sutton trust at meridian school - developing great teaching

FINDING YOUR ‘PAL’ FINDING YOUR ‘PAL’

FINDING YOUR ‘PAL’ Working together to improve social mobility

Developing great teaching Wednesday 29th April 2015

Meridian School

1. Focus on feedback 2. Define great teaching 3. Develop teacher learning



Teacher Development: The State of Play

Children already know ___% of what their

teachers teach 40%

___% of pupils’ time is spent pretending to

listen

Teachers talk for ___% of a

lesson

80%

75%

The most common form of CPD across OECD countries, as reported by 89% of

teachers is…

___% of teachers across OECD countries

participate in collaborative learning

35%

Courses and

workshops

Observations of teacher performance, when

compared with student outcomes, are correct

___% of the time.

60%

1. Focus on feedback

2. Define great teaching

3. Develop teacher learning

Developing great teaching



Feedback



Teachers were asked: What would improve the quality of teaching and pupil learning?



Feedback to students: Top Tips

What are you already doing? What could you start doing?

Two useful models

Sports programmes

What makes great teaching?

Lavish praise

Encouraging re-reading and highlighting to memorise key ideas

Classroom

management

Content knowledge

Grouping learners by ability

Quality of instruction

Is there greater variation in teaching quality within or between schools?

Does Meridian School have an

agreed definition of great teaching? Is it public? Do the pupils know what

the school’s idea of great teaching is?

Making Time • Shorten school day once a fortnight to dedicate time to CPD • Increase class sizes so that each teacher has more students

in each class but less teaching time • Replace traditional meetings with dedicated free time for

CPD • Train pupils to effectively self and peer assess where

appropriate • Employ a student workforce! (to organise classroom, etc)

• Optimise technology: there are hundreds of apps that will

arrange your docs my folder, create mark books for each class and do calculations, etc.

• Reorganise files to suit you: We spend 30 minutes a week

searching for stuff we can’t find on our computers/desks

59 hours Working

2.2 hours Training

Every week teachers spend…

Giving feedback

•Observations

• Student surveys

•Data collection

How do you create a collaborative but challenging teacher learning process?

Triangulate methods

Given the choice, what would you do with your 2.2 hours of Development time this week?

Learning triplets (Cardiff)

Live lesson observation

(Bristol)

Learning networks across schools

(Singapore)

In-school coaching course (Essex)

Pupil Feedback

(California, US)

Top Tips

Sustained professional learning is most likely to result when: • the focus is kept clearly on improving student outcomes; • feedback is related to clear, specific and challenging goals for

the recipient; • attention is on the learning rather than to the person or to

comparisons with others; • teachers are encouraged to be continual independent learners; • feedback is mediated by a mentor in an environment of trust

and support; • an environment of professional learning and support is

promoted by the school’s leadership

Developing a culture of Trust

When fear replaces trust (fear of ridicule, poor performance or

even job loss) it inhibits a teacher's willingness to be

vulnerable and to develop their practice.

Trust Fear

Trust between head teacher and class teachers is crucial. It enables

a teacher to be vulnerable and open about their areas for

improvement, in order to develop their professional skills.

Personal Reflection: Where do you sit on the Trust/Fear scale?

sutton trust at meridian school - developing great teaching

Documents

teaching time

quality of teaching

teaching quality

schools idea of great

collaborative learning

pupil learning

social mobility feedback

professional learning