Socrative – Join room “Lessontoolbox” Google search “b.socrative” https://b.socrative.com/login/student/

Strategies to improve whole school teaching and learning Session objectives Reflect on how to approach staff to address their areas for development Develop your understanding of a strategy to improve teaching and learning Share models of coaching and other support tools Pete Sanderson - Leader of Teaching and Learning at The City of Leicester College Email - psanderson@cityleicester.leicester.sch.uk Twitter - @Lessontoolbox Blog - lessontoolbox.wordpress.com/

Questions? How receptive would you say teachers are in your school to receiving support for teaching and learning? What are the barriers for staff in terms of engaging with strategies to improve teaching and learning? What does support currently look like in your school?

Teacher B Teacher A Teacher C Taught Maths for 12 years Taught English for 6 years. Good subject knowledge Weak behaviour management Not marking books Excellent IT skills Spends lots of time creating shared resources. Teacher C Taught Maths for 12 years Students not engaged Student letter received asking to move groups. Teacher very anxious about being observed Teacher has contacted union about being observed too frequently Teacher B Excellent Chemistry teacher Previous middle leader Looking for promotion Lacking confidence Wants to improve their understanding of the role. 2.25

Year Progress 8 English %A*-C Maths Science 2014 -0.19 54 53 41 2015 -0.13 55 62 42 2016 -0.01 67 64 51

TCOLC Culture Recently Qualified teacher development programme Weekly Collaborative planning Bespoke CPD Middle leaders programme Newly Qualified teacher programme Coaching Programme Weekly teaching and learning briefing Appraisal process has shared staff targets for teaching and learning Half termly internal teach meets 2.30

TCOLC TLR Structure 2016-17

Hub Leader Curriculum leader Leader of Teaching and Learning Lead Practitioner Leader of Teaching and Learning Curriculum leader Raising Achievement Leader

“Formal Support” (Few/None) “Structured Support” (identified staff) TCOLC Support Structure “Formal Support” (Few/None) “Structured Support” (identified staff) Regular meetings which address specific areas of development for teaching and learning to meet agreed targets. Structured support may be organised for colleagues who require more intensive support. “Support” (all staff) Ongoing professional dialogue throughout the year, which may involve termly or half termly meetings, agreeing actions that move towards targets showing improvements in the quality of teaching and learning

2.32

2.35

Teacher B Teacher A Teacher C Taught Maths for 12 years Taught English for 6 years. Good subject knowledge Weak behaviour management Not marking books Excellent IT skills Spends lots of time creating shared resources. Teacher C Taught Maths for 12 years Students not engaged Student letter received asking to move groups. Teacher very anxious about being observed Teacher has contacted union about being observed too frequently Teacher B Excellent Chemistry teacher Previous middle leader Looking for promotion Lacking confidence Wants to improve their understanding of the role. 2.40

Strategies to improve whole school teaching and learning Pete Sanderson © 2016 2.45

Strategies to improve whole school teaching and learning Strategy introduced Pete Sanderson © 2016

Strategy introduced All staff involved Strategies to improve whole school teaching and learning Strategy introduced All staff involved Pete Sanderson © 2016

Stage 1 Strategy introduced All staff involved (Initial meeting) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Pete Sanderson © 2016

(‘Joining’ not ‘observing’) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 2 (‘Joining’ not ‘observing’) Pete Sanderson © 2016

(‘Joining’ not ‘observing’) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 2 (‘Joining’ not ‘observing’) Stage 3 (Reflection) Pete Sanderson © 2016

(‘Joining’ not ‘observing’) (research and collaboration) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 2 (‘Joining’ not ‘observing’) Stage 4 (research and collaboration) Stage 3 (Reflection) Pete Sanderson © 2016

(‘Joining’ not ‘observing’) (research and collaboration) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 5 (Practice skills) Stage 2 (‘Joining’ not ‘observing’) Stage 4 (research and collaboration) Stage 3 (Reflection) Pete Sanderson © 2016

(‘Joining’ not ‘observing’) (research and collaboration) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 5 (Practice skills) Stage 2 (‘Joining’ not ‘observing’) Cycle of support Stage 4 (research and collaboration) Stage 3 (Reflection) Pete Sanderson © 2016

What is your “in”?

