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Introduction

Ofsted judgements on T&L

Introduction to the WIGT

The WIGT Family – how to get a

broader view

Using the WIGT to support Appraisal

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The WIGT: is designed to empower you to improve the quality of teaching so that it is consistently good or outstanding.Shows how to monitor and evaluate teaching and learning to achieve both quality and consistencyShows how teachers can use the WIGT to improve their own practice

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What proportion of schools nationally are currently judged to be outstanding?

What proportion of schools nationally are judged to be outstanding for Teaching and Learning?

Under the new framework 25% of your judgement will be on T&L

Schools will not get an overall judgement of outstanding if teaching isn’t judged to be outstanding overall

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We need clear and demanding criteria for a school to be judged ‘good’ or ‘outstanding’. A good school should have at least good teaching, and an outstanding school should have outstanding teaching. Good and outstanding leadership of teaching and learning drives improvement and knows that the culture of the school and the progress of pupils depend on it.

The fact is - many schools currently judged to be ‘outstanding’ did not meet this requirement. One in five outstanding primary schools and half of outstanding secondary schools did not have outstanding teaching at their last inspection. This is just over 1000 schools across England.

This means schools previously judged outstanding might be subject to a review of that status at some stage in the future. There needs to be a clear gold standard understood by all.

What does the leadership of outstanding teaching mean? You and your senior team have to show your passion and commitment for

teaching in everything you say and do You need to be committed to good quality professional development You monitor the quality of teaching effectively and ensure performance

management is robust in rewarding those who teach well, and doing something about those who consistently underperform.

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A clear quality standard Rigorous monitoring and evaluation Clear links to appraisal A culture of continuous professional

development and T&L is central to your school improvement planning

Knowing what you do that is outstanding and celebrating it

Ensuring that judgements on T&L are informed by pupil attainment and progress

Remember that judgements about T&L are triangulated from observations, pupil work and achievement

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The What is Good Teaching matrix is a quality standard that describes what teaching looks like against national criteria drawn from Ofsted and the Teachers Standards.

It is in two parts a) Learning – what pupils will be doingb) Teaching - what teachers will be doing

There are prompts and descriptors for requires improvement, good and outstanding

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The WIGT (What is Good Teaching?) has been designed to assist observers in making accurate and objective observations of classroom practice. If moderated and used consistently, the use of criteria enables a shared view of effective teaching and learning to emerge within a school. It is also a useful tool for self evaluation and can help identify areas for development in both teaching and learning.

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To complete the matrix you should observe the lesson for a short while before forming any judgments. You can then begin to tick the “best fit” statements as features are observed – you may want to ensure that particular aspects are really in place i.e. asking one open ended question does not constitute the use of higher order questioning. Ensure the requires improvement strands are in place but where you are obviously observing an outstanding lesson focus on identifying the strands the teacher is demonstrating and particularly the outstanding learning that is going on.

No lesson will contain all the strands and as a rule of thumb a lesson should contain 70% of the requires improvement strands to be requires improvement and 60% of the good strands to be good. A lesson that has 40% of the outstanding strands will be outstanding. Where you note obvious gaps in the T&L underline the statements or put a * so these can be included in the development points.

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The WIGT identifies core areas evident in effective teaching and learning through prompt questions at the left of the grid and then provides criteria for judgments set against Ofsted teaching and learning grades.

The matrix is quick and easy to complete once the user is familiar with the statements. It broadly follows the flow of a lesson and by putting learning first ensures that due attention is given to what learners are actually doing and the progress they are making.

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Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

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Once you are familiar with the WIGT you can use it to regularly review and assess the quality of teaching across the school.

There are a number of versions of the WIGT which if used together provide an in depth insight into the quality of teaching and areas for development including:

The WIGT Learning walk The WIGT Teacher Self Evaluation The WIGT Learner Self Evaluation

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A unique feature of the WIGT is the 360° view achieved by teachers and learners completing an evaluation

These evaluations are viewed alongside the lesson observations and can reveal some interesting differences and view points

They are also the start of an on going process of teachers evaluating their own lessons and seeking feedback from pupils

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The full toolkit includes: Foundation stage WIGTs for whole setting,

teacher led and child initiated learning What is Good Work What is Good Support What is Good Learning

With a range of other supporting documents to assist improvement planning and recording improvements overtime

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2 Work ScrutinyThe What is Good Work (WIGW) is designed to enable you to carry out a detailed work scrutiny so you will need to select a small sample of pupil’s work with an agreed focus.You may select books from 1 year group or form, the core subjects, high, middle and low examples from each year group, all work from an average pupil from each class etc. As with lesson observations you should undertake this collectively or in pairs and the findings can be added to your overview.

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The WIGT has a range of purposes: Self evaluation by practitioners, either in part or

entirety* A planning tool to ensure key attributes of effective

teaching are included in all lessons A shared school focus on one or more specific elements Peer observations on agreed areas* Monitoring and evaluation of the quality of Teaching and

Learning by senior leaders Informing an overall judgement of the quality of T&L

across the school Identification of shared areas for whole school

professional development Identification of individual areas for professional

development Appraisal of teachers including pay progression

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The Government requires all schools to appraise their teachers on an annual basis. This requirement as set out in regulation makes clear that a headteachers need to assess the performance of every teacher, provide developmental feedback, set objectives and provide appropriate support. The WIGT Toolkit provides a unique framework to do this setting both a quality standard against which to make clear and objective judgements and providing a framework for professional development.

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As an observational tool the WIGT sets out a quality standard exemplifying what teaching looks like when it is outstanding, good or requires improvement. By using the WIGT to underpin the appraisal process schools can make clear the standards expected and the criteria against which judgements will be made so that the process is open, transparent and objective.

By using the WIGT the school can make certain that judgements across the school are consistent, ensuring that all those involved in appraisal apply the same criteria.

The significant focus on learning is important for demonstrating the impact of the teaching which is a crucial aspect of lesson observations today.

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The WIGT is completed within the lesson so outcomes can be fed back to teachers in a timely way while the lesson is still fresh in their minds. The visual nature of the matrix enables teachers to see for themselves their teaching standard and where their strengths and development areas are.

The WIGT makes extrinsic many of the intrinsic qualities of teaching, it creates a Shared language to inform feedback and ensures that areas of development are appropriately focussed on the skills of teaching which can be developed and reapplied rather than on the content of the lesson observed.

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During the feedback the areas for development will emerge and both teacher and appraiser can use the progression to formulate targets for improvement – effectively creating success criteria – what it will look like when achieved.

Teachers can choose other areas to work on beyond the agreed development areas – keeping the WIGT to hand when planning lessons and considering professional development opportunities.

The consistent use of the WIGT across the whole school will enable senior leaders to identify where there is outstanding practice that can be shared, to match teachers so that they can learn from and with each other and provide clear evidence to inform whole school CPD as well as individual training and development needs.

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By using the same WIGT for monitoring progress the appraiser and appraisee can clearly see where they have improved, where there is further work to be done and to ensure that the practice is embedded over time.

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The I-WIGT is an APP which will enable the WIGT to be completed on an IPAD and up loaded into a whole school system linked to appraisal. Register your interest in the I-WGT now by emailing imaginative minds @

Enquiries@imaginativeminds.co.uk

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