1. Raising Your Game Whole-School Leadership of Teaching & Learning Geoff Barton Head, King Edward VI School, Suffolk Sunday, January 10, 2016 Download presentation at: www.geoffbarton.co.ukwww.geoffbarton.co.uk (Presentation 106) Twitter: @RealGeoffBarton WIFI: gblooms58

2. Raising Your Game Whole-School Leadership of Teaching & Learning Today: the content … Session 1: Exploring the current landscape: Principles of great teaching & learning Session 2: Re-visiting the basics: how to make literacy happen in every classroom (a case study in leadership for learning) Session 3: What teaching looks like and how to keep improving it Session 4:Grasping nettles

3. Raising Your Game Whole-School Leadership of Teaching & Learning Classroom teaching Whole- school leadership of learning

4. Raising Your Game Whole-School Leadership of Teaching & Learning WHAT HOW

5. Raising Your Game Whole-School Leadership of Teaching & Learning Today: the approach … www.geoffbarton.co.uk/teacher-resources (106)

6. Raising Your Game Whole-School Leadership of Teaching & Learning Ice-Breaker A Think of the most successful student you teach / have taught: What are her distinctive skills / attitudes / qualities?

7. Raising Your Game Whole-School Leadership of Teaching & Learning Ice-Breaker B Think of the most successful teacher at your school: What are his distinctive skills / attitudes / qualities?

8. Raising Your Game Whole-School Leadership of Teaching & Learning Ground-Rules

9. Raising Your Game Whole-School Leadership of Teaching & Learning Banned List

11. Might we be moving towards a post-Ofsted, post-test-obsessed, post-gimmick-ridden era …?

12. REAL teaching REAL learning REAL research

13. Raising Your Game Whole-School Leadership of Teaching & Learning PROVOCATIONS & IMPLICATIONS

14. Raising Your Game Whole-School Leadership of Teaching & Learning

15. Raising Your Game Whole-School Leadership of Teaching & Learning

16. Raising Your Game Whole-School Leadership of Teaching & Learning Ben Levin: We need to distinguish change from improvement.

17. Raising Your Game Whole-School Leadership of Teaching & Learning Ben Levin: I put teaching and learning practices far ahead of curriculum as a means of improving student outcomes and believe that the emphasis on curriculum in many places has not been the best priority for limited time, energy and resources.

18. Raising Your Game Whole-School Leadership of Teaching & Learning Ben Levin: Writing new curricula or writing performance objectives is not a good way to use teachers’ time in comparison with improving daily student assessment practices or learning new pedagogical practices

19. Raising Your Game Whole-School Leadership of Teaching & Learning Ben Levin: It is a myth that you have to address students’ personal problems before you get to their learning. As more kids learned to read and were successful, behaviour problems declined precipitously. Good teaching is the best strategy to improve student behaviour.

20. Raising Your Game Whole-School Leadership of Teaching & Learning

21. Raising Your Game Whole-School Leadership of Teaching & Learning Graham Nuthall:

22. Raising Your Game Whole-School Leadership of Teaching & Learning Graham Nuttall: “Research shows that faith in being able to judge the quality of teaching by observing is largely misplaced … The same teachers working with different students may perform quite differently”

23. Raising Your Game Whole-School Leadership of Teaching & Learning

24. Raising Your Game Whole-School Leadership of Teaching & Learning

25. Raising Your Game Whole-School Leadership of Teaching & Learning 1.Content knowledge (Strong evidence of impact on student outcomes) 2.Quality of instruction (Strong evidence of impact on student outcomes) 3.Classroom climate (Moderate evidence of impact on student outcomes) 4.Classroom management (Moderate evidence of impact on student outcomes) 5.Teacher beliefs (Some evidence of impact on student outcomes) 6.Professional behaviours (Some evidence of impact on student outcomes)

26. Raising Your Game Whole-School Leadership of Teaching & Learning

27. Raising Your Game Whole-School Leadership of Teaching & Learning 1 1.What the school view of what constitutes effective teaching? 2.What characterises your best teachers? Do they get to see other teachers and tutors? 3.Does observing make any difference, or do we ‘see what we see’? 4.What’s the most effective CPD at your school? Does appraisal improve the quality of teaching? 5.Do TAs make any impact? How do you know? 6.Do you get student views of teaching? Do you use them? Should you? Teaching

