Securing Effective Teaching Professional Learning at Skipton Girls’ High School Gill Fisher: Director of School Improvement Jodie Smith: Learning Director/ Lesson Study Mentor

Skipton Girls’ High School Approximately 850 students (250 in 6th form) STEM education Northern Lights’ Teaching School Alliance Northern Star Academies Trust – cross phase trust Harrogate Bradford Craven

Professional Development Standards 1. Professional development should have a focus on improving and evaluating pupil outcomes. 2. Professional development should be underpinned by robust evidence and expertise. 3. Professional development should include collaboration and expert challenge. 4. Professional development programmes should be sustained over time. And all this is underpinned by, and requires that: 5. Professional development must be prioritised by school leadership. Already doing this before July so shows the importance of continuing the successful work we started on PLCs last year (DfE, July 2016)

Professional Learning Strategy Prioritised by School Leadership Teaching and Learning one day conference in September to establish school priorities for the year – ensures alignment. Link to PRP: embedded in appraisal targets – all staff have as one of their targets for 2016-17: Use evidence to inform teaching, learning and assessment in order to maximise the progress for all students Disaggregated training days: Monday inset 4-5pm every week – ensures sustained collaboration. Professional Learning Communities framework established 4 years ago and Lesson Study 3 years ago.

CPD Models at SGHS Professional Learning Communities Lesson Study Professional Learning Pathways Lesson Study Coaching Classroom Practice 2014-2015 Professional Learning Communities Lesson Study EFA (SSAT) 2015-2016 Professional Learning Communities Lesson Study 2016-2017

Professional Learning Communities Staff work in triads, cross-faculty and non-hierarchical 2 sessions per half term throughout the year ensures continuity and depth SLT are members of triads: expectation for all Peer-led learning and a culture of trust Evaluation of impact and showcase of findings helps ensure rigour and accountability AHT for T&L leads with 2 x TLR3 holders delivering

Why Lesson Study? Lesson Study Process Introductions and Groupings Diagnostic Phase Research Phase Intervention planning Trial and Observe Refine and Observe Evaluate and Disseminate Responding to feedback from staff about their needs Support teachers to become reflective practitioners, who evaluate their practice with a pupil focus. Encourage staff to embed and contextualise new research and best practice into their schools and classrooms to benefit every learner. Observe the gaps between what they had assumed was happening when pupils learned and what is actually happening – Feeds into effective interventions Effectively use student voice to aid development Structured framework with focus on pupil outcomes Engage with educational research Lesson Study Process

How have the Methodologies Evolved? TDT Approach Enquire-Copy Approach Initial Discussion – Similar Focus Diagnose Issue (Planning/Lesson) (Class A) Post Diagnostic Discussion and Formulating Enquiry Questions Research Intervention Planning/Lesson Intervention Lesson Reflection and Refining Evaluation and Dissemination Initial Discussion – Similar Focus Diagnose Issue (Planning/Lesson) (Class A) Post Diagnostic Discussion and Formulating Enquiry Questions Research Intervention Planning/Lesson Intervention Lesson (Class B) Reflection and Refining Evaluation and Dissemination

SGHS Model Initial Discussion – Similar Focus Post Diagnostic Discussion and Formulating Enquiry Questions Research Reflection and Refine Diagnose (Class A) (Class B) (Class C) Intervention Planning Refined Intervention Evaluation and Dissemination

Engaging with Research Expert Input Sessions (Combining Collaborative Lesson Research Approach) Good CPD guide

Lesson Study in Practice How effective are the use of retrieval strategies in improving the recall and overall outcomes for 3 students in Year 12 Psychology and 3 students in AS English Language? To what extent does lesson structure influence the engagement of KS4 students? To what extent can improving student engagement lead to an increase in confidence? Can cloud based technology lead to increased engagement amongst disruptive students and improve the amount of learning and progress they make?

Lesson Study in Practice What impact will the EEID topic exam tool have on the quality of responses to extended exam questions of Y10 and Y12 EEID students? What impact will instrumental support for exam literacy have on motivated underachieving students in Year 11? How effective is problem based group work in engaging the quiet students in Year 9? How effective is teacher modelling for increasing the formality of students writing in Year 9?

Evaluation A Triangulated Approach Pupil Progress Data Student Voice Work Scrutiny Learning Walks CPD – Impact – SLT valuing CPD

Impact and Outcomes 2016 GCSE 98% A*- C EM 88% of grades at A*-B Attendance: 96% Progress 8: 0.46 Progress 8 disadvantaged: 0.54 A Level 70% A*-B grades ALPS 3 L3VA above national In Top 100 of state schools nationally (Sunday Times 2016 Parent Power Guide)

How to make Lesson Study a Success? Dedicated time Freedom to choose own area of study Link to appraisal targets/development plans (Buy In!) Concise enquiry question Structured sessions with proforma to complete Direction/support from a designated lesson study mentor Complete every stage of the process Intersessional activities Support through research phase – TDT portal is a great starting point! Opportunities to disseminate/ Accessible resources

“It made me reconsider how to intervene and who to intervene with to ensure maximum impact” “This is only the beginning and has really given a new way of thinking about teaching and learning” Reflection Time “Invaluable to work together to build a bank of resources” “Snowball effect of researching – One thing led to another….. and another” “Enabled time to think”

Any Questions?