Specific reason for you to approach staff Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Specific reason for you to approach staff I have an initial meeting with ALL members of the team to establish a program of support. Start or end of the academic year all staff to reflect on their strengths and areas for development.

Strategy introduced All staff involved Support runs along side performance management The strategy is explained to the whole team no one is singled out. Agree a time to meet – it is important that the meeting is ring fenced so that the issue and outcome are valued

A B C D E Area for development Teacher Strengths Opportunities for this/next term What support do you want? How will you ensure change? What support can you give? College key priorities - how might this affect you as a teacher? A B C D E

Explain why you have asked to see the colleague Stage 1 (Initial meeting) Explain why you have asked to see the colleague Ask colleagues to bring evidence/feedback They are the expert on themselves Agree outcomes of coaching/mentoring/support.

Find an “in” (reason to join a lesson) Stage 1 (Initial meeting) Find an “in” (reason to join a lesson) Teacher identifies the group and time Only stay in room for set time (20mins) “Joining” not “observing”

Teacher B Teacher A Teacher C Taught Maths for 12 years Taught English for 6 years. Good subject knowledge Weak behaviour management Not marking books Excellent IT skills Spends lots of time creating shared resources. Teacher C Taught Maths for 12 years Students not engaged Student letter received asking to move groups. Teacher very anxious about being observed Teacher has contacted union about being observed too frequently Teacher B Excellent Chemistry teacher Previous middle leader Looking for promotion Lacking confidence Wants to improve their understanding of the role. 2.50

(‘Joining’ not ‘observing’) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 2 (‘Joining’ not ‘observing’) Pete Sanderson © 2016 2.55

Stage 2 (‘Joining’ not ‘observing’) Whilst you are in the classroom make notes on everything you see as well as the agreed focus. Is the focus the aspect of their practice which is the highest priority in terms of what will make the biggest difference?

(‘Joining’ not ‘observing’) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 2 (‘Joining’ not ‘observing’) Stage 3 (Reflection) Pete Sanderson © 2016

Stage 3 (Reflection) Try and feedback to the teacher as soon as possible. Provide feedback on the agreed focus. What else would help/bigger priority.

(‘Joining’ not ‘observing’) (research and collaboration) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 2 (‘Joining’ not ‘observing’) Stage 4 (research and collaboration) Stage 3 (Reflection) Pete Sanderson © 2016

Stage 4 (research and collaboration) Agree some S.M.A.R.T targets - Usually includes them joining other lessons, looking at other colleagues work, books, folders. T&L team/colleagues volunteer lessons Stage 5 (Practice skills) Identify a group that the teacher feels comfortable trying new ideas with and agree a time to join the lesson again. At this point you have started a cycle of improvement which can continue throughout the term or over the year, depending on the level of priority.

(‘Joining’ not ‘observing’) (research and collaboration) Strategies to improve whole school teaching and learning Strategy introduced All staff involved Stage 1 (Initial meeting) Stage 5 (Practice skills) Stage 2 (‘Joining’ not ‘observing’) Cycle of support Stage 4 (research and collaboration) Stage 3 (Reflection) Pete Sanderson © 2016 2.59

Teacher B Teacher A Teacher C Taught Maths for 12 years Taught English for 6 years. Good subject knowledge Weak behaviour management Not marking books Excellent IT skills Spends lots of time creating shared resources. Teacher C Taught Maths for 12 years Students not engaged Student letter received asking to move groups. Teacher very anxious about being observed Teacher has contacted union about being observed too frequently Teacher B Excellent Chemistry teacher Previous middle leader Looking for promotion Lacking confidence Wants to improve their understanding of the role. 3.00

Support Tools 3.05

Coaching Models STRIDE, iSTRIDE, (7 minute model) Corridor coaching / GROW model

What is the current reality? The Corridor Coaching/GROW Coaching Model Goal What is the Goal? What now? What are you going to do? Reality What is the current reality? Options What are your options?

Model for resolving difficult conversations Name the issue Give a specific example Say how you feel about it Clarify what's at stake Describe your contribution to the problem Explain your wish to resolve the problem