Coalition CPD

Over the last 10 -15 years professional development in many schools has tended to follow generic pedagogical discussions and in many cases been imposed by senior leaders, involved perhaps 1 off events with expensive external delivery and most definitely will have sang the Ofsted tune or current educational tune of the day. We made a serious bid to move towards a return to subject specific internal training a couple of years ago driven by a desire to support our no grade observation planning and feedback and have involved the whole staff in subject specific assessment discussions highlighted in our previous blog. Our Whit inset married both generic and subject specific CPD, whole school, faculty and individual and yes we did have vote too! Coalition CPD at Meols Cop-for the people, by the people!

I mentioned the blog [again!] on our bulletin and hope that some of our parents have been curious to find out how we spent the day. A warm welcome to new readers.

We try to inform our parents via our weekly bulletin and blogs about any of our current initiatives including what we are using our inset days for.  Parents have a right to know how we use the time when their child isn’t here and there has been bad press occasionally when schools have appeared to use inset days for events such as wedding parties and trips abroad. As nobody in their right mind would wish to marry me, we remained in school and worked hard! I hope that by explaining some of our methods of delivering high quality professional development, readers can see how we are focusing on using our training to constantly consider the impact of our teaching on student learning and to never settle for anything but the best!

I was reading some articles in ‘Professional Development Today over the Bank Holiday weekend which summarised recent research undertaken by Teaching Schools led by the London Institute of Education and supported by Sheffield Hallam University. The author, Carol Taylor shared the findings from the enquiry, ‘What makes great professional development that leads to consistently great pedagogy?’ and offered some key areas that the schools and researchers involved had agreed were key to the success of CPD and inset. It was interesting for me to see if our Whit inset and past and future CPD fitted into the recommendations [key messages] made by our fellow Teaching Schools.

Key message

How to … think about the pupils’ needs and the impact you want to have

1 Start professional development ‘with the end in mind’ – be specific about the relationship between pupils’ learning needs and teachers’ beliefs, behaviours and practices.

2 Motivate teachers by focusing on the difference they want to make for their pupils through engaging in professional development.

3 Provide a clear structure for professional development and its impact on teacher practices and pupil outcomes.

4 Be forensically clear about starting points to be able to evaluate impact– but be prepared for unexpected outcomes.

5 Root professional development in classrooms and start it with an issue that is relevant for both teachers and their pupils.

6 Seek and listen seriously to pupils’ feedback to genuinely understand the impact of new practices developed through professional learning [see blogs below]

http://blog.meolscophighschool.co.uk/?cat=11

The structure of the day-the morning

The morning session focused on the crucial issue of what makes great teaching in Meols Cop classrooms. It’s almost 3 years since the entire staff discussed this question collaboratively and developed, just before our last Ofsted, ‘Learning and Teaching-the Meols Cop Way’ Much has changed since then in terms of our own practice and ideas from national and international educational debate and literature as to what every day great teaching [leading to great learning] might look like. For the past year we have looked at subject specific ‘great teaching’ in our discussions and observations as we aimed to move from the old generic OIfsted style criteria. The topic directly hits no’s 5, 1, 2 and 3 and it is important here that if we are to have any whole school learning and teaching policies, they are developed by my colleagues who teach 5 lessons a day! Students are quickly involved in the process and their feedback to numerous issues can be seen in our blogs.

I divided the staff in to 8 cross-curricular groups and each was led by a colleague with no current leadership responsibility to ensure that leadership opportunities are offered to all. No senior leaders were allowed in the discussions so we couldn’t influence proceedings and I asked a colleague who is leaving teaching in summer to move around the groups to offer any advice if needed or to ask questions of their ideas. Resources were offered including ideas from other schools [Huntington, Durrington, Penyrheol] teacher standards, Ofsted, teaching schools and the Sutton Trust. The only thing I asked in my briefing was that the choices should be the ones they felt had the greatest impact on learning.

After an hour, the groups displayed their presentations and borrowed any ideas/ticked ideas they liked so that our judge [person leaving us] could work out the top favourite choices whilst bacon butties were devoured. The winners were announced and colleagues moved into faculties to discuss their initial thoughts and how the choices could be represented in their subject classrooms. Each subject was allowed to add a couple of ‘great teaching’ subject specific factors if they wished to. It is really important to me that any whole school policies/agreed principles such as this or assessment don’t strangle the life out of individual or subject needs-there has to be some flexibility and independence of thought.

The chosen list is going to provide our learning hubs [cross-curricular groups of teachers] with a topic each to develop in some of our summer and autumn term Tuesday night meetings. The resources and ideas produced will be shared and used to support classroom teaching and be the basis for any of our formal observations and lesson studies. Colleagues can choose which to prioritise to best support their own teaching and feedback can point to our developing research banks and internal expertise. Volunteers who lead the hubs gain from the experience and will be expected to gather ideas from external and internal sources to support their group.

If there was time, the faculty session was to end with a discussion based on an idea shared with faculty leaders from Stephen Tierney. This was in readiness for the afternoon session looking at individual CPD evaluation and needs via our professional portfolio.

Which of your current class room practices are informed or enhanced by research?

How certain is the research about the effectiveness of these particular practices or strategies? What are the core principles or concepts?

Do you discuss & agree with colleagues how to teach key concepts/difficult content and skills? Do you discuss & agree with colleagues how to approach the teaching of common misconceptions?

Which areas of your classroom practice are you seeking to improve over the next six to twelve months? More than one or two areas are likely to be overwhelming, keep it real.

How are you honing and refining your current practices? Who is helping you?

