1. What do you think? ‘When you educate someone, you are changing their brain. That is what education is for.’ ‘Children don’t realise very often that they’re in control of building their own brain’ TES 1.3.13 Dr P Howard Jones

2. Growing outstanding learning and learners in every classroom Jackie Beere AST, former Head, SIP Author of ‘Perfect Ofsted Lesson’, ‘Perfect Teacher Coach’, ‘The Learner’s Toolkit’ ‘ It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’ Darwin

3. ‘The quality of a country’s education system cannot exceed the quality of its teachers’ M. Barber Dylan Wiliam ‘Developments with the biggest impact appear to be those that involve changes in practice, which will require new kinds of teacher learning, new models of professional development, and new models of leadership’

4. Today What outstanding learning looks and feels like How to get more of it in your school

5. When observing lessons, inspectors may find the following prompts helpful. Are pupils working independently? Are they self-reliant – do they make the most of the choices they are given or do they find it difficult to make choices? To what extent do pupils take responsibility for their own learning? How well do pupils collaborate with others? Are pupils creative, do they show initiative? Are pupils developing habits of good learning? What are they?

6. ‘Gap’ pupils need to make excellent progress HIGH EXPECTATIONS (c) Jackie Beere

7. Primitive Emotional Thinking..\L2L\Primary pop up shop on MAGIC habits.ppt Novelty/surprise Humour Music Rhythm/rhyme Love Mystery Stories Passion! Evaluation Reflection Creativity Analysis Fear Anger Threat Anxiety Learners who know how to build their brain MAKE IT REAL! LEARNING TO LEARN

8. Lessons that deliver the habits 5 hours a day, 5 days a week… Know they will make a difference Never give up on kids Constantly tweak their practice Learn from each other Think on purpose about how to improve TEACHERS

9. ENGAGEMENT FOCUS ON LEARNERS IMMEDIATE Prompt,punctual and purposeful from the start LESSONS FOR LEARNING THUNKS - What colour is Friday? Can you teach someone to be more clever than you? Priming the brain..\teaching and learning\starters.pptx

10. Objectives that engage ….what will be different? To evaluate some strategies that will improve learning progress to create the ‘perfect’ Ofsted lesson Active, collaborative learning Share ideas with others in a very engaging way Use ‘perfect’ strategies and techniques in my lessons to deliver brilliant learning 3B4ME …YET….mindmap

11. Reflection on the learning journey …...\..\..\Desktop\sri lanka 241.JPG..\..\..\Desktop\sri lanka 241.JPG Where are you starting from? What does your progress look/feel/sound like? What are you heading for? What can you do when you get stuck?

12. Engaging activities for independent learning Choice – challenge – collaboration - communication – creativity..\Collaborative learning ideas\character study collab. tasks.doc..\Collaborative learning ideas\Primary Create your own country task plan doc.doc LEADERSHIP ROLES in the classroom. Standing back and watching them learn – intervening with impact especially with vulnerable learners

13. Dig the DIRT Dedicated improvement and reflection time Pupils must respond to feedback Teacher adds extra progress..\Collaborative learning ideas\Sutton trust research results.pptx Effective feedback = PROGRESS in thinking/knowing/skills Children are interactive with their work

14. Measuring progress – the perfect plenary happens throughout…. What do we need for the next part of the journey? Social media revolution opps and apps Tweeting, blogging, filming, texting……..

15. Ofsted top tips Teaching and learning priority GAP students tracked – ‘most able’ Literacy and numeracy in all lessons/subjects Assessment informing progress –every lesson and OVER TIME ‘Typicality’ with SMSC as decider vote Parent view TAs effective Behaviour for learning punctual, engaged, active, collaborative learners Performance Management

16. Teachers - what’s the difference? Satisfactory/must improve Fount of knowledge ‘filling empty vessels’ Didactic – teacher guides students Teacher questions Outcome focus Intelligence is fixed Teacher talks OutstandingExpert/Coach/Facilitator Student centred activity Students construct questions/challenges Students co-designers Students judge success, self correcting Creative opportunities Success and failure equal partners for learning Reflection/ metacognition Develops habits/dispositions Language for learning Recognises diverse needs…… PM MUST DELIVER CONTINUOUS IMPROVEMENT Leaders, teachers, TAs need coaching skills

17. What do teachers believe about learning? RELENTLESS BELIEF IS A NON- NEGOTIABLE What 5 principles drive your school? Teachers are change agents

18. What is the real impact of your school principles on staff habits and behaviours? Impact on school improvement How much buy in there is Coaching culture Parental engagement aspiration Rigorous tracking Respect, skills, learning Chameleon School L2L PM

19. Attitudes and behaviours Thoughts and ideas Beliefs and values HABITS mindset Principles of your school Visible Invisible

20. COACHING WORKS.... Supporting others to grow – asking the right questions - solution focused - non directive – ensures commitment to action Creating a coaching culture will create skills for the classroom too….

21. Listening to understand Reflecting Summarising Asking questions that raise awareness Making suggestions Giving feedback Offering guidance Giving advice Instructing Telling PULL PUSH Victim/martyr passive/disempowered Valued Ownership of change Confidence HOW DO YOU LEAD STAFF FORWARD?

22. Coaching: for improving teacher and pupil learning..\lesson observation\Observing teaching grades3.docx

23. Self Evaluation Know thyself….. OPEN – everyone knows BLIND – others know Unharvested feedback HIDDEN – you know GUILTY SECRETS UNKNOWN – no-one knows (yet) Hidden potential

24. Coaching them forward in STRIDEs Strengths Targets – goals Reality check Ideas/options to try Decision – commitment Evaluation start again What has made you feel successful this week? When do you perform at your best? What will make you feel successful in this? What can you do to make it happen? What is your dream outcome? What have you tried so far? What do you have that you are not using? Who could help you? What/when will you do differently? Rate 1-10 your motivation for this?

25. Fixed mindset Growth mindset Intelligence is a given Intelligence can be developed Leads to a desire to look smart and therefore tendency to: Leads to a desire to learn and therefore tendency to Avoid challenges as can’t risk failing Embrace challenges willingly Can get defensive or give up too easily Persist in the face of setbacks See effort as fruitless or sign of weakness See effort as the path to mastery Ignore useful negative feedback Learn from criticism and welcome the feedback. Feel threatened by the success of others, leading to fragile self confidence and relentless perfectionism Find lessons and inspiration in the success of others As a result, may plateau early and not achieve potential As a result, can reach ever higher levels of achievement. Emotional intelligent, resilient, flexible..\EQ\Gro wth mindset teaching best.ppt C. Dweck

26. The learning school Live lesson observations Coaching lesson observation Pupils observing lessons? Getting pupil feedback – keep/change/grow Action research – for everyone Learning forums/Teachmeets Learning cinema Coaching Collaborative planning – school/region

27. Action Plan? KEEP - GROW - CHANGE ‘BE THE CHANGE YOU WANT TO SEE’ GHANDI

28. Reading and resources ‘ Jackie Beere: The Perfect Ofsted Lesson The Perfect Ofsted Inspection The KS3 Learner’s Toolkit The Primary Learner’s Toolkit The Teacher’s Toolkit – Paul Ginnis Inspirational Teaching – Will Ryan Why do I need a teacher when I have Google? – Ian Gilbert www.independentthinking.co.uk www.campaignforlearning.org www.jackiebeere.com jackie.beere@virgin.net. Thanks for listening