Pedagoo london2014mar8coaching

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Information about Pedagoo london2014mar8coaching
Education

Published on March 10, 2014

Author: judeslides

Source: slideshare.net

Description

Presentation given by @judeenright and @joleavercole at Pedagoo London on 8th March 2014

Improving the Quality of Teaching: A whole school approach @judeenright @joleavercole www.inspiringtchers.wordpress.com

Coaching baggage • Level 3s and Level 1s • In the gang or not? • Active lessons, teacher talk was evil • A big school where people may not know each other at all • Ofsted “good” for teaching, outstanding overall

Phoenix from the flames • Baggage becomes expertise • Coaching is all about personality, not about perceived grade a teacher teaches at • Start with history, to build a coaching team • Strategic leadership • Re-building trust and confidence • Separation of monitoring/grading and coaching

Magic bullet – good to outstanding Who likes being called “good” when they think they’re outstanding? After one “outstanding” observation, is that it? Results in the top percentile, why should I care?

Coaching for “CONSISTENTLY OUTSTANDING” : the process • The process… • Discussion with Ross McGill about his Good in 10 programme / impact • Reflection: what worked with previous coachees? Interviews and questionnaires • Reading and research • Considering what the outcomes could be to implement a ‘package’ / offering • How do you measure impact? • Time spent with each coachee? • What should I do that will work best?

CONSISTENTLY OUTSTANDING The lesson study is a model ‘borrowed’ from that used in Japan and adapted for our needs/purpose

The coaching programme • Observations by the coach (including filming with reflection sheet) • Learning walks and observations of other teachers in the school • Bring-back CPD model focussing on school priorities and a chance for staff to develop their delivery • All teachers can choose a book/books up to £20 as part of the programme • Coach sends reading to support (to the group and personalised) • Building up to a presentation at the end • All action points and sign-off documentation agreed before being distributed

Communication: Sharing with HoDs & SLT Line Managers Agreed summary of progress made in learning and teaching Agreed Action points and targets to take to HOD / line manager for next observation Further recommended CPD Coaching Summary Subject teacher: Teacher Coach: Date Coaching Begun: Date of final session:

Reference Packs • Teachers given a prompt questions as well as information about lesson study • This is all included in a reference pack • E.g. videoing self- reflection sheet

Why Lesson Study? Lesson Study works because it is a very clear deliberative process. For example, the joint planning of high-impact pedagogical approaches such as guided writing or talk. The result is a shared view of how to personalise teaching, based on actual practice, and a widening professional repertoire for the teachers involved. Used wisely, as part of a whole-school approach to improving classroom practice, Lesson Study has the potential to drive focused improvement in teaching and learning and consequent improvements in pupil outcomes.

Overview

Trust and being open • All teachers self-select! • Key is to build trust through being open and honest • This has to be modelled (e.g. open door – “walk the walk”) • Learning and teaching surgeries to support each other • Communication / emotional literacy is key

How would you like this feedback? • Really useful to ask teachers how they’d like feedback • Who should start? • What to focus on? (Also discussed beforehand) • Appreciative enquiry approach?

What the students said Evaluating the impact on their classrooms, students spoke about things their teachers do “nowadays”. ie now they have been coached, for example referring to bookmarks w key GCSE concepts on, and resources that help them remember content.

Nuts and bolts • About 30 new teachers a year • Teach First, NQTs, School Direct • Second year teachers – spinning plates

Beyond Outstanding • Zoe Elder • Teaching Leaders, Future Leaders, NPQML, LPSLBA (Behaviour MA), SENCO and Dyslexia Mas • Inspiring Teachers – steps to classroom based research • EEF grant £100K, classroom research into speech and language interventions

What next ? • National Teacher Enquiry Network • Research schools network w Institute of Education • TSA: Ealing, Professional Learning Community, joint teacher training programmes. • Lead teacher for school based research, leading a research network within school.

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