Key MessageHow to … ensure access to knowledge and skills from inside and outside

1 Use internal and external expertise to maintain and drive momentum, and provide support at different stages, as well as build new expertise and leadership.

2 Co-create knowledge by bringing together knowledge from practice and knowledge from research

Our hubs obviously aim to develop expertise and leadership and our professional portfolios support colleagues at different stages of their careers. Internal collaboration and expertise has proved to be vital in our recent successes but we also need to look at best practice elsewhere. I’m delighted that since Xmas colleagues have visited other schools in equal numbers to visitors coming here and we have signed up to involvement in 2 national research projects which I know will impact positively on our maths and English teaching.  As leaders we don’t get it right all of the time. I wrote in our last blog on assessment that I felt that I had asked too much of my colleagues but I hope that they would agree that we try to develop a practical learning culture-I’m driven by this idea!

Key message

How to …facilitate the practicalities to encourage a learning culture

1 Make sure that senior leaders provide the necessary conditions for effective professional development to take place e.g. time, resources, to facilitate an open classroom culture

What happened?

You can see the results of the discussions below.

Katrina was incredibly proud of her group’s contribution!

01

Katie and Rachael protecting their display!

02 03

Martin adds his views to Fran’s group-work and mathematician and hockey super star Alex is ready to explain their group’s ideas.

04

A close up below-amazing how many colleagues ran out of the way of the camera man!

05

Some were small and fitted nicely into 1 space whilst others were obviously individual contributions to the group.

06 07

08 09 10

Lisa gives Greg and Katie G a ‘hard sell’

11

No escape for my colleagues-here are some of their displays right behind where I give morning briefings!

12

And behind the photocopier!

13

Key message

How to … provide opportunities for colleagues to engage in deep collaborative learning

1 Personalise mentoring and coaching, and make sure it is developmental and ongoing.

2 Provide sufficient time for deep, high quality talk between teachers to enhance professional relationships and promote deep learning.

3 Offer collaborative development opportunities to stimulate teachers and enable them to engage in critical thinking about lessons and learning. Use collaborative enquiry to stimulate professional learning – but not as a quick fix

4 Incorporate collaborative enquiry into professional development as a long term approach. It is not a ‘quick fix’ – it requires persistence.

This was the opening move in discussions and independent micro research for colleagues which will stretch into next school year and form the basis for much of our CPD.  The choices made will be constantly referred to and returned to in both informal and formal monitoring, development opportunities and every chance we get to further a shared language of our understanding and expertise in each priority. Our judge moved impressively quickly so that come the end of break [ok I gave 10 minutes extra!] she had ran around all of the presentations and typed up the results for all to see! She tried to add in as many small descriptions as she could in her 5 minute slot at the PC so that the views of all were reflected as much as humanly possible.  This was our first shared set so colleagues could take them back to their faculties. Hubs may decide to stream-line later or adapt-I’m typing as the day unfolds so they’re scorching hot off the press!

WHAT MAKES GOOD TEACHING?

  • ENGAGING DELIVERY
    • PASSION FOR SUBJECT
    • RELEVANT
    • RESPONSIVE
  • BUILDING STUDENT RESILIENCE
    • GROWTH MINDSET
    • SELF BELIEF
    • ASPIRATIONS
  • RISK TAKING
    • SELF DISCOVERY
    • MISTAKES AS LEARNING OPPORTUNITIES
  • COMFORTABLE LEARNING ENVIRONMENT
    • CONFIDENCE TO SUCCEED
    • ENGAGEMENT IN LEARNING
    • ABILITY TO DEAL WITH FAILURE (REAL OR PERCEIVED)
  • STUDENT OWNERSHIP OF OWN LEARNING
    • ACTIVE LEARNING
    • INDIVIDUAL UNDERSTANDING OF WAY FORWARD
  • STUDENT CENTRED PLANNING AND DELIVERY
    • MEETING INDIVIDUAL NEEDS
    • BASED ON RESEARCH AND EVIDENCE
  • PREPARING FOR LIFE
    • INTERPERSONAL SKILLS
    • SELF CONTROL
    • SELF AWARENESS
  • PROMOTE INDEPENDENCE
    • CAN DO / WILL DO OUTLOOK
    • SELF AWARENESS
    • ABILITY TO REFLECT AND CHANGE
  • ACTIVE LEARNING
    • CLEAR OBJECTIVES
    • PATH TO PROGRESS
    • TIME FOR REFLECTION
  • MODELLING
    • LEARNING
    • TEACHING
    • INTERPERSONAL SKILLS

Faculties were free to add their own ideas, as I mentioned before and at this stage I didn’t over complicate with my usual learning/teaching debate! I had naturally tried to guess what would be suggested [remember the key message about unexpected outcomes] and was pleased to see that instead of ‘differentiation’ I saw student individual needs and lots of ideas that relate to our growth mind set push. I’m always wary of any possibilities of staff trying to give me what I like but I’m sure that if my colleagues didn’t like one of my favourite strategies, they would have used this opportunity to scrap them! I did think that they really had genuinely put the needs of the students first in every presentation and one of my experienced colleagues told me privately that the positivity in her group was amazing. Our ITT students joined in too and I hope that they were able to learn from their experience. It’s one of the best moments of senior leadership to see our staff working happily and purposefully together to discuss the most important topic in school. Ironically at the same time we were discussing learning and teaching, Janet was sifting through the applications for a new assistant head teacher who will be looking after our learning and teaching in September. It would have been great for them to see our staff in action but also a quiet reminder of how good they are going to have be to inspire and lead my lovely colleagues! What a wonderful opportunity for the right person!

