Northern Rocks 2014

What do great teachers do? How do we help them do it?

‘A research-engaged learning community’

Tom Sherrington@headguruteacher

What makes a great teacher?

• they are relentless in pursuit of excellence and their language with students is infused with this sense of urgency and drive:

• there is no argument about expected standards of behaviour. They achieve this in different ways – sometimes through the gravitas of maturity and experience; sometimes through amazing warm, interpersonal interactions with every child

• they have the ability to explain complex concepts in ways that make sense; they ask good questions and give really good feedback; however it is done, students feel that they are learning; they know where they stand and feel confident about the process

Great Lessons:

1. Probing2. Rigour3. Challenge4. Differentiation5. Journeys6. Explaining7. Agility8. Awe9. Possibilities10. Joy

The Progressive-Traditional Pedagogy Tree

Symbiosis and tension

But not either/or

Research vs The Basics

Culture + Systems

“Creating the conditions for great teachers to thrive”

Purpose ChallengeAutonomy

Growth Recognition

Care

Shared values and language

Evaluative culture +Intelligent accountability

Professional Culture• Intelligent Performance Review . Rigour without F.E.A.R.

• Focus on inputs as well as outcomes; engagement with CPD is a bottom-line

• CPD is tailored and self-directed to greatest extent possible, given a teacher’s context.

• CPD for mastery vs CPD for innovation

• CPD is individual and collective

• CPD includes: behaviour, subject knowledge, assessment knowledge and pedagogy

A Research-Engaged Learning Community #1

Engaging WITH research• Reading Research - blogs, books, journals, examiners’ reports • Sharing the Learning from the Reading of

Research- the pedagogy champions, the bloggers, the

myth-busters, the challengers

Research-Engaged Learning Community #2

Engaging IN research

• Masters, CamSTAR

• KEGS T&L Workshops: 6 key sessions across the year–Key Question–Evidence Collection–Evaluation: qualitative; quantitative–Conclusions–Dissemination : The marketplace; Learning

Lessons

• Improving behaviour using IRIS as a tool for self-reflection. Here a couple of teachers used IRIS videos of their lessons to evaluate their skills in relation to behaviour management, identifying their verbal and physical mannerisms as key factors – more than their use of the formal sanctions systems. Very interesting work eg: “It’s about HOW you consciously develop a postural, gestural repertoire which can have a multiplier effect on instructions and interventions”

• Introducing 1:1 interviews as part of teaching AS Biology units. A group of biology teachers had explored the value of conducting individual interviews with students as a built-in part of the teaching process. It was obviously time intensive but they found that it has some very positive gains in terms of getting to know students and setting standards

NTEN Peer Review Framework

• Leadership and Culture• Focus on Learning and Pedagogy• Evaluation of Impact• Support and Challenge• Processes, Systems and Resourcing• Research, Innovation and Evidence

Summary

• Get the basics right – keep the rest in perspective

• Create a culture of intelligent accountability and self-evaluation

• Develop the culture and systems for engagement WITH and IN research

• Make tailored CPD the key driver of improvement at individual and team level