Transcript Developing a self-evaluation culture

Raising Your
Game in Your
Subject Area
Geoff Barton
Head, King Edward VI School, Suffolk
Download today’s presentations free @ www.geoffbarton.co.uk/teacher_resources
(Presentation 49)
Approach:
RHETORIC
REALITY
5 PROVOCATIONS
The Things that Great
Subject Leaders Always Do
Despite the Changing
Landscape
RHETORIC
The core purpose of the subject leader
Subject leaders provide professional leadership and
management for a subject to secure high quality teaching,
effective use of resources and improved standards of
learning and achievement for all pupils.
TDA
Key outcomes of subject leadership:
•Pupils – Sustained improvement , know purpose of activities, are enthusiastic
•Teachers – Have enthusiasm, shared aims/policies, plan/teach appropriately
•Parents – Informed of child’s achievements, targets and how to support
•Head teachers – Understand needs of subject, make informed decisions
•Other adults – Are informed and able to play a supporting role
TDA
Professional knowledge and understanding
Subject leaders will know/understand …
•Subject links with whole school priorities
•Statutory requirements for the subject (including
assessment)
•Characteristics of high quality teaching in the subject
•Up to date evidence from research and inspections about
the subject
•How to use data / other assessment information to set
standards
•How to develop cross curricular aspects eg ICT, literacy,
PSHE, Citizenship
TDA
Skills and attributes:
•
•
•
•
Lead and manage people to work to common goals
Solve problems and make decisions
Make points clearly and understand views of others
Plan time effectively and organise self
TDA
Key areas of subject leadership
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Strategic direction and development of the subject
Analyse relevant information to inform policy, plans, practice
Involve staff in establishing plans for the development of subject
Monitor progress made against plans and expectations
Teaching and learning
Ensure curriculum coverage, continuity and progression
Ensure teachers are clear about objectives and share these with pupils
Guide staff on teaching approaches
Ensure information on pupil achievement is used to secure good progress
Set expectations for and evaluate pupil achievement and quality of teaching
Use evaluations to improve teaching
Establish partnership with parents / links with community
Leading and managing staff
Establish constructive working relationships (with colleagues, pupils)
Appraise staff as in school policy
Audit staff training needs and lead/arrange training
Work with SENCO to match work to pupils’ needs
Efficient and effective deployment of staff and resources
Advise head teacher on staff/resource needs/deployment
Ensure efficient and effective use of resources
Create a safe, effective and stimulating learning environment
TDA
DCSF
Recent research has found that:
•Middle leaders have a vital role in sustaining and developing all
pupils’ learning experiences and achievements and raising
standards for all
•Senior leader teams need and expect all middle leaders to be
engaged in whole-school developments
•The most effective schools have leadership that stretches
beyond the senior team and includes various levels of
leadership within the school
DCSF
Ofsted has said of subject areas where practice is
effective:
•there is a systematic approach to the monitoring of teaching
and learning and of progress in implementing action plans
•departments evaluate regularly and pupil progress data is
routinely analysed
•there are clear lines of accountability and the structures for
performancemanagement are known, understood and
implemented
•senior leaders support departments with planning, training and
observation
•analysis of pupils’ performance has improved and targets are
set for individual pupils, validated against previous results
•underperformance is tackled promptly and rigorously.
Ofsted
Main Findings:
1 Middle leaders (subject leaders, middle managers,
heads of department, curriculum co-ordinators) play a
crucial role in developing and maintaining the nature and
quality of the pupils’ learning experience, but the ways in
which they do this are strongly influenced by the
circumstances in which they work.
2.There is a very strong rhetoric of collegiality in how
middle leaders describe the culture of their departments
or responsibility areas, and the ways they try to discharge
their responsibilities. However, this is sometimes more
aspired to than real, and it may sometimes be a substitute
term for professional autonomy.
3.
•Middle leaders tend to show great resistance to the idea
of monitoring the quality of their colleagues’ work,
especially by observing them in the classroom.
•Observation is seen as a challenge to professional
norms of equality and privacy, and sometimes as an
abrogation of trust.
•Subject leaders who managed to introduce some sort of
classroom observation procedure did so as a
collaborative learning activity for the entire department
rather than as a management activity for the subject
leader.
4.
•Subject leaders’ authority comes not from their position