28. Raising Your Game Whole-School Leadership of Teaching & Learning

29. Raising Your Game Whole-School Leadership of Teaching & Learning “Three-quarters of teachers who demonstrated sustained commitment said that good leadership helped them sustain their commitment over time. Better leaders produce better teachers”

30. Raising Your Game Whole-School Leadership of Teaching & Learning 2 1.What does your most effective middle leader do? How do you harness this? 2.How do they develop the quality of teaching? 3.How do middle leaders meetings and line- management work? Do they have an impact? 4.How are you improving the skills of your weakest subject leader and preparing the best for senior leadership? 5.Is ‘leadership for learning’ central? If so, how do you do it? Subject Leadership

31. Raising Your Game Whole-School Leadership of Teaching & Learning

32. Raising Your Game Whole-School Leadership of Teaching & Learning

33. Raising Your Game Whole-School Leadership of Teaching & Learning 3 1.Does the team contain some of the school’s best teachers? Does it need to? 2.Do you coach teachers, or is an SLT not the team to do this? 3.Do you grasp nettles? 4.What are the implications of this morning’s session for the way you work and the impact you have? Senior Leaders

34. Raising Your Game Whole-School Leadership of Teaching & Learning Today: the content … Session 1: Exploring the current landscape: Principles of great teaching & learning Session 2: Re-visiting the basics: how to make literacy happen in every classroom (a case study in leadership for learning) Session 3: What teaching looks like and how to keep improving it Session 4:Grasping nettles

35. THE HABITS OF LITERACY

36. WHAT to HOW Leadership for learning:

37. “The limits of my language mean the limits of my world” Ludwig Wittgenstein

38. ‘That’s why signing kids up for piano lessons or sports is so important. It has nothing to do with creating a good musician or a five year-old soccer star’

39. Hypothesis: Become a Year 11 writer again … for five minutes

40. Task: Describe the room we are in Hypothesis:

41. Q1 (of 2): How did you approach the task?

42. Q2: As teacher, what language knowledge could I have taught you to help you write better?

43. Unconfident Q: Confident Irrespective of background ?

44. A: Teach them

45. The Matthew Effect (Robert K Merton)

47. The rich shall get richer and the poor shall get poorer Matthew 13:12

48. “The word-rich get richer while the word-poor get poorer” in their reading skills (CASL)

49. “While good readers gain new skills very rapidly, and quickly move from learning to read to reading to learn, poor readers become increasingly frustrated with the act of reading, and try to avoid reading where possible” The Matthew Effect Daniel Rigney

50. “Students who begin with high verbal aptitudes find themselves in verbally enriched social environments and have a double advantage.” The Matthew Effect Daniel Rigney

51. “Good readers may choose friends who also read avidly while poor readers seek friends with whom they share other enjoyments” The Matthew Effect Daniel Rigney

52. ‘Too often the argument for reading is made by those who have spent their lives as insiders; the pleasures of solitary reading are so obvious, the value of reading so self-evident, that we fail to appreciate how utterly strange reading is to the outsider’ Thomas Newkirk ‘Masculinity in Boys’

53. Sticht’s Law: “reading ability in children cannot exceed their listening ability …” E.D. Hirsch The Schools We Need

54. “Spoken language forms a constraint, a ceiling not only on the ability to comprehend but also on the ability to write, beyond which literacy cannot progress” Myhill and Fisher

55. Aged 7: Children in the top quartile have 7100 words; children in the lowest have around 3000. The main influence is parents. DfE Research Unit

56. The Matthew Effect: The rich will get richer & the poor will get poorer

57. The Literacy Club

58. Theview of literacy

60. ✗ May be mechanistic and superficial ✔ Yet may be very helpful

63. Me: What? Us: How?

64. 1.Understand the significance of exploratory talk 2.Model good talk – eg connectives 3.Re-think questioning – ‘why & how’ – and hands-up 4.Vary groupings 5.Get conversations into the school culture

65. Coaching Training days Meetings Subject reviews Learning walks Appraisal Research groups Sharing good practice Coaching Training days Meetings Subject reviews Learning walks Appraisal Research groups Sharing good practice

66. 1.Demonstrate writing 2.Teach composition & planning 3.Allow oral rehearsal 4.Short & long sentences 5.Connectives