Faculty responses-subject specific great teaching tactics

Science added; Expertise – Risk taking, building student resilience

Developing – Student ownership, promoting independence, continue/expand/technology platforms for modelling

Subject mastery

English told me; “As a department we feel that we are successfully using the majority of the criteria. However, as a department our focuses will be: Active Learning with a focus on meaningful homework and developing independent research – analytical – evaluative skills for homework. We are considering using BlendSpace as an hwk forum. We also want to address and promote independent learning with a focus on using higher order thinking skills as lesson objectives and plenaries.”

Art and DT sent a different response—“As a department, we’ve mapped the 10 points for what makes good teaching against a previous document of what we would expect to see happening during a lesson to help us understand the points further.”

Maths wanted to include; Assessment for Learning

Knowledge that you’re having an impact

Identify skills and improve on them

Progress … over time

MFL wanted as extra to consider;

Gauging and building on previous success

Ascertaining where they are from primary school

Altering our timetable to suit

Reviewing our assessment in line with primaries

Memory retention

Techniques to recall and retain vocabulary

Engaging ways of teaching it

Best ways of assessment

Some faculties had time to discuss the extra questions-they are quite long but here is a taste of what was said.

Humanities

Which of your current class room practices are informed or enhanced by research?

MD: I have taken the course on outstanding lazy teaching and employed/embedded a wide range of resources such as starter tasks into my teaching such as snappy starters and enhanced questioning. My recent SENCo course was also really useful to help my planning for SEN needs, particularly in light of the recent changes to SEN.

TM: I am using Twitter and Pinterest to gather and share ideas for Geography. We are also subscribed to the Geographical Association which has helped to give ideas and informed us on other key strategies that other teachers/schools are using.

GT: Attended the outstanding historical teaching course, which helped me to develop enquiry based activities. I have also actively used Twitter to showcase my ideas and use others, especially around Teaching and Learning, specifically a range of new marking and feedback strategies which I have then shared across the department.

HY: I attended outstanding classroom teaching and learning at Whalley Range School which gave me practical ideas such as Jenga, SOLO hexagons and lego population pyramids amongst others. I have been using Twitter to share and contribute to T/L discussions, especially on pedagoo Fridays.

How certain is the research about the effectiveness of these particular practices or strategies? What are the core principles or concepts?

To be discussed and decided!

Do you discuss & agree with colleagues how to teach key concepts/difficult content and skills? Do you discuss & agree with colleagues how to approach the teaching of common misconceptions?

As a department we strive to relate difficult concepts to modern day life as much as possible. For example, in Geography students have been shown info on the Nepal earthquake, the election, the recession and its effect on the political teacher. We have also implemented a range of activities to model good learning and to help push students to engage with difficult concepts such as visual graphs to demonstrate the effect of Nazi policies on the German economy and Speed Dating.

Which areas of your classroom practice are you seeking to improve over the next six to twelve months? More than one or two areas are likely to be overwhelming, keep it real.

GT: Active learning strategies – engaging in activities that allow pupils to apply their learning and put themselves into the position of historian/geographers. This will allow them to engage in on-task discussions with peers and to develop their SMSC.

HY: Risk Taking – New ideas to improve T&L within the department, this includes sharing best practice & pedagogy

Intervention strategies – Targeting pupils through the use of Data and marking to really inform planning for progress and also needs for specific intervention, for example exam questions and key skills (e.g map skills)

Improving skills and concepts

TM: Independence – focus on encouraging resilience and critical thinking within our pupils.

MD: Active learning and making sure students understand how to progress and the tools they require to do so

How are you honing and refining your current practices? Who is helping you?

GT: Sharing best practice with colleagues, NQT’s from other schools and Twitter. Feedback is essential from both other staff and students as well as measuring the impact of what we are doing to check what we are trying is worthwhile.

HY: Also using social media, other staff and the students to improve teaching and to learn from what went well and what didn’t. I have focussed on reflecting with students in particular to really improve engagement in lessons.

TM: Twitter, NQT’s from other schools, HY and reflecting what has gone well with classes to tweak/improve lesson material. We also share everything as a department which has helped to bring in new strategies to my teaching.

MD: I have really relied on the department to keep pushing new ideas- with 3 new teachers, we have been really lucky that they are keen to push themselves to try new ideas. This has helped to revitalise some of my lessons and to add new things such as using Twitter.

The afternoon session

Key Message

How to … help colleagues to think seriously and differently about their practice

1Challenge existing practice to help teachers make connections between how they teach and how pupils learn.

2 Ensure teachers truly look at their own practice and pre-conceptions about what they think pupils understand and what they actually do understand.

3 Embed conditions for challenge e.g. trust, honesty and time for deep conversations

The afternoon session provided time for colleagues to look at their own professional development and to begin work on their professional portfolios. These were introduced last year and are explained in this blog. http://blog.meolscophighschool.co.uk/?p=722

There are different portfolios for NQTs, 2-5 years’ experience, progress leaders and subject leaders. This is an example began on inset day from one of our NQTs. [caught mid-sentence!] Extra time for completion is given in directed time and then followed up in September for appraisal. I read the completed versions and share the aspirational priorities with all colleagues so that they can pair up/offer support/see where expertise is. Last summer, I read aspirations that I didn’t know colleagues had and was able to find suitable training, if it existed!

Contribution to Whole School Quality of Teaching               Name          Subject                                                       Date

NQT

Key QT driver Developing Developed Aspirational
Lesson observations X
CPD x
Collaboration-learning X
Collaboration-teaching X
Leadership X
Book monitoring X
Other contributions x

 

Key QT driver Developing Developed Aspirational
Lesson observations One lesson obs at least every half-term with feedback given.  Advice given has been acted on-examples please. Mixture of classes observed-examples please. Teaching standards met and verified-successful NQT year! 