but their competence as teachers and their subject
knowledge.
•Some primary subject co-ordinators doubted if they had
sufficient subject knowledge, which made it difficult for
them to monitor colleagues’ work.
•However, high professional competence did not appear
to carry with it the perceived right to advise other teachers
on practice.
5.Subject knowledge provides an important part of
professional identity for both subject leaders and their
colleagues. This can make the subject department a
major barrier to large-scale change.
6.Senior staff expect middle leaders to become involved
in the wider whole-school context, but many are reluctant
to do so, preferring to see themselves as departmental
advocates. This is exacerbated by the tendency of
secondary schools, in particular, to operate within
hierarchical structures, which also act as a constraint on
the degree to which subject leaders can act collegially.
The core purpose of the subject leader
Subject leaders provide professional leadership and
management for a subject to secure high quality teaching,
effective use of resources and improved standards of
learning and achievement for all pupils.
TDA
RHETORIC
REALITY
The Things that Great
Subject Leaders Always Do
Despite the Changing
Landscape
5 PROVOCATIONS
Beacon Schools
Super Heads
Training Schools
Consultant Heads
Coasting Schools
Executive Heads
1 Schools are becoming immune
to school improvement
London Challenge
National Challenge
Leading Edge
Consultants
Gaining Ground
Leading Light Schools
National Strategies
School improvement partners
Trust Schools
2 More of the same =
more of the same
3 There’s no cavalry
4 Harold Wilson was right
5 To a worm in horseradish the
world tastes of horseradish
The Things that Great
Subject Leaders Always Do
Despite the Changing
Landscape
5 Words
1 Image
Visible
Optimistic
Work
Hungry
Resilient
1 image
Raising Your
Game in Your
Subject Area
Geoff Barton
Head, King Edward VI School, Suffolk
Download today’s presentations free @ www.geoffbarton.co.uk/teacher_resources
(Presentation 49)
Developing
Effective Teaching
& Learning
Geoff Barton
Head, King Edward VI School, Suffolk
Download today’s presentations free @ www.geoffbarton.co.uk/teacher_resources
(Presentation 49)
An Evaluation Culture
Developing a self-evaluation culture
Whole-school culture:
Some opening assumptions
Michael Fullan:
“20 years in teaching is … 1 year, repeated 20 times”
Developing a self-evaluation culture
Whole-school culture:
Some opening assumptions
•
•
•
•
•
•
Good teaching is a set of learnable skills, not a God-given gift
Performance management is about performance
We should encourage experimentation and occasional disasters
We should be intolerant of mediocrity
A genuine evaluation culture builds improvement
Real change comes from within
Developing a self-evaluation culture
Whole-school culture:
Some opening assumptions
1. Map out the essential skills of teaching / tutoring /
behaviour management are for your own context
2. Build everything else around them
3. Use evaluation to monitor impact
4. Use self-evaluation for teachers to reflect on their own
improvement
Developing a self-evaluation culture
THREE GURUS
Carol FitzGibbon (Durham):
Get data into school life, without necessarily doing
anything with it
Developing a self-evaluation culture
THREE GURUS
John MacBeath (Cambridge):
“We should measure what we value, not value what we
can measure”
Developing a self-evaluation culture
THREE GURUS
David Reynolds (Exeter):
“Within-school variation”:
Aim to be a ‘high-reliability’ organisation …
Developing a self-evaluation culture
Such complex social organizations as air traffic control towers
continuously run the risk of disastrous and obviously
unacceptable failure.
The public would heavily discount several thousand
consecutive days of efficiently monitoring and controlling the
very crowded skies over Chicago or London if two jumbo jets
were to collide over either city.
Through fog, snow, computer-system failures, and nearby
tornadoes, in spite of thousands of flights per day in busy skies,
such a collision has never happened above any city, a
remarkable level of performance reliability …
Developing a self-evaluation culture
… By contrast, in the U.S., one of the most highly educated
nations on earth, within any group of 100 students beginning
first grade in a particular year, approximately 16 will not have
obtained either their high school diploma or a General
Education Development certificate 12-13 years later.
In Britain, just under half of all 16-year-old pupils will not have
the benchmark of 5 or more high grade public examination
passes in the national system. Obviously, many nations have
even lower levels of educational performance.
Developing a self-evaluation culture
Creating a self-evaluation culture:
Tools for school evaluation:
• Student performance data - results, targets, etc
• Staff, parent, governor feedback
• Ethos data
• Questionnaires and focus groups
• Faculty reviews - inc observation sheets
• Self-evaluation
Staff Evaluations …
1 How would youate
r the performance
of our computer system?