67. Know your connectives Adding: and, also, as well as, moreover, too Cause & effect: because, so, therefore, thus, consequently Sequencing: next, then, first, finally, meanwhile, before, after Qualifying: however, although, unless, except, if, as long as, apart from, yet Emphasising: above all, in particular, especially, significantly, indeed, notably Illustrating: for example, such as, for instance, as revealed by, in the case of Comparing: equally, in the same way, similarly, likewise, as with, like Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand

68. 1.Demonstrate writing 2.Teach composition & planning 3.Allow oral rehearsal 4.Short & long sentences 5.Connectives

69. Coaching Training days Meetings Subject reviews Learning walks Appraisal Research groups Sharing good practice Coaching Training days Meetings Subject reviews Learning walks Appraisal Research groups Sharing good practice

70. READING

71. 1.Teach reading – scanning, skimming, analysis 2.Read aloud and display 3.Teach key vocabulary 4.Demystify spelling 5.Teach research, not FOFO

72. SKIMMING

73. The climate of the Earth is always changing. In the past it has altered as a result of natural causes. Nowadays, however, the term climate change is generally used when referring to changes in our climate which have been identified since the early part of the 1900's. The changes we've seen over recent years and those which are predicted over the next 80 years are thought to be mainly as a result of human behaviour rather than due to natural changes in the atmosphere.

74. The best treatment for mouth ulcers. Gargle with salt water. You should find that it works a treat. Salt is cheap and easy to get hold of and we all have it at home, so no need to splash out and spend lots of money on expensive mouth ulcer creams.

75. Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th- century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.

76. Lexical v Grammatical Words

77. Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th- century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.

82. SCANNING

83. 1.Where did the first cell phones begin? 2.Name 2 other features that started to be included in phones 3.Why are cell phones especially useful in some countries?

84. Cellular telephones The first cellular telephone system began operation in Tokyo in 1979, and the first U.S. system began operation in 1983 in Chicago. A camera phone is a cellular phone that also has picture taking capabilities. Some camera phones have the capability to send these photos to another cellular phone or computer. Advances in digital technology and microelectronics has led to the inclusion of unrelated applications in cellular telephones, such as alarm clocks, calculators, Internet browsers, and voice memos for recording short verbal reminders, while at the same time making such telephones vulnerable to certain software viruses. In many countries with inadequate wire-based telephone networks, cellular telephone systems have provided a means of more quickly establishing a national telecommunications network. Where begin? Two features? Some countries?

85. Close Reading

89. RESEARCH SKILLS

90. Research the life of Martin Luther King

91. So how would you, a fully paid- up member of the literacy club, approach the task?

100. 1.Teach reading – scanning, skimming, analysis 2.Read aloud and display 3.Teach key vocabulary 4.Demystify spelling 5.Teach research, not FOFO

101. Coaching Training days Meetings Subject reviews Learning walks Appraisal Research groups Sharing good practice Coaching Training days Meetings Subject reviews Learning walks Appraisal Research groups Sharing good practice

103. 1: Literacy matters, but maybe ‘literacy’ is the wrong term

104. 2: Great teachers make the implicit explicit – and model it

105. 3: Without us, the rich will get richer & the poor will get poorer

106. WHAT to HOW Leadership for learning:

107. One Literacy Promise

108. Raising Your Game Whole-School Leadership of Teaching & Learning Geoff Barton Head, King Edward VI School, Suffolk Sunday, January 10, 2016 Download presentation at: www.geoffbarton.co.ukwww.geoffbarton.co.uk (Presentation 106)

109. Raising Your Game Whole-School Leadership of Teaching & Learning Today: the content … Session 1: Exploring the current landscape: Principles of great teaching & learning Session 2: Re-visiting the basics: how to make literacy happen in every classroom (a case study in leadership for learning) Session 3: What teaching looks like and how to keep improving it Session 4:Grasping nettles

110. Raising Your Game Whole-School Leadership of Teaching & Learning 3: Actively developing better teachers

111. Raising Your Game Whole-School Leadership of Teaching & Learning A: Watch a lesson (a) Strengths? (b)How increase challenge? (c)How improve questioning?

112. Raising Your Game Whole-School Leadership of Teaching & Learning B: Next Steps (a) How give feedback? (b) How attend to Tom’s long-term development?