A focus in my observations has been to really utilise my peer critique episodes so that pupils benefit from the whole cycle. This includes peer feedback, peer feed-forward and then redrafting with a final feedback session. The focus is on de-draft

As a result of this I have created the ‘Level Up’ activity in my D.I.R.T and peer critique lessons to provide an opportunity for this.

Lesson plan produced –all key areas verified by observer. Each lesson observed has shown teaching skill development based on advice, informal observations etc.-examples please. 

Lesson plan was provided and all key levels were deemed fine, with particular praise of depth of SEN information and provision. I anticipated any issues and misconceptions and accounted for differentiation accordingly.

Which areas of your teaching skills do you want to focus on next year?Are there any types of classes, students that you will meet that will bring a new challenge? How can we help?

 

A further priority would be to improve my teaching of GCSE history to develop our most able pupils. As it has been my first year teaching GCSE history and with AQA, I feel that I could really develop pushing out most able pupils to A/A* grades with further training and development.

 

 

CPD Which learning hubs have you attended? What did you trial after the hubs? Which other internal training have you attended? What were the key learning points from this training? Which external training have you attended? What were the key learning points from this training? 

I have attended AQA GCSE Outstanding teaching courses which has helped me to focus on providing challenging lessons for my students that focus on the higher end of the blooms taxonomy. One activity was used in

 

I regularly use Twitter as part of my CPD on a weekly basis as I have found it very beneficial to both myself and the department. I use it to both share my own lessons and ideas, but to also get new ideas to benefit the pupils. I have also been asked to write for the Pedagoo blog for 3 of my ideas.

How have you used research to support your own development?Please give examples.

Why did you choose to research these areas?

Which CPD activities have had the biggest impact on learning in your classroom? What is your evidence?

 

I completed an NTEN study with BK to focus on challenging the most able within set 1 history. I chose to focus on this area as I wanted to engage and utilise these high attainers to develop their peers and consolidate their own knowledge/skills. Our focus was to use the Lead Learner role, this included giving pupils a flipped learning activity and then teaching those within the class for a portion of the lesson. Feedback and progress within the lesson highlighted that the utilisation of lead learners within both history and maths can really be used to challenge our most able, but it also showed that peers benefit from peer teaching as a supplement to my own teaching.

 

 

I try to read Teaching History whenever possible

What would you like next in terms of internal/external CPD?What would your priority be and why?

 

 

A focus would be on the new GCSE curriculum that we will be rolling out from September 2015. This would involve improving my subject knowledge and the enhanced exam questions that will be provided.

 

A further priority would be to improve my teaching of GCSE history to develop our most able pupils. As it has been my first year teaching GCSE history and with AQA, I feel that I could really benefit from further CPD on this.

Collaboration-learning Which lessons have you informally observed? What did you hope to gain from these obs? What were the key learning points you gathered from these? Which target groups did you aim your hub resources/ideas at? Why? Which ideas/resources have you ‘borrowed’ from colleagues and who did you target them at/why? 

Having observed Martin with DJ at the end of the autumn term, I was excited to observe a fellow experienced historian. One activity that Martin used was the causal web that I had introduced previously, but he had really developed the activity into a much more challenging and engaging one.

 

As part of my NTEN activity I had the opportunity to watch Beth teach maths which really provided me with inspired ideas.

 

What did you try out in your lessons as a result of informal lesson obs?What was the impact on learning and how did you measure it?

What was the impact on learning in your lessons of any hub/borrowed ideas? What is your evidence? Any specific groups/cohorts of learners?

Have you managed to share any of your ideas in any forum?

 

Trying out the ‘5 a day’ activity with my GCSE classes had, I believe, had a positive impact on pupils’ factual knowledge. From research and speaking to L.Walker (our AHT), they have found that regular low level testing has proved beneficial to pupils overall understanding and factual recall of key parts of the GCSE topic.

How will you take your lesson study forward to develop your ideas further? Which aspects of our collaborative work do you need support with or need more of? 

I would really like to develop my peer teaching in a future NTEN to research the strengths of peer teaching for tests and revision.

Collaboration-teaching Have you contributed to any of the FOCALS when we have discussed generic teaching issues? E.g.?Have you contributed to dept meetings when learning and teaching is discussed? E.g.?

Have you been in involved with joint planning of lessons? Have you contributed ideas to the dept SEF?

If a colleague has been having difficulties/concerns with a class-have you been able to offer advice and support? Have you sought help and advice when it was needed?

You have kept your interventions up to date and are able to tell your faculty leader which ones have been successful?

 

For each of the examples you chose; how did your intervention make an impact on the teaching of others or yourself? How do you know? How did this then impact on student learning? 

 

How would you like to develop your contribution to the discussion and support of ‘teaching’?
Leadership Have you been able to take any learning and teaching leadership roles yourself this year?Please explain.

Have you been able to develop leadership roles in others e.g. students?

 

With regards to the department, I have had little official leadership roles per say. However, as the HoD has been away on maternity leave, both myself and Martin have managed the department between us with each taking different responsibilities. Mine have included rewriting and creating new SOWs, development of new resources, planning and tracking assessments, sharing and developing new T&L ideas.

 

A focus, as mentioned earlier, has been on improving the leadership skills of pupils within my higher ability classes through the use of the ‘Lead Learner’

What did you learn most from the experience-what would you do differently next time? 

The faculty now has a wider range of resources to draw from with a greater range of new teaching ideas.

 

 

How would you like to develop your leadership skills further? How can we help? 

I would also like to focus on my progression opportunities, be this through attending middle management courses or taking on added responsibility within the next year, be this departmental or pastoral.

