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Suffolk LLE Professional Development Day March 2012 Achieving Excellence Together Programme Welcome LIS service priorities 2012-13 and the LLE role Looking beyond Suffolk – opportunities for LLEs Sharing experiences Coffee An example of effective school to school support: LLE handbook Lunch The new Ofsted framework Judging the quality of teaching using the new framework Skills Workshop: analysing and judging the impact of teaching over time Evaluation, items for future PD days LIS Service Priorities 2012-13 Performance Partnership Equality and achievement System leadership Engaging with all schools/providers The role of LLEs Read through the priorities Discuss where LLEs have a key role What are the implications for LLE work/CPD? Opportunities for LLEs