113. Raising Your Game Whole-School Leadership of Teaching & Learning Year 10 Science lesson: Tom Carey

114. Raising Your Game Whole-School Leadership of Teaching & Learning

115. Raising Your Game Whole-School Leadership of Teaching & Learning

116. Raising Your Game Whole-School Leadership of Teaching & Learning

117. Raising Your Game Whole-School Leadership of Teaching & Learning Lesson

118. Raising Your Game Whole-School Leadership of Teaching & Learning A: Watch a lesson (a) Strengths? (b)How increase challenge? (c)How improve questioning?

119. Raising Your Game Whole-School Leadership of Teaching & Learning B: Next Steps (a) How give feedback? (b) How attend to Tom’s long-term development?

120. Raising Your Game Whole-School Leadership of Teaching & Learning

121. Raising Your Game Whole-School Leadership of Teaching & Learning

122. Raising Your Game Whole-School Leadership of Teaching & Learning

123. Raising Your Game Whole-School Leadership of Teaching & Learning A: Watch a lesson (a) Strengths? (b)How increase challenge? (c)How improve questioning?

124. Raising Your Game Whole-School Leadership of Teaching & Learning B: Next Steps (a) How give feedback? (b) How attend to Tom’s long-term development?

125. Raising Your Game Whole-School Leadership of Teaching & Learning Implications for developing better teachers

126. Raising Your Game Whole-School Leadership of Teaching & Learning 10 A: Ways we could better articulate what great teaching looks like and develop observation for development B: Ways we could help subject leaders to focus more effectively on teaching and learning C: Ways we improve systems for monitoring quality and tackling inadequate teaching

130. Raising Your Game Whole-School Leadership of Teaching & Learning Today: the content … Session 1: Exploring the current landscape: Principles of great teaching & learning Session 2: Re-visiting the basics: how to make literacy happen in every classroom (a case study in leadership for learning) Session 3: What teaching looks like and how to keep improving it Session 4:Grasping nettles

131. Raising Your Game Whole-School Leadership of Teaching & Learning Grasping Nettles: How, as leaders, do we tackle issues?

132. Raising Your Game Whole-School Leadership of Teaching & Learning 1: Students complain to you that Teacher A knows her stuff but is deeply boring. Her results are excellent. She will retire in 2 years. What do you do? 2: A parent phones to say that Teacher B has described students in the class as “total retards”. She says she will go to the papers if something isn’t done about him. What do you do?

133. Raising Your Game Whole-School Leadership of Teaching & Learning 3: Teacher D’s groups consistently perform less well than others of a similar level. The trouble is: she is a member of the Leadership Team at your school. What do you do? 4: Teacher E entertains classes with interesting work, but it rarely relates to the scheme of work, and you worry that students aren’t being prepared for exams. What do you do?

134. Raising Your Game Whole-School Leadership of Teaching & Learning 5: A student reports that Teacher E frequently smells of alcohol. What do you do?

135. Raising Your Game Whole-School Leadership of Teaching & Learning Hints on having difficult conversations? What’s your experience?

136. Raising Your Game Whole-School Leadership of Teaching & Learning 1.Have them early in the day 2.Be regretful and honest 3.Have evidence of impact 4.Show effect on students 5.Say ‘I hope you don’t mind me mentioning this..’ 6.Repeat key messages 7.Agree action and timescale 8.Put it in writing 9.It’s rarely as bad as you imagine 10.Don’t ignore

137. Raising Your Game Whole-School Leadership of Teaching & Learning Today: the content … Session 1: Exploring the current landscape: Principles of great teaching & learning Session 2: Re-visiting the basics: how to make literacy happen in every classroom (a case study in leadership for learning) Session 3: What teaching looks like and how to keep improving it Session 4:Grasping nettles

138. Raising Your Game Whole-School Leadership of Teaching & Learning Geoff Barton Head, King Edward VI School, Suffolk Sunday, January 10, 2016 Download presentation at: www.geoffbarton.co.ukwww.geoffbarton.co.uk (Presentation 106)

139. Raising Your Game This is an expensive plug 

140. Raising Your Game This is a cheap plug 

141. Raising Your Game Whole-School Leadership of Teaching & Learning Geoff Barton Head, King Edward VI School, Suffolk Sunday, January 10, 2016 Download presentation at: www.geoffbarton.co.ukwww.geoffbarton.co.uk (Presentation 106) Twitter: @RealGeoffBarton