New and Aspiring Subject Leader Training

1

New and Aspiring Subject Leader Training

Session 2: Evaluating Teaching and Learning

webfronter.com/bexley/nalt

2

evaluate the effectiveness of the departmental schemes of work

understand the purpose and process of improving teaching and learning through lesson observation and feedback

consider how to provide effective support for teachers

Objectives of this module

3

Achievement - Rank these 10 effects:

a. Homework b. Acceleration of gifted studentsc. Computer assisted instruction d. Ability groupinge. Reducing disruptive behaviour in the classf. Individualized instructiong. Class sizeh. Teaching thinking skillsi. Small group learning j. Feedback

John Hattie, Research into Effect Size

4

Which leadership function has the greatest impact on learning?

LEADERSHIP DIMENSION (Robinson,2007)

EFFECT SIZEEstimate

1. Establishing goals and expectations

2. Strategic resourcing

3. Planning, co-ordinating and evaluating teaching and the curriculum

4. Promoting and participating in teacher learning and development

5. Ensuring an orderly and supportive environment

5

Which leadership function has the greatest impact on learning?

LEADERSHIP DIMENSION (Robinson,2007)

EFFECT SIZEEstimate

1. Establishing goals and expectations 0.35

2. Strategic resourcing 0.35

3. Planning, co-ordinating and evaluating teaching and the curriculum

0.42

4. Promoting and participating in teacher learning and development- Leadership that not only promotes but directly participates with teachers in formal or informal professional learning

0.84

5. Ensuring an orderly and supportive environment 0.27

6

Reviewing Schemes of Work

Comparing and contrasting subjects

Working in pairs with a colleague from a different subject department, and using Handout 11, explore what you know about each other’s scheme(s) of work.

Start by filling in what you know or would guess about your colleague’s subject individually.

After 3 minutes, compare and discuss what you have written about each other’s subject.

Finish the task by completing together the box at the bottom about links and contrasts.

7

Subject’s distinctiveness and how it helps pupils’ learning and attainment

The department’s core values and intentions

The contributions the department makes towards whole school and cross-curricular priorities

How curriculum content, teaching and learning and the use of assessment are organised

Schemes of work provide clear information about:

8

9

Flexible

Incremental

Assessment oriented

Individualised

Schemes of work – characteristics

10

Audience and Purpose

Refer back to the end of Handout 12. Offer some suggestions in the three boxes provided about

– who are schemes of work for

– how they are to be used if they are to be worth the time spent constructing them.

11

Consistency and reliability:

in a commonly agreed and ordered set of teaching objectives and subject-specific values

in the design, inclusion and use of assessment opportunities to gauge and respond to rates of pupil progress

across classes and the key stage in pupils’ learning opportunities

Teamwork:

the sharing of ideas, approaches and resources

 Securing provision:

continuity and coherence in the event of staff changes or extended absence

Improvement targets:

clearly and manageably addressed over time

Purpose of a scheme of work: for teachers in the department

12

Consistency and reliability:

provides for all teachers a framework for planning and teaching which can be monitored and supported

provides the context for curricular target setting and staff development in the light of audits and analysis of pupil attainment

enables resources to be evaluated for fitness for purpose and financial priorities to be targeted strategically

Securing provision:

supports continuity in the light of staff changes or extended absence

Quality assurance:

provides an evidence base in preparation for inspection or review

assures coverage of objectives and curriculum content

Purpose of a scheme of work: for subject leaders and senior managers

13

Coherence for pupils:

enables links to be made for pupils across subjects in terms of content; skill acquisition and consolidation; independent use of knowledge, skills and understanding in alternative contexts

Consistency:

promotes comparison, for example of teaching and learning approaches in similar topic areas; of contributions to national and local cross curricular priorities; of assessment methods and use of assessment information

Purpose of a scheme of work: for teachers and subject leaders in other departments.

14

Evaluating schemes of work

Working in pairs, look briefly in turn together at each other’s scheme of work, using the checklist provided in Handout 13

Try to establish a set of points for further discussion, consideration or development – for example, at a future department meeting or in discussion with the department’s line manager

15

Leadership and problem solving

if time….

Use the set of problem cards (Handout 14)

Partner A turns over and reads out the problem on the card and places it face up on the table.