 

Book monitoring/learning walks What general advice did you receive from your book monitoring?Which were the areas that you need to develop after your feedback?

What did you learn from your Learning Walk student survey?

 

I have received a number of key pieces of feedback from my book monitoring, these include;

·         Providing more searching questions for pupils within D.I.R.T that go beneath the surface to test their understanding

·         Differentiation of questions between different sets in D.I.R.T

·         Increase the use of peer verification

·         Continue to try new ideas, but enhance and adopt those that work so pupils become familiar and thus benefit.

 

The learning walk from the spring term proved a beneficial opportunity to hear from the student voice. A key wish from students was to provide a further opportunity to ……

 

How far have you got with ensuring that your feedback has been met? Are you able to provide evidence that your marking/feedback is having a positive impact on student learning? How have you measured this?How have you responded to your Learning Walk feedback? How has this made a difference to your teaching/student learning?

 

I have made a greater effort in providing more challenging and differentiated questions for pupils within their marking.

 

I have now provided further opportunity for pupils to develop their peer critique and feedback on it, this had allowed many pupils to ‘level up’ their assessments.

 

I have also created new personalised marking stickers to aid my ……

What will be your focus on this year with your marking/feedback? Have you seen examples that you want to trial? What has your dept focused on? Apart from extra time-do you need anything more to support you? 

To reduce the time spent marking and increase my efficiency

 

To continue trying new marking ideas and feedback, for example I would like to try RAG123 marking at some stage.

Other contributions Any other choices-you may have supported a student who was struggling to learn well for a variety of reasons, you may have formed a good relationship with parents which supports learning and teaching, you may have organised extra-curricular support/activities which enhance learning-you choose! 

Interform

 

Residential

School Trips- I have attended the Year 7/8 mentor trip to Manchester IWM and the Lowry theatre, this has develop improve students’ knowledge of history and specifically the holocaust.

 

Intervention/revision – Offered throughout the year for KS4 students at lunchtimes and supporting revision on Wednesday PM for Y11 pupils within the spring/summer term.

 

Impact on learning and evidence please! You decide where next. 

I would like to continue with having a large role outside of the classroom and want to continue sports clubs as well as extracurricular trips and intervention sessions

Sadly we lose this NQT in July at the end of a maternity cover but it is important that we offer the best CPD possible to all of our teachers so that our students gain whilst they are with us and then take our training with them to benefit other children. We have a duty beyond our own walls to education in general.

Key QT driver Developing Developed
Lesson observations One lesson obs at least every half-term with feedback given.  Advice given has been acted on-examples please. Mixture of classes observed-examples please. Teaching standards met and verified-successful NQT year! 

I have acted upon advice from lesson observations each half term. Initial target was ‘less is more’. Have since reduced amount of activities in each lesson to develop learning in key areas before moving on.

Lesson plan produced –all key areas verified by observer. Each lesson observed has shown teaching skill development based on advice, informal observations etc.-examples please. 

Have shown development in each lesson observation. Taken advice from previous feedback to help with my own development.

DJ happy with lesson plans produced, particularly where specific needs of students pointed out.

CPD Which learning hubs have you attended? What did you trial after the hubs? Which other internal training have you attended? What were the key learning points from this training? Which external training have you attended? What were the key learning points from this training? 

Attended all NQT training hubs, particularly found M.Jordan’s session on supporting students with SEN useful and have trialled a number of activities with my low ability Year 10 and KS3 classes e.g. writing frames, heads and tails, card sorts, IWB use. Also the effective use of data sessions with L.Walker were vital when identifying key cohorts for intervention and revision with Y10 and Y11.

Externally attended ‘outstanding practice’ at Whalley Range, picked up some really useful active learning strategies (Jenga revision, SOLO hexagons, LEGO population pyramids) that I have trialled.

How have you used research to support your own development?Please give examples.

Why did you choose to research these areas?

Which CPD activities have had the biggest impact on learning in your classroom? What is your evidence?

 

Regularly use Twitter account to find/share ideas, encouraged by DJ and MD.

Also share ideas with other NQTs, particularly GT and TM.

Biggest development has been in risk taking and trying new ideas, how would I ever improve if I didn’t try anything new?

 

Collaboration-learning Which lessons have you informally observed? What did you hope to gain from these obs? What were the key learning points you gathered from these? Which target groups did you aim your hub resources/ideas at? Why? Which ideas/resources have you ‘borrowed’ from colleagues and who did you target them at/why? 

Have informally observed JF, PJ and BD ‘borrowing’ a number of ideas. PJ Socrative for flipped learning revision has been great and the kids love it. I have borrowed BD’s ‘Chinese whispers’ activity. Also from JF I discovered an effective way of using the 5 a day in Geography and also her ‘beat the teacher’ where pupils identify mistakes made by the teacher.

What did you try out in your lessons as a result of informal lesson obs?What was the impact on learning and how did you measure it?

What was the impact on learning in your lessons of any hub/borrowed ideas? What is your evidence? Any specific groups/cohorts of learners?

Have you managed to share any of your ideas in any forum?

 

Used these ideas in my class and continue to do so. 5 a day in particular is a good way of reflecting and reinforcing previous knowledge. Socrative is used as a good revision tool. Share ideas with humanities department regularly, as well as on Twitter.

Collaboration-teaching Have you contributed to any of the FOCALS when we have discussed generic teaching issues? E.g.?Have you contributed to dept meetings when learning and teaching is discussed? E.g.?

Have you been in involved with joint planning of lessons? Have you contributed ideas to the dept SEF?

If a colleague has been having difficulties/concerns with a class-have you been able to offer advice and support? Have you sought help and advice when it was needed?

