SCHOOL IMPROVEMENT

PROJECT J E N I J O H N S O N

W C P S

NPQMLHigher ability writers leaving FS2 made less progress across Key stage 1 than other ability groups.

-My own classroom

-Visible learning

-Dispositions for learning

WHAT IS A RUBRIC?

EEF Teaching and Learning Toolkit Feedback is extremely cost effective and has high impact on pupil attainment.

Ron Berger 2014 “Not only does a rubric empower students with the understanding of where they need to go as learners and how to get there but it also builds independence, critical thinking skills, perseverance and self-reflective understanding”

SETTING UP THE PROJECT

• Action plan – RAP

• Shared with the Y1 team and leadership team

• Baseline data

WHAT NEXT? 

Shared culture Teaching and learning at the heart of the project.

Modelling excellence and welcoming colleagues into my classroom to observe my own use of rubrics and to inspire a new way of thinking in the team.

Shared DialogueLearning centred leadership - creating opportunities to talk about teaching and learning Transparency

LEADING THE TEAM

Working as a team to adapt and innovate the approach, using further coaching sessions, joint planning, team teaching, sharing of resources and a chance to observe my practice to support their evaluation and continued development of the approach in their own classroom.

THE IMPACT• Increased progress for the higher ability writers • Consistent and effective use of rubrics in all classes.

• The vision I set out at the start of the project had been fulfilled as a team

• Colleagues are now motivated and confident in using the rubric tool in their everyday practice.

• Moving forward to transition

BEYOND WCPSExternal validation from school visitors, school enquiries. Working alongside Ronnie Woods and Alistair Smith.

Rubric day! Coached individuals to develop effective use of this tool in their own practice and supported the development of the tool in other schools.

THANK YOUANY QUESTIONS?