1. Socrative – Join room “Lessontoolbox”
Google search “b.socrative”

2. 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
Twitter Blog - lessontoolbox.wordpress.com/

3. 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?

4. 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

5. 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

6. 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

8. TCOLC TLR Structure

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

10. “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

11. 2.32

13. 2.35

14. 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

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

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

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

18. 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

19. (‘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

20. (‘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

21. (‘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

22. (‘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

23. (‘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

24. What is your “in”?

25. 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.

26. 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

27. 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

28. 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.

29. 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”

30. 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

31. (‘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

32. 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?

33. (‘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

34. 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.

35. (‘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

36. 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.

37. (‘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

38. 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

39. Support Tools
3.05

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

41. 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?

43. 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