A WHOLE SCHOOL APPROACH TO IMPROVING TEACHING & LEARNING Maire Thompson Principal December 2014 “Tweak to Transform” – Mike Hughes Strategies for Closing the Gap – Mike Hughes Policy developed by Mary Lowery

The Learning Year 2014 – 2015: a strategic approach to improving learning and teaching. February 2015 February 2014 Two-thirds of teaching is 'Good' to 'Outstanding' All teaching is 'Good' to 'Outstanding' Policy developed by Mary Lowery

How will we achieve our aim? A focus on detail of pedagogy in CPD. We will examine the four phases of a lesson systematically over the course of the year, improving each one at a time: Overview – Feb/April Input - Sept./Oct. Processes of understanding – Nov./Jan. Plenary – April/June Policy developed by Mary Lowery

How will we achieve our aim? A strategic plan with targets Structured discussion and sharing of practice Reporting progress via SLT links pro forma, minutes of all meetings PRSD as a tool for improvement in learning and teaching. Plan, manage, use relationships/systems already in place, minimise extra work, allow for creativity. Policy developed by Mary Lowery

Phase 1: February - April Improving Phase 1: Lesson Overview Staff meetings to introduce the programme Self-evaluation to measure where we are now SLT links – further discussion/reporting actions Trusted colleague observations using indicators of excellence Two sharing practice meetings PRSD Planning will focus on Phases 1 and 4 Policy developed by Mary Lowery

Phase 1 Evaluation 28th April Improving Phase 1: Lesson Overview Self-evaluation to measure what has been improved SLT links – report on improvement within departmental teaching Opportunity to share practice with a range of colleagues on a one-to-one Learning Bulletin containing our best approaches Policy developed by Mary Lowery

Phase 4: April - June Improving Phase 4: Plenary Same approaches to Phase 1 PRSD Observations will focus solely on Phase 1: Overview and Phase 4: Plenary. PRSD Planning for August 2014 will focus on Phase 2: Input and Phase 3: Processes of Understanding Policy developed by Mary Lowery

PRSD LEADERSHIP APPROACH No of PRSD reviewers increased Training provided for newcomers Shared observations with volunteer teachers for CPD and consistent approach to observations Review feedback session June 2014 to identify less effective/more effective practice Focus always on “the student learning” Policy developed by Mary Lowery

Review of Impact via PRSD – August 2014 Timing WALT/Success criteria Differentiation Lesson starter Assessment for learning Interaction Development of memory Lesson plenary Policy developed by Mary Lowery

***Very small number of lessons 1. Timing Less effective More effective Not mentioned Vague or ineffective: 5 – 10 minutes to copy down WALT; 5 minutes to Meet & greet Tight and effective use of time, including actual time limits for learning activities with stopwatch or timer ***Very small number of lessons Policy developed by Mary Lowery

2. WALT/Success Criteria Less effective More effective Not mentioned – KS4 and Post-16 Not appropriately expressed: describe how to use… Verbs used, relating to what students should know, understand and be able to do Adverbs used: confidently, accurately ‘I will be successful if…’ and ‘I will reach for the top by…’ ***Very small number of lessons Policy developed by Mary Lowery

3. Differentiation Not mentioned Not specific: where needed Less effective More effective Not mentioned Not specific: where needed SEN list of students with no comments Focus on SEN, not on IN Focus on individual students with specifics mentioned: names, issues including emotional and behavioural, support given IEP and CRA referred to Stretch and support Resources to stretch and support: number lines, dictionaries Policy developed by Mary Lowery

4. Lesson starter Generally very strong Less effective More effective Generally very strong If possible/appropriate demonstrate and use visuals rather than describe Policy developed by Mary Lowery

5. Assessment for Learning Less effective More effective Not mentioned No targets/aims outlined Effective questioning not planned for Students set targets Feedback for improvement given during task Excellent outcomes shared with students and used as bench mark Peers discuss quality of outcomes GCSE and A Level vocabulary, eg trigger words used in tasks set Mark schemes used effectively to inform improvement Actual questions are pre-considered and documented Policy developed by Mary Lowery

6. Interaction Less effective More effective Teacher talks excessively to whole group Individual teacher/student interaction is focussed on functional/behavioural issues Little or no meaningful student/student interaction Teacher does not engage with CRA Teacher/student interaction is focussed on learning and progress Students interact frequently and purposefully through discussion and collaboration Teacher engages purposefully with CRA for learning and progress Policy developed by Mary Lowery

7. Development of Memory Key words and concepts are made explicit Less effective More effective Key words and concepts are made explicit Mnemonics are devised and used: History, Science, English, Art Policy developed by Mary Lowery

8. Plenary Less effective More effective Generally much more in evidence, more explicit to students and more effective A plenary is about reviewing the learning and anticipating the next lesson – lining up, packing away and other such routines do not constitute a plenary. Policy developed by Mary Lowery

Working towards Making Numeracy and Literacy explicit Effective questioning Effective differentiation/ personalised learning Effective assessment for learning Policy developed by Mary Lowery

FEEDBACK FROM ON-GOING REVIEW Staff results on initial evaluations appeared inflated based on ETI evaluations Student voice used as a comparative tool completed evaluations on Phase 1 – {staff explained meaning} Starters emailed everyday by QTL Leader, as time progressed other staff engaged SLT links not utilised for QT&L to best effect, focus on attainment and priority student was greater Phase 2 scores were lower, more realistic as process continued {evidence of closing the gap} Improvement in lesson starters and plenaries evidenced through PRSD lesson plans and observations. Policy developed by Mary Lowery

REFERENCES Beere, Jackie ‘The Perfect Ofsted Lesson’ (2010)   Beere, Jackie ‘The Perfect Ofsted Lesson’ (2010) Department of Education for Northern Ireland (2003) Every School a Good School A Policy for School Improvement (2003). www.deni.gov.uk [accessed July 2013]. Department of Education for Northern Ireland (2010) Together Towards Improvement A Process for Self-Evaluation Post-Primary www.etini.gov.uk [accessed July 2013]. Dudley, P. Lesson Study: A Handbook (2011) www.lessonstudy.co.uk [accessed July 2013] Hughes, M. and Potter, D. (2002) Tweak to Transform. Stafford: Network Educational Press. Hughes, M. with Vass, A. (2001) Strategies for Closing the Learning Gap. Stafford: Network Educational Press.    Smith, A. (2011) High Performers. Carmarthen: Crown Publishing House. Policy developed by Mary Lowery