2 How helpful has the ICT Support
Team been?

3 How well have we managed cover?

4 How would youate
r student
behaviour?

5 How visible has the leadership team
been?
6 How would youate
r Geoff BartonÕs
leadership?
7 Has a member of the leadership team
visited your tutor group?

8 Has a member of the leadership team
visited one of your lessons?

9 Are expectations on unif orm clear?
10 Are our expectations about
behaviour clear?

11 Do you findMondaystaf fbriefings
useful?
12 D o you findthe B arton Bulletin
useful?
13 Do you findthe weekly bulletin
useful?
1
(low/poor)
2
3
4
(high/good)
0
2
5
18
45
56
50
24
2
2
2
0
8
2
2
6
19
30
26
11
29
37
56
45
60
78
67
55
23
25
6
9
6
7
2
0
27
29
8
5
YES
60
86
47
59
93
91
82
93
52
46
49
66
NO
40
14
53
41
7
9
18
7
15
18
41
29
92
97
93
96
94
98
8
3
7
4
6
2
9 Are expectations on unif orm clear?
93
91
82
93
7
9
18
7
92
97
93
96
94
98
84
98
32
78
8
3
7
4
6
2
16
2
68
22
98
2
97
100
71
3
0
29
Shorter?
The same?
Longer?
54
40
46
6
54
81
19
10 Are our expectations about
behaviour clear?

11 Do you findMondaystaf fbriefings
useful?
12 D o you findthe B arton Bulletin
useful?
13 Do you findthe weekly bulletin
useful?
14 Do you feel well inf ormed about
thingsthat are happening inschool? 
15 Do you attend too many meetings?
16 Do meetings help you to do your
job better?
17 Are curriculum team meetings
useful?
18 Are tutor team meetings useful?
19 Are support staf fbriefings useful?
20 Should we stop selling all unhealthy
f ood and drink?
21 Next year shouldtutor time be É
22 Do you like the sandwiches
provided for paren tsÕ evening
s?
23 Do you findassemblies interesting?
Routine monitoring …
TUTO R GRO UP:
Do all st udent s have
coats off?
Are st udent s wearing
proper school
sweat shirt /polo
shirt ?
Are all st udent s
wearing shoes (ie no
t rainers except wit h
doctors’ not es)?
Is jewellery
accept able (ie no
facial piercings, no
bracelet s, only t hin
met al necklaces)?
Is th e tu to
r…
T alking ot st udent s?
Signing planners?
T aking t heregist er?
Doing admin?
Ot her?
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
 Yes
 No
Tutor group spot-check
Week be ginning 17 / 1 / 5
24 tutor groups were visited
Heads of Year have individual results
Do all students have coats off?
Are they wearing correct school
sweatshirt/polo shirt?
Are they wearing shoes (not trainer s)?
Is jewellery acceptable?
Is the ethos positive and purposeful?
YES
79%
96%
100%
88%
88%
Cover work set on appropriate form
Cover work left in staffroom tray
Work was clear t o follow for you
Éa nd for students?
Necessary materials were available
Lesson objective set
Work seemed appropriate
Any comments (eg student behaviour / display
/ clarity of instructions, etc):
Planners
Name
TG
Cover
clean*
H-S-A
signed
All dates
com pleted
Parent signed
last 3 weeks
Liam Askew
9WD
No
Yes
Yes
Leon Brown
9WD
No
Yes
No
Yes
Sim on Crack
Yes
Tutor signed
Last 3
weeks
No
Letter / hwk
boxes used
Occasionally
Hom ework
consistently
written in
Yes
Yes
Yes
Yes
Occasionally
Yes
No
Yes
Yes
Rarely
No
Com m ents on
hom ework
English - none for 4
weeks
Bio – none for 5
weeks
Tech – none for 4
weeks
Maths – none for 6
weeks
Bio – none since
Novem ber
Hum s erratic
No of
com m endati
ons
67 – but lots
without
stickers
66 - ditto
18
ame
Book sampling…
Year /
Set
Teacher
Cover
clean
YN
Hom ework
evident
YN
Hom ework
m arked
YN
Presentation
GFP
Types of writing
Elsom
TORY
9
WD
Y
Y
Y
G



