1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. ***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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

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

19. 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 ed 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

20. 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). [accessed July 2013].
Department of Education for Northern Ireland (2010) Together Towards Improvement A Process for Self-Evaluation Post-Primary [accessed July 2013].
Dudley, P. Lesson Study: A Handbook (2011) [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