You have kept your interventions up to date and are able to tell your faculty leader which ones have been successful?

 

TM and me have joint-planned a number of different lessons for the new schemes of work together. Also collaborated to identify key cohorts in Y11 for intervention and revision. Also shared half term revision sessions as well as splitting revision throughout the year. TM – Tues lunch time, HY – Thurs lunch time, we also split Monday afterschool revision.

 

We have kept our marksheets up to date to track progress and intervention of each class. If students do not meet target grade in end of unit assessments they must come back for intervention until target is met.

For each of the examples you chose; how did your intervention make an impact on the teaching of others or yourself? How do you know? How did this then impact on student learning? 

NTEN study has helped develop my teaching of high ability male students, motivating and engaging them. Exam mat I created is regularly used as a guide to answer exam questions and has developed their understanding of GCSE mark scheme content.

 

Y11 students who attended revision sessions have shown impressive progress in classroom assessments.

 

Have noticed improving grades in end of unit assessments and less need for intervention with other GCSE classes in Y9 and Y10.

Leadership Have you been able to take any learning and teaching leadership roles yourself this year?Please explain.

Have you been able to develop leadership roles in others e.g. students?

 

Worked alongside MD and TM to arrange Y11 intervention, planned lessons for new schemes of work.

Have encouraged my Y10 form to become prefects with a large number of them taking the role up and doing well.

Regularly encourage group leaders in activities, helping students develop leadership skills from a young age, particularly in flipped learning activities where pupils have taught sections of the lessons themselves.

What did you learn most from the experience-what would you do differently next time? 

Have learnt that collaboration and sharing is essential in the leadership role. From sharing work load to sharing ideas helps the whole department pull in the same direction.

 

I have realised that leadership gives pupils a sense of pride and encourages better learning in a lot of them, look to introduce this in class whenever I can.

Book monitoring What general advice did you receive from your book monitoring?Which were the areas that you need to develop after your feedback?

What did you learn from your Learning Walk student survey?

 

Trialled ideas (numbered marking, DIRT, peer/self-assessment).

 

Have noticed dot marking works effectively with lower sets where SPaG errors are more common.

 

DIRt has been essential in reinforcing knowledge and extending learning of students. Peer/self-assessment has helped pupils learn more from each other than they otherwise would have. Low ability students help fill gaps in knowledge of HA students whilst HA also push LA to achieve more.

How far have you got with ensuring that your feedback has been met? Are you able to provide evidence that your marking/feedback is having a positive impact on student learning? How have you measured this?How have you responded to your Learning Walk feedback? How has this made a difference to your teaching/student learning?

 

Targets were to concentrate on SPaG development at GCSE, Exam question mat has helped this as well as introduction of dot marking to help pupils find SPaG errors.

 

Other contributions Any other choices-you may have supported a student who was struggling to learn well for a variety of reasons, you may have formed a good relationship with parents which supports learning and teaching, you may have organised extra-curricular support/activities which enhance learning-you choose!Morocco

Wet sponge day

May half term revision session

Worked with PE to offer orienteering help (OS maps)

Arranged extra geography intervention with A. and B in Y9 through the help of the mentors, particularly Janice W.

Impact on learning and evidence please! 

I feel all of these contributions have led to me building really good working relationships with pupils and staff alike, making classroom management a lot easier. Also has helped me develop a wide network of colleagues I can go to for advice or with any concerns.

At the end of the afternoon session colleagues returned to faculties to share their individual needs and each member of staff produced a quick response to these questions;

My 2 key priorities that I want to develop to make my teaching even better next year are;

I chose these because;

My initial ideas to support my development include;

You can help me by;

I shared responses with all staff so that people could see if there were any possibilities of cross-curricular link ups and I could have a quick picture of the CPD colleagues were asking for. I can then respond appropriately.  The final portfolio documents are not due until July and provide me with nice summer reading and a really important chance to reflect on the reflections of others. Honest self-evaluation and appraisal is crucial and I need to continue to create opportunities for it to happen AND be acted upon.

Science worked on theirs together;

Science

My 2 key priorities that I want to develop to make my teaching even better next year are;

  • Promoting student independence RM CM HW WS HS PJ
  • Interleaving RM CM
  • Personalised target setting HW HS
  • Parental engagement with revision support WS
  • Develop the use of IRIS PJ

I chose these because;

  • We believe students need to take much more responsibility for their own learning, especially when it comes to revision. RM CM HW WS HS PJ
  • Students need to be able to remember key concepts, repetition and revision is key if they are to pass the exam. RM CM
  • Pupils see the benefit of seeing where they’ve gone wrong and developing their own strategies to address issues – these may be non-subject specific HW HS
  • Unharnessed power WS
  • I think this could be a very important aspect of teaching in the future as it will allow staff to watch their own teaching in order to make improvements. PJ

My initial ideas to support my development include;

  • Using kerboodle and other learning sites for students to carry out independent learning at home. RM CM HW WS HS PJ
  • Providing students with revision techniques that can then develop further in their own time. RM CM HW WS HS PJ
  • Allow students more time to self-assess, reflect and improve on their work in class. RM CM HW WS HS PJ
  • Present content in short, fast-paced time slots. RM CM
  • Repeat key information and activities on a weekly basis. RM CM
  • Regularly revisit key concepts in lessons and in the lead up to the exam. RM CM
  • Give students a target framework to select from. HW HS
  • Compare to subsequent assessment to assess impact HW HS
  • More contact using parent-mail and develop their awareness of resources available WS
  • Continue to trial the use of IRIS in lessons. PJ
  • Lead a hub with JF. PJ
  • Experiment with inner ear coaching. PJ

You can help me by;

  • I would like to attend a hub to share ideas and learn how other staff are approaching these topics. ALL
  • I would like to have these as my focus in my observation, and receive feedback on my ideas. RM
  • Ensure all sims contacts are up to date WS
  • Review recent research ALL
  • Giving me time to collaborate with JF to see what works and what doesn’t and what IRIS can be used for. Understanding there may be “teething problems” with the tech itself. PJ

English colleagues decided on these priorities and added their feedback from the morning;

English Feedback

Which of your current class room practices are informed or enhanced by research?