Robotham
TORY
9
WD
Y
Y
Y
G



Thinking
Notes
Extended
9
YE
Y
Y
Y
G


Notes
Exercises



Notes
Exercises
Some extended
work
ey Ward?
GRAP HY
Simpson
GRAP HY
9
HS
Y
Y
Not
consistently
G
Thinking
Notes
Extended
General com m ents
Clearly sequenced,
challenging, high-level;
exemplary feedback Ğ
positive, precise, personal
V diffe rent ability of
student Ğbut same strong
expectations; tangible
progress instudentÕs
work; supportiv
e, positive
marking
Good positive feedback;
evidence of regular
marking; good range of
writing
Clear and well-used
overall; good to note some
extend worrk;marking
appears to end inlate Sept
Focus groups run by Governors…
What is it like to be a tutor here?
Good bits of the job:
Frustrations:
Good Year Teams
Good communication with Year
Team
Trainees are helpful
Role will be strengthened by
learning plans / target-setting days
Lack of time
Amount of admin
Always dealing with the same
students
What is it like to be a tutor here?
What impact do you have on students and how do you know?
•Informal feedback from students – eg a disruptive student who
admitted privately that he wants to do well
•Seeing decreasing number of referral slips
•Can feel a sense of progress
How would we improve?
•Year 12 mentoring can be inconsistent – role of mentors not
always clear – but principle of them is good
•Small minority – importance of planners not recognised by
students/parents
Heads of Year …
What are the key ingredients in an effective tutor?
•Know and care about students in their tutor groups
•See monitoring and target-setting as a core part of their job
•Understand the need to work with students on skills beyond
the classroom – emotions, motivation, social skills, courtesy,
how to speak appropriately in difficult circumstances
•Are well organised and manage time well
•Listen actively
•Pay attention to small details – courtesy, thanks, etc
•Treat poor behaviour as simply a choice and good behaviour
as a characteristic
•Apologise when they do something wrong or inappropriate
•Catch students being good far more than they catch them
getting it wrong
•Have genuine interest in students’ lives and experiences
Faculty reviews
1 Do you feel supported in your work within the Faculty?
very
mostly
not very
not at
all
mostly
not very
not at
all
mostly
not very
not at
all
mostly
not very
not at
all
2 Do you feel supported in your work within the school as a whole?
very
3 Do you feel that there is a clear vision within the Faculty?
very
4 Do you feel involved in the development of the Faculty?
very
5 What currently impedes your work?
6 What should be the FacultyÕs main priority over the coming year?
Alw ays
1. My teaching approaches and planning have
taken account of the presence of TAs
2. The work of TAs has encouraged student
independence in my classroom
3. TAs working in my classes have ensured
that students remained engaged throughout
the lesson
4. TAs have been encouraged to of fer
feedback to me about classroom
arrangements
5. I kno w and have taken account of the
curriculum strengths of TAs
6. TAs have been involved in the planning of
specific lessons
7. I have hade the opportunity to meet outside
the classroom with TAs who work in my
classroom
8. TAs have contributed positively to the
management of the class
9. I have been pleased with the work of TAs in
my class
10. I am aware of the special needs of the
student(s) who have been supported by TAs
Usually
Som etim es
Neve r
Student Evaluations …
Student …
1 Do you e n joy be i ng at sch ool?
Never
13
Rarely
25
Mostly
53
Always
9
Never
10
Rarely
18
Mostly
67
Always
5
3 Do you th ink be h aviour h ere i s good?
Yes
69
No
31
4 Are our expe ctati on sabout be h aviour cle ar?
Yes
86
No
14
5 Are our expe ctati on sabout uniform cle ar?
Yes
78
No
22
6 Do you fe el you are tre ated wi th re spe ct?
Yes
65
No
35
7 Do we gi ev e n ou gh rpai sean d e n couragemen t?
Yes
49
No
51
Yes
74
No
26
2 Do you fe e lproud of be i n gat th i s
sch ool?
Attitudes to learning
1 What grade did you get in English?

English Literature?

2 Think of all the subjects you studied last year. Circle one of the numbers below to show
where you would place English in a rank order of the subjects you studied
1 (high) 2 3 4
5 6 7 8
9 10 (low)
3 Without naming teachers, please name ONE thing you liked most about English lessons
4 Without naming teachers, please name ONE thing you liked least about them
5 Looking back, how did you feel about your usual group for English for É
(a) getting on with other people?
(liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)
(b) learning effectively?
(liked it a lot) 1 2 3 4
5 6 7 8
9 10 (liked it a little)
Of allthe ways the teacher gets you to learn about things which do you enjoy the most?