Partner B considers the problem and offers a range of advice on how a subject leader and school SMT might address it.

Partner B listens, asks questions, plays “devil’s advocate” and seeks to reach an agreed strategy.

16

Lesson observation

How many of us are regularly observing/ feeding back teachers’ lessons?

17

 In small groups share thoughts on the following questions:

Why observe lessons?

How should we do it?

What are the key elements of in feeding back?

Lesson observation

18

Subject leaders need to know:

how well the department is doing (and individual teachers within it)

how to help share good practice

how to improve standards

how to develop consistently high quality teaching styles across the department

where to focus professional development opportunities

where to share and extend teacher expertise

Teachers need to:

acknowledge their individual strengths and be able to reflect on the areas of their teaching they can improve

receive positive and constructive feedback

be encouraged to create an ongoing dialogue about effectiveness

know that they will be supported and in turn can support others

The purpose of lesson observation

19

Lesson observation is: Lesson observation is not:

part of a professional dialogue to support and

develop effective practice

a one-way conversation where comments are

conveyed from observer to observed

a process from which even the most

competent teachers can learn

a process only relevant to inexperienced

teachers

20

The particular focus of the observation within the lesson

The teacher’s intentions i.e. any background to the lesson plan

The extent to which the observer will participate in the lesson

How and when there will be feedback and discussion

What, if anything, will be written down

Who else, if anyone, will hear about the lesson

Any pupil specific information

Above all, it must be agreed that the outcome will not be the passing of a sentence!

Key points to agree or clarify before observation

21

Let the teacher acknowledge your presence to the pupils

Be sensitive and natural; avoid an intrusive or inspectorial style.

Keep focused on the purpose of the observation

Screen out as far as you can how you yourself would teach the lesson

Make good use of those parts of the lesson when you can look at how pupils are responding to the teaching e.g. by looking at what they are writing or by listening to what they are saying in groups

Limit discussions with individual pupils so that they are able to complete their work

Close to the end, make a quick note of the main points you will feed back

During an observation

22

Start with specific positives e.g. I particularly liked… or Such and such was particularly effective.

The note to strike is one of open, developmental and professional discussion, not a formal Ofsted approach.

Use your factual notes to refer to specific examples from the lesson

You can use questions: ‘Why did you…’

Allow the teacher to talk about his/her perceptions, and explain his/her thinking.

Be a good listener.

Keep coming back to the agreed focus.

Continued on next slide

Post observation feedback discussions

23

•Don’t quibble; keep to the big issues.

Don’t just hint at problems: that’s unnerving for the teacher. If it’s difficult to say, then pave the way by describing what actually happened and by asking a direct question.

Agree if there are any actions to be taken.

Finish by recapping the many positives and summarising the one or two points for improvement or action.

Be honest and remember, the aim is to say something that will make a positive difference

Post observation feedback discussions

24

Lesson Observation and Feedback

Watch a short clip from part of a Y7 English lesson

Make notes that you can use to offer constructive feedback to the teacher

In pairs, role play the subsequent discussion

Handouts 16,17, and Self Review might be useful

25

Tricky situations

Schools are complex institutions and lessons are complex interactions. For this reason, tricky situations can arise.

Look at Handout 18 and complete the task. Work in pairs or small groups for about 8 minutes on two of the cards.

Do you have any more examples yourselves?

Finish by listing some key principles that could guide an SL in any tricky situation

26

Gap Task: report back next term on a lesson observation/feedback and what you did to make it as effective as possible.

Course Eval

27

In small groups, discuss the following points:

How do you currently support teachers' planning in your department?

Does this involve all teachers' or only some (e.g. NQTs, non-specialists)?

How often do you support teachers' planning?

Does it include individual discussions with teachers, or collecting in planning sheets, or a combination of the two?

What are the key benefits of doing this?

What have been the biggest problems with supporting teachers’ planning?

Are there particular issues for small departments?

Task – supporting teachers’ planning

28

Role of the Subject Leader in Reviewing Teachers’ Planning

Role of the SL is to support their staff in monitoring the quality of their lesson planning so that good learning takes place

The SL should also ensure that planning meets the needs of the different audiences identified earlier

29