NTEN (command words, and revision techniques – shrinking, flash cards, use of ICT, mind maps). SSAT revision techniques – we regularly use ideas / resources from the school’s blog. Twitter and Pinterest are used to gather and share ideas and we are kept up to date with subject specific OFSTED reports from DJ.

How certain is the research about the effectiveness of these particular practices or strategies? What are the core principles or concepts?

We continue to trial a range of research strategies and discuss what is effective /ineffective.

Do you discuss & agree with colleagues how to teach key concepts/difficult content and skills?

Yes. In weekly department meetings and we are constantly reviewing our assessments and schemes of learning to ensure that they are suitable for our students and are rigorous and promote key skills.

Do you discuss & agree with colleagues how to approach the teaching of common misconceptions?

Yes, in meetings.

Which areas of your classroom practice are you seeking to improve over the next six to twelve months?

Our aims as a department are to create more independent learners by using higher order thinking questions as lesson objectives and plenaries. We also want to explore how homework can be meaningful by developing evaluative and analytical skills.

How are you honing and refining your current practices? Who is helping you?

It’s a team effort, we help each other and look to SLT for support and guidance.

 

TEACHER PRIORITIES THEIR IDEAS ANY IMMEDIATE RESPONSE NEEDED?
HJ Develop resilient learning / independent learners.Securing technical accuracy (Spag writing tasks) Focus on KS4 drafting process – collaborate with dept Dept to supportDraft books
FL Promote independent learningDevelop strategies to develop transactional writing Group work – pupils to use flip learningGenerate ideas within dept. Dept to supportDraft books
MJ Develop SEN student skills to dive constructive feedbackDevelop Growth Mind set Plan more specific DIRT into MTPProvide models and tick list Work in a hub with similar targets
RH Promote independent learningStretch and challenge HA students Group workUse students as leaders no
LB Develop peer and self-assessmentStructured homework Models 

Homework booklets

 

Draft books

LC Proving progress and showing impact on LA pupilsDevelop strategies to enable students to become independent learners Concept mapsDIRT time needs to be more engaging no
SC Embed higher order thinking skills as learning objectives and plenariesMake homework more meaningful – evaluative – analytical – develop revision skills Incorporate stem questions into the MTP 

 

Research – review Blendspace- VLE

A few examples of individual requests are here.

Fran-maths, science, intervention

My 2 key priorities that I want to develop to make my teaching even better next year are:

  • Proving progress and showing impact for students receiving targeted Numeracy/Science intervention.

I chose this because from my experience this year I have identified that I need to:

      1. Narrow the focus for intervention – for example by using William Emeny’s mapping of the new maths curriculum to identify topics that have the biggest impact as they link to more mathematical concepts
      2. Interleave learning of linked ideas over a 6 week intervention programme
      3. Map 6 weekly intervention programmes – how do I show progression if the same student returns for another 6 weeks of intervention (or is it that some students need extra time/practice at the same learning and that this repetition will help students in the longer term)
      4. Research why particular students may always require intervention – why do some students repeatedly (as the year progresses) seem to be struggling (for some students this is an easy answer – they always require extra 1-1 support and processing time to get learning to ‘stick’). For others, I need to research why some students struggle with numeracy (how the brain works at processing numbers) and look at best practice from recent research to help this type of learner.
  • My initial ideas to support my development include: Research CPD time. Try out ideas from research findings.
  • You can help me by: Informing me of any relevant information that you may come across in your roles that would inform the above. Scheduling directed time/CPD time for personal development.
  1. Active Learning Hub – to contribute to Maths Faculty development.

I chose this because I will feedback different examples of progression paths and ideas for student reflection.

My initial ideas to support my development include: access to expertise/cross-curricular examples of practice at Learning Hub meetings.

Hannah English

My 2 key priorities that I want to develop to make my teaching even better next year are;

  1. Developing independent/ resilient learners (inspiring the students to take ownership)
  2. Finding new and innovative strategies to secure accuracy (writing tasks/ SPaG etc.)I chose these because; I believe: Students will produce better quality work if they continue to take pride in it. (We are already moving towards this). Use of careful drafting for KS4 (KS3 is nearly implemented). My initial ideas to support my development include; drafting books, reward systems, trial and error, collaborative teaching.

You can help me by; allowing for departmental time (directed time) to share ideas/ strategies/ look the marking of others in the dept. etc.

My 2 key priorities that I want to develop to make my teaching even better next year are;

  • Independent learning
  • Challenging the high ability A* students and differentiation

 I chose these because;

  • With our new curriculum students need to be able to write an essay during the exam and complete an unprepared speaking exam. Currently they prepare both of these in class but still struggle, therefore I think this may be the weakest area for most students when they complete the new GCSE. I want them to be able to have the confidence to complete these tasks with little support and to have a lot of practice in doing so before then.
  • High ability students are one of lowest performing cohorts and so I would like to improve on this and increase the number of A/ A* grades we get. As we have no sets in GCSE I have found it difficult at times to differentiate sufficiently for all learners needs in a class mixed with foundation grade C students to A* students. I would like some extra ideas and tips of how to do this successfully.

Bronagh-Spanish

My initial ideas to support my development include;

  • I have joined twitter and have been using this to find new resources and ideas
  • I also found the visit to Marple really useful
  • I plan to trial a few ideas about independent learning into my lessons including adapting my literacy legends idea as well as making a peer assessment/ writing frame
  • I am also currently adapting the schemes of work/ BSG to include more GCSE content in the KS3 curriculum in a way to challenge those more high ability students

 You can help me by;

  • Directing me to any great differentiating ideas or allowing me to observe anyone good at it!
  • Continue sharing any good MFL resources you find
  • Let me visit another school, please?!

Helen F- Spanish

My 2 key priorities that I want to develop to make my teaching even better next year are;

  • Peer/Self-Assessment (especially amongst the lower ability pupils)
  • Use of target language in the classroomI chose these because;  
  • My initial ideas to support my development include;
  • Target language is always something that Ofsted look for in a language lesson. Also, the new GCSE Specification contains many changes to the way the speaking component will be carried out. Pupils will have to recall more knowledge than they have ever had to in the past so more speaking practice in the classroom may take away some of the fear and apprehension about speaking exams.
  • I feel that peer/self-assessment is a really useful tool in the classroom for pupils to reflect on how much they have learnt, any gaps in their learning and think about where they are going to move onto next. I find that it is hard for the lower ability pupils to record their thoughts and feelings on a page and I don’t want to continuously rely on verbal feedback. I would like some evidence in their books that they have reflected on their own and their classmates’ learning without it taking a huge chunk out of the small amount of lesson time that we have.
  • Trying to incorporate the NQT CPD research and feedback received from DJ into my lessons.
  • Creating a colour coded or tick-box system for lower ability pupils to use for peer assessment – something quick and easy which can be stuck into their books.
  • Visual aids for target language at the front of the room above the board.
  • Common classroom language in Spanish for their exercise books
  • You can help me by;
  • Arranging a visit other schools to see which strategies they use.
  • Courses

Making our CPD impact on future learning

A good day was had by all, I hope, but as with all CPD this is just the beginning. Bottom-up or lateral CPD rather than leadership led and dictated CPD, does engage, motivate and increase the chance of ‘buy in’ with the self-ownership involved. However the impact of what was decided and our future responses can only be measured a total success if we can prove an impact on student learning. Can we make this happen?

The hubs will begin next week, volunteers have been emerging, and since our last year’s hubs, there has been a growing discussion of the role of teachers and research. Dr Gary Jones’s summary of the weekend’s New York Ed research event is below and contains a nice summary of some of the key issues.

http://evidencebasededucationalleadership.blogspot.co.uk/2015/05/researched-new-york-some-initial.html

With our lesson study and 4 years of learning hubs, some colleagues have begun to delve far more into educational research and some rely on Leon or myself to point them in the right direction. It’s a similar position in schools who we follow e.g. Belmont-great account of their questioning hub here-

http://t.co/Z6E2kCH9We and hopefully we are becoming ‘evidence informed practitioners’.  It isn’t easy though for full time teachers to access sometimes impenetrable academic research and become research literate and able to find what they need. We’ve discussed plenty of ‘research’ which simply isn’t true in our situation and it’s always best to consider specific cases, use internal expertise and try to find similar external ideas that we can practically adapt for our classrooms. As Dr Jones points out, it is some way off our teachers becoming ‘active producers of research actions’ but we do need to have as much evidence as possible to support our needs.

The first hub sessions will begin with some basic questions and discussions about their chosen priority [no particular order-hubs can choose]

  • What do we all understand the priority to mean for our teaching and our classrooms?
  • In our experience what does a good one [of our priority] look like in action?
  • What made it effective-how should we measure effectiveness?
  • Why did the groups choose this-what is it about this priority that makes it so important for student learning/
  • What do students and staff find most difficult about mastering it?
  • What good practice do we have already?
  • What do we need to find out more about?
  • How will we do that-where is there any information?
  • How will we measure our success as a hub?

Over time, they will need; to provide guidance for colleagues as to what good practice should look like and provide trialled exemplars, share as many practical ideas as possible, seek feedback from the students, measure the impact on learning of their strategies, break down research so that all can follow and share their ideas on an inset session and via our blogs.

We can use our autumn lesson studies to plan collaboratively on any of the priorities and will begin to focus immediately on them in our summer appraisal observations. Planning and feedback will begin to become much more relevant and helpful as we develop our own understanding and language for each of our priorities. Only 1 or 2 should ever be focused on at once! Both teacher and observer will be able to reflect deeply and the dialogue should be as specific and focused as possible.

Appraisal Lesson Observations

Teacher  Subject Set
Action points from the last observation Relevant appraisal learning and teaching objectives Which MCHS ‘great teaching’ criteria have you planned to model?

 

Context of lesson  

Is there an area of their learning/your teaching that you have found to be challenging and have decided to focus on?

 

Getting your skates on! Which is the biggest anticipated risk/chance of failure you have planned to take in the lesson? How can we help?

 

 

Appraisal Observation Feedback     Teacher                                       Class         Observers

MCHS Great Teaching chosen criteria Observer feedback comments to support development.How did each chosen strategy impact on learning? Anything you spotted for future devpt advice? Teacher view-did your teaching of each priority meet your predicted outcome and impact on student learning? Did you have to change tactics?

My week will end with a visit to, our Teaching School partner, Range, to discuss the way forward for our collaborative CPD venture across our alliance. I enjoyed planning our own inset day but the thought of 300 teachers in our school sharing ideas and talking about learning and teaching-WOW-can’t wait!

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