Activities Ğ not writing, nothing intimidating. More discussion, needs to be variety (maths now =
all from books)
Biology =copy from board Ğ donÕt eve
n read it
VAKi in French to analyse own learning
If teachers drone on = some of us donÕthave the attention span
Unfairness about time given to complete coursework ie some = meet deadlines. Others = 3 months
late so have extra 3 monthsto work on it
T oo many tests in short space of time
W ould help if different subject teachers could talk to each other so we do not get all coursework
assignments at thesame time.
Of allthe ways the teacher gets you to learn about things, which do you enjoy least?



Vague questions that you donÕtknow what it means
I think we should be setted for English because it could be more challenging too long on one piece
of work would be helpful , disruptive people were in difficult group
Humanities Ğ go round and round in circles because donÕthave specialist teachers. Spend time
trying to manage behaviour
S tu de nt perce pti on i n tervie ws
Ye ar 9
4 girls
4 boys
Sets: 1 4 2 3 1 3 2
Rank order: 8 7 3 3 9 3 10 3
W h at do you like abou t MFL le sson s?W h atacti vi ti e sdo you e n joy? W h y?
 Fun, like ICT interactive whiteboard, playing games, practical and group work
W h at





actiivti e sdo you not enjoy? W h y? W h at do you fi nd di ffi cult? W h at would h elp?
T ests Ğ some are useful and some are not
P ractical lessons are good
DonÕt like teachers constantly talking in French. I get behind and de-motivated
DonÕt like having to speak in front of the class Ğ feel under pressure and worried
P anic when asked t o speak and donÕt know how
How



