Developing a professional culture: leaving lesson grades behind

Developing A Professional Culture

Leaving lesson grades behind

1. Overview of the leadership & management

2. What it is like in practice

Context

Special Measures• Below floor achievement and attainment

• Typically poor quality of teaching

• Little innovation – hardly ever observing each other

• No culture of sharing – working in isolation

• No conversations about learning

• No analysis of teaching – non judgemental data

Quality of teaching

InadequateSatisfactoryGoodOutstanding

What did we do?

• Appointed an Iris Lead teacher

• Developed role to become AHT for Appraisal & CPD

• Set SIP targets for use of the camera

• Embedded Iris with Appraisal targets

Iris Impact

• Inadequate teaching eradicated

• Needed to move satisfactory to good

• Wanted outstanding aspects to become typically outstanding overtime

Context

Broadford Primary is an exciting and dynamic place to

learn

Ofsted• Teaching across the school, from the

Nursery to Year 6, has a significant impact on learning

• Pupils say they love coming to school because lessons are challenging and fun

• Teaching has improved significantly since the last inspection because the headteacher has established very high expectations for both staff and pupils

Lesson Grades• Time between observations too long

• High stakes grading – became about the lesson, not learning over time

• Insufficient development for all teachers

• Small action points – marginal gains

• Build a professional culture

What next?Ensure that teachers consistently teach outstanding lessons by sharing excellent practice to help each other refine their performance and increase their already high levels of achievement in reading,

writing and mathematics.

Professional Culture

My role

What does it mean?• Established staff values: innovation &

accountability

• Iris Cameras vital tool for reflective teacher

• Built up culture of sharing, talking about teaching, always looking for tweaks

• Empowered teachers to take ownership of development

JLT• 22 staff – 30% UPS & M6 teachers

• Opportunity for whole school impact

• Lead use of Iris initially – coaching/sharing

• Now it is about better analysis of videos

Staff Targets1. Set half

termly

2. Teachers choice

3. Linked to Iris and action points

Impact

Self PerceptionTeacher Talk:“I had always been having feedback that I talked too much in my lessons. Each time I felt I had acted on it, only to be given the same targets. Then I watched myself on the video. I couldn’t believe it… I didn’t shut up. Even my daughter said how much I was talking.”

Good to GreatMeasuring pupil activity:“In our writing starters I always thought that the ratio of my input to pupil activity was 10:90

When I used the counters I found that I was leading as much as 40% of the session – feedback needed to be much snappier”

Proactive

“There have been times when I have forgotten to book the Iris camera… so I get me TA to video me with the iPad. I can then share these sessions with my coach and look at specific aspects of my teaching”

Other usesRoom layout and pupil choice:“In the mornings we didn’t appreciate how the children access the different activities. Seeing how they tended to behave led us to change the layout of resources and promote different experiences.”

Ownership

Set your own targets

Conduct your own research

Share with chosen colleagues

Analyse in detail

Investment

Juan

Adam

Any Questions