAfL ( frequent high quality feedback) plenaries that assess learning of all against objectivesvaried activities that engage students questioning that produces extended answersBfL and engagement differentiation for all lessons to make greater progressdifferentiated objectives, practical demo's Plenaries to assess all students progress/questioning independent learning differentiated questioningengagement and resources increase level of challengequestioning techniques and engagement independent learning tasksstretch and challenge, differentiation more frequent and regular feedback to students

All to identify a particular strength and an area of development so that we can share good practice and improve as classroom teachers.

End of March deadline to show progress or development of key areas on lesson observation.

Provide evidence if using IRIS, showing progress has been made to RBA. RBA to inform missing colleagues of practice.

Science Staff

To LearnTo Achieve

Iris lesson 1• Teacher 1 reviews and time stamps episodes• Teacher 2 watches video and comments• Teacher 1 & 2 meet and discuss• Teacher 1 sets further steps for development

Allow 2 weeks for embedding new practiceIris lesson 2 and repeat process• Complete feedback form

Typical Process

To LearnTo Achieve

To LearnTo Achieve

To LearnTo Achieve

“Significant progress was made towards meeting Cycle 1 targets, although many colleagues were able to identify further areas for development.”

Progress towards target:

Name: Area for development: questionning that produces extended answers comment on how you were able to demonstrate progress from your first to your second lesson * FIRST LESSON

Good tone and pace in asking / answering questions but need to give lots of wait time.Asked lots of in depth questions that could have been structured / scaffolded more.Some good questions from students which shows they are comfortable in their learning environment.

SECOND LESSONUsed 'probing questions' sheet & info from SBN to plan questions according to the flow of the lesson.Was more aware of 'posing and pausing' - gave more thought time and this gave students more time to provide thoughtful answers / in depthAfter SBN training - use Blooms questioning - could be linked to learning objectivesNeed to work more on scaffolding & the pounce and bounce of a question

To LearnTo Achieve

Name: JSC Area for development: independent learning taskscomment on how you were able to demonstrate progress from your first to your second lesson FIRST LESSON

SECOND LESSON

Lesson Outline: C2 Percentage Yield and Reversible Reactions – By the end of the lessons students could define percentage yield and perform some differentiated calculations (most could complete the higher level questions). Students could also describe a reversible reaction and investigate this practically. Strengths: 1. Engagement of students was outstanding and BfL was very good; 2. Pace of lesson was good and appropriate activities were selected. Areas for Development: 1. Too many low level questions (need to focus on stretch and challenge); 2. Too much teacher talk – not enough independent learning.

Lesson Outline: C2 Catalysts – By the end of the lessons students could describe how a catalyst works and plan an investigation to solve the following hypothesis (HSW): “The rate of decomposition of hydrogen peroxide depends on the catalyst used.” All students produced a plan and self-assessed their plan against the ISA marking guidelines. All students are now aware of what is required for a 9 mark plan. Strengths: 1. Independent Learning task was well attempted and very much student led; 2. Enthusiasm of teacher transferred to enthusiasm in students; 3. Much less teacher talk and students BfL was good once more; 4. Literacy in Science – spellings board for specialist scientific terms. Areas for Development: 1. Give more thinking time for questioning sessions (use Pose Pause Pounce Bounce technique); 2. Give even more free rein by not giving any assistance next time? 3. Include more students in homework/test reviews and micro-plenaries.

To LearnTo Achieve

“It was very pleasing that colleagues embraced the use of IRIS Connect in order to assist in the further development of their teaching skills.”

“They are more aware of its possibilities as a development tool.”

“The Science Team will continue to use IRIS Connect for their own individual/pair learning.”

Head of Science Feedback

To LearnTo Achieve

Cycle 3

• 73% of lessons observed as ‘good or better’ in Science

No-notice observations

Impact?

To LearnTo Achieve

KS4• Core Science 67% A*-C (Nat=60%), sig+• Additional Science 75% A*-C (Nat=64.45), sig+• VA at KS4 sig+Sixth Form• Biology ALPS=3• Chemistry ALPS=3• Physics AS ALPS=3

Science Outcomes 2013

To LearnTo Achieve

• Over 120 lessons on Iris• 56 users

• Widen project to other curriculum teams.• Science to share with other Middle Leaders.• Humanities teachers viewing videos in coaching.

What next?

“Be better than you thought you could be”