do you le arn be st?W h at h elps you le arn in oth er le sson s?
Objectives are sometimes set Ğ but doesnÕt make any difference
I like t o have some group work and some formal writing
Reinforcing the talking with writing rather than just talking and then moving on and talking
some more
 Group work
 Games
 When behaviour is good. Behaviour is good in languages
How
-
do you fe el duri ng MFL le sson s?W h atmake s you fe el th i sway?
Bored Ğ 1 student
Interested Ğ 1 student
Enjoy Ğ 1 student
Tired Ğ 1 student
DonÕt know Ğ 4 students
Consensus from interviews - languages is ÒokÓ but not a subject which student s would wish t o
choose t o take further. Group consensus that about 30% of the lessons are enjoyable. Most students
preferred languages in the Middle School Ğ more practical, games, etc
What for you is the most important ingredient in a good
lesson?
Enthusiasm of teacher
Fun
Good class control
No disruptive students
Practical activities
Teacher interested in the subject
Sitting with a friend
Clear instructions and
expectations
What do teachers do that helps you to learn well?
Talk less and let us get on with work
Teaching us techniques for learning and
revising
Practice papers
Explain things clearly
Acknowledge different kinds of learners
Praise us
Basic ideas about how to do things
Providing lunchtime sessions
Teach me in a way that I understand
What one thing would you do to improve this school?
Longer breaks
More trips
Don’t give coursework at the end of term
Tougher line on disruptive students
More guidance with coursework
Stop giving detentions for trivial reasons
Smarter uniform
Regular teacher evaluations by students
Clone Mr Green
Be more relaxed about uniform and jewellery
New headteacher
Hotline to support students who are struggling
Shorter lessons
Bus to Newmarket
Longer lessons
Fewer questionnaires!
Don’t have such high expectations of students
1: Think of people in music, media, sport, politics.
Who do you see as positive role-models?
Michael Jordan; Johnny Wilkinson; Richard
Branson; Marcus Trescothick; Gary Lineker;
David Beckham; Paul Merton; Tiger Woods;
Slash; Thierry Henry; Bob Geldof; Rolling Stones
2: Think of teachers who motivate you most
successfully. What do they do?
Mr G - funny; tells us what we need to know; knows his stuff
Mr W - teaches well; encouraging; takes no rubbish from anyone
Mr W - honest; encourages everyone, not just the best
Mr P - energetic; makes lessons active
Mrs C - lively; fun
Mrs W - explains clearly; not patronising.
3: How could we encourage you to take on
leadership responsibilities around school?
•Give everyone in Year 11 someone to look after in Year 9
•Give us more responsibility
•Get us teaching younger students - eg how to play the guitar
•Better rewards policy
•Extra privileges
•Give us more say
•Rewards - eg non-uniform
•Let us run clubs.
4: Put these in rank order:
•Lessons
•Breaks / lunchtimes
•Extra-curricular activities
•Weekends
100% like weekends best
79% like lessons least (98% in bottom two)
50:50 split between breaks / extra-curricular
Parent Evaluations …
1 My child likes school
2 My child is making good
progress
3 Students behave wel l
4 My child is not bullied or
harassed at school
5 Teaching is good
6 I am kept wellinformed about
how m y child is getting on
7 I feel com fortable about
approaching the school with
questions or a problem or
com plai nt
8 Staff expect m y child to work
hard and do hi s or her best
9 The school is led and managed
wel l
10 Staff treat m y child fairly
11 The school seeks the views of
parents and takes account of
their suggestions and concerns
Strongly
agree
43
57%
Agree
Disagree
50%
36%
7%
Strongly
di sagree
7%
-
DonÕt
know
-
23%
22%
57%
64%
14%
-
6%
7%
6%
29%
23%
64%
50%
27%
-
7%
-
23%
57%
20%
-
-
50%
50%
-
-
-
50%
43%
-
-
7%
23%
7%
69%
67%
13%
-
8%
13%
PARENTSÕ EVENING FEEDBACK
We would welco me your feedbac k about this evening. Please hand this slip to
students at the Reception desk in the Foundat ion Room
1
I h ave found th e e ve n i n g:
o very informative o mostly informative o slightly informative o not informative
2
The organisation was
o excellent o good o fair o poor
3
Two key messageswere given by
o all teachers o most teachers o few teachers o no teachers
An y oth er comme n ts?:
Developing a self-evaluation culture
QUESTION TIME
1. So how high are standards in your subject? How do you
know?
2. How do students on FSM do compared to their counterparts?
3. If I asked a Year 10 student her target-grade, would she
know it?
4. Does a teacher in your subject know what a good or
outstanding lesson looks like, and how to move from one to
the other?
5. How good is your leadership?
BONUS:
Would you be happy for your child to be taught in the class of
everyone in your team?
Developing a self-evaluation culture
Thinking and planning time
1. Which bits of self-evaluation are you currently
doing well (eg is there an established selfevaluation culture across your team)?
2. What could you do more of (eg is self-evaluation
for accountability rather than improvement)?
3. What 3 things should you and your team do next
(and how will you make them happen)?
Developing a self-evaluation culture
The essential skills of good teachers
Knowing what good
teaching and good
learning look like
Readi ng
Eg:
Essential
Literacy
Writing
Use layout and language
Be clear and explicit
to make texts accessible Ğ about the conventions
eg white space,
of the writing you expect
typographical features,
from students Ğ eg
summaries, bullets, short
audience, purpose,
paragraphs
layout, key words and
phrases, level of
formality
Using a range of strategies Providing assessment
to support studentsÕ
criteria and models of
reading Ğ eg reading aloud,
appropriate text types
key words and glossaries,
word ban ks, display, paired
reading, talking about texts
before answerin g
Spelling Ğ marking no
Using shared
more than 3-5 key
composition to show
spellings per work, writing
students how to write
the correct spelling in the
margin with the error
identified; students putting
these into spelling pages in
the middle of exercise
books; usin g starters /
word games / mnemonics /
display / rules / words
within words to support
studentsÕ spelling
Speaking & listening
Using a variety of
groupings for structured
talk Ğ pairs, same-sex,
friendship, triads, ability
groups
Setting objectives for talk
and providing language
models Ğ eg level of
formality, key words and
phrases
Providing alternatives to
traditional Q&A
approaches Ğ eg open
questions, thinking time,
big questions, no-hands,
paired consultation time,
dealin g with answers,
prompts, answer starters
Developing a self-evaluation culture
The essential skills of good teachers
Describe the lesson:
focus on learning
Strengths and
weaknesses
Ofsted grade?
Steps to success ..
1. Be intolerant of mediocrity
2. Start with the end in mind: how will you know how well
you’re doing
3. Don’t underestimate the power of ‘tin-opener’
evaluation drip-fed constantly
4. The job is to improve teaching & learning
5. Children matter more than baked beans
Developing
Effective Teaching
& Learning
Geoff Barton
Head, King Edward VI School, Suffolk
Download today’s presentations free @ www.geoffbarton.co.uk/teacher_resources
(Presentation 49)