1. THE CHANGING FACE OF AGENDAS Using agendas in the Developing Independence phase – Term 3

2. Developing Independence  From beginning of Term 3 onwards  Decision to start doing synoptic agendas based on individual needs  Need to make closer connections between episodes and whole lessons, demonstrations, research and practice  Need to broaden and widen evidence gathered to inform your critical evaluation/reflection based on some aspect of a chosen theme

3. Possible themes for your professional focus  Personalised learning : meeting individual needs Q19  Communication and interaction Q25a;b;c;d  Managing the learning environment Q30  Behaviour management Q31  Monitoring and Assessment Q26,Q27,Q28  Use of other adults within the classroom Q32,Q33,Q20  Using ICT for learning Q17

4. Where do I begin ?  Review your current evidence base for your professional development and decide on 3 areas you would like to focus on during this term i.e. Where are the gaps ?  These chosen themes become the focus of your professional development for the remainder of your time at school. They will inevitably arise out of individual need.

5. The process  Prepare 2 agendas per week, each with a different class, which address that theme  Ensure one focussed PST observation (Standards Form) each week in which a subject tutor observes you teaching with that theme as the main focus  Ensure academic reading of research evidence on the selected theme  Ensure demos by teachers on that same theme

6. What is different in evaluation ?  You don’t evaluate one agenda at a time now.  Instead you write one synoptic evaluation at the end of 2 weeks which includes refs. to the following: 1. agenda annotations (4 agendas) 2. lesson observations (min. 2 lesson obs.) 3. Demonstrations (4 demos.) 4. some background reading on chosen theme

7. What does synoptic evaluation look like ? It includes : 1. An explanation of the way your teaching of the chosen theme worked out in practice with the different teaching groups 2. A justification of why you used the chosen methods and resources 3. The impact of the teacher’s demonstration on the way you taught or evaluated the chosen theme

8. 4. The impact of the chosen reading, if any, on your treatment of the chosen theme 5. An overall evaluation describing what you have learned from the unit of work, and what you might do differently. What ? > so what ? > now what ?

9. One lengthier evaluation every 2 weeks  AGENDA 1, 2, 3 and 4 BACKGROUND READING on chosen Theme   The chosen theme for your professional development:  Personalised Learning: Meeting Individual Needs  Communication and Interaction  Managing the Learning Environment  Behaviour Management  Monitoring and Assessment  Use of other Adults in the Classroom  Using ICT with Learners   LESSON OBSERVATION 1& 2 DEMONSTRATION 1,2,3 and 4  A SYNOPTIC VIEW: EXPLORING THE SAME THEMATIC TERRITORY FROM DIFFERENT PERSPECTIVES

10. 3 stages in completing synoptic agendas  Stage 1 – Agree with PST chosen theme e.g..  Personalised learning : Meeting individual needs – differentiation  Communication and Interaction – clarifying and communicating criteria for success  Managing the learning environment – using display, organising resources  Behaviour management – developing specific strategies in advance of incidents

11.  Monitoring and assessment – designing formative assessment interventions; making whole-class, positive interventions to “talk up the task” and to remind the pupils about the criteria for success  Use of other adults in the classroom – giving the TA a script of the learning activities for individual pupils in advance of the lesson  Using ICT for learning – a variety of possibilities

12. Stages 2 and 3  Stage 2 – At WDM agree and identify the lessons when the 2 agendas, teaching demonstration and lesson observation will be combined for the fortnightly SYNOPTIC THEMATIC approach to professional development  Stage 3 – For both agendas focus on the same theme for each planned episode: an introduction, transition, middle or last phase of lesson. Ensure agenda focus is highlighted on the agenda form as before. Complete selected reading prior to doing agendas.

13. Sample synoptic research agenda on behaviour management  Prepare an agenda on using clearly thought out strategies in anticipation of certain manifestations of inadequate behaviour egg lateness Ref. Q31  Background preparation – before doing episode think about how you can plan in advance of any incidents, so that you act rather than react to poor behaviour, lateness etc. Discuss with your PST how you can adopt tried and trusted ways for dealing with pupils whose behaviour is unsatisfactory

14. Consider the following :  How can you explicitly identify and list e.g. 3 strategies you will use when responding to 3 types of misdemeanour ?  How can you communicate your displeasure and assert your authority ?  How can you use positive language to raise expectations ?  How can you use praise to improve motivation as you monitor work being done in lesson ?

15. When evaluating your agendas you might consider :  How did you manage the time available ?  How effective was the selected strategy in enabling pupils to develop their understanding/work ?  How did you cope with unplanned incidents or responses ?  What did the feedback from the plenaries tell you about what pupils had learned ?  How did reading the research influence the way you went about organising your teaching ?  Will you make any changes in your planning in the light of what you have learned so far ?