A WHOLE SCHOOL APPROACH TO IMPROVING

TEACHING & LEARNING

Maire ThompsonPrincipal

December 2014

“Tweak to Transform” – Mike HughesStrategies for Closing the Gap – Mike

HughesPolicy developed by Mary Lowery

The Learning Year 2014 – 2015:a strategic approach to improving

learning and teaching.

February 2014

February 2015

• Two-thirds of teaching is 'Good' to 'Outstanding'

• All teaching is 'Good' to 'Outstanding'

Policy developed by Mary Lowery

How will we achieve our aim?

• A focus on detail of pedagogy in CPD.We will examine the four phases of a lesson systematically over the course of the year, improving each one at a time:

1.Overview – Feb/April2.Input - Sept./Oct.3.Processes of understanding – Nov./Jan.4.Plenary – April/June

Policy developed by Mary Lowery

How will we achieve our aim?

A strategic plan with targetsStructured discussion and sharing of practiceReporting progress via SLT links pro forma,

minutes of all meetingsPRSD as a tool for improvement in learning

and teaching. Plan, manage, use relationships/systems

already in place, minimise extra work, allow for creativity.

Policy developed by Mary Lowery

Phase 1: February - April

Improving Phase 1: Lesson Overview

Staff meetings to introduce the programmeSelf-evaluation to measure where we are now SLT links – further discussion/reporting

actionsTrusted colleague observations using

indicators of excellenceTwo sharing practice meetingsPRSD Planning will focus on Phases 1 and 4

Policy developed by Mary Lowery

Phase 1 Evaluation 28th April

Improving Phase 1: Lesson Overview

Self-evaluation to measure what has been improved

SLT links – report on improvement within departmental teaching

Opportunity to share practice with a range of colleagues on a one-to-one

Learning Bulletin containing our best approaches

Policy developed by Mary Lowery

Phase 4: April - June

Improving Phase 4: Plenary

Same approaches to Phase 1PRSD Observations will focus solely on

Phase 1: Overview and Phase 4: Plenary.PRSD Planning for August 2014 will focus

on Phase 2: Input and Phase 3: Processes of Understanding

Policy developed by Mary Lowery

PRSD LEADERSHIP APPROACH

No of PRSD reviewers increasedTraining provided for newcomersShared observations with volunteer teachers

for CPD and consistent approach to observations

Review feedback session June 2014 to identify less effective/more effective practice

Focus always on “the student learning”

Policy developed by Mary Lowery

Review of Impact via PRSD – August 2014

1. Timing2. WALT/Success criteria3. Differentiation 4. Lesson starter5. Assessment for learning6. Interaction 7. Development of memory8. Lesson plenary

Policy developed by Mary Lowery

1. Timing

Less effective More effective

Not mentionedVague or

ineffective:5 – 10 minutes to

copy down WALT; 5 minutes to Meet

& greet

Tight and effective use of time, including actual time limits for learning activities with stopwatch or timer***Very small number of lessons

Policy developed by Mary Lowery

2. WALT/Success Criteria

Less effective More effective

• Not mentioned – KS4 and Post-16

• Not appropriately expressed:

describe how to use…

Verbs used, relating to what students should know, understand and be able to do

Adverbs used: confidently, accurately

‘I will be successful if…’ and ‘I will reach for the top by…’

***Very small number of lessons

Policy developed by Mary Lowery

3. Differentiation

Less effective More effective

Not mentionedNot specific:

where neededSEN list of

students with no comments

Focus on SEN, not on IN

Focus on individual students with specifics mentioned: names, issues including emotional and behavioural, support given

IEP and CRA referred to Stretch and supportResources to stretch and

support: number lines, dictionaries

Policy developed by Mary Lowery

4. Lesson starter

Less effective More effective

Generally very strong

If possible/appropriate demonstrate and use visuals rather than describe

Policy developed by Mary Lowery

5. Assessment for Learning

Less effective More effective

Not mentionedNo targets/aims

outlinedEffective

questioning not planned for

Students set targets Feedback for improvement

given during task Excellent outcomes shared with

students and used as bench mark

Peers discuss quality of outcomes

GCSE and A Level vocabulary, eg trigger words used in tasks set

Mark schemes used effectively to inform improvement

Actual questions are pre-considered and documented

Policy developed by Mary Lowery

6. Interaction

Less effective More effective

Teacher talks excessively to whole group

Individual teacher/student interaction is focussed on functional/behavioural issues

Little or no meaningful student/student interaction

Teacher does not engage with CRA

Teacher/student interaction is focussed on learning and progress

Students interact frequently and purposefully through discussion and collaboration

Teacher engages purposefully with CRA for learning and progress

Policy developed by Mary Lowery

7. Development of Memory

Less effective More effective

Key words and concepts are made explicit

Mnemonics are devised and used: History, Science, English, Art

Policy developed by Mary Lowery

8. Plenary

Less effective More effective

Generally much more in evidence, more explicit to students and more effective

A plenary is about reviewing the learning and anticipating the next lesson – lining up, packing away and other such routines do not constitute a plenary.

Policy developed by Mary Lowery

Working towards

1. Making Numeracy and Literacy explicit

2. Effective questioning3. Effective

differentiation/ personalised learning

4. Effective assessment for learning

Policy developed by Mary Lowery

FEEDBACK FROM ON-GOING REVIEW

Staff results on initial evaluations appeared inflated based on ETI evaluations

Student voice used as a comparative tool completed evaluations on Phase 1 – {staff explained meaning}

Starters emailed everyday by QTL Leader, as time progressed other staff engaged

SLT links not utilised for QT&L to best effect, focus on attainment and priority student was greater

Phase 2 scores were lower, more realistic as process continued {evidence of closing the gap}

Improvement in lesson starters and plenaries evidenced through PRSD lesson plans and observations.

Policy developed by Mary Lowery

REFERENCES

 Beere, Jackie ‘The Perfect Ofsted Lesson’ (2010) Department of Education for Northern Ireland (2003) Every School a Good School A Policy for School Improvement (2003). www.deni.gov.uk [accessed July 2013]. Department of Education for Northern Ireland (2010) Together Towards Improvement A Process for Self-Evaluation Post-Primary www.etini.gov.uk [accessed July 2013]. Dudley, P. Lesson Study: A Handbook (2011) www.lessonstudy.co.uk [accessed July 2013] Hughes, M. and Potter, D. (2002) Tweak to Transform. Stafford: Network Educational Press.Hughes, M. with Vass, A. (2001) Strategies for Closing the Learning Gap. Stafford: Network Educational Press.  Smith, A. (2011) High Performers. Carmarthen: Crown Publishing House. Policy developed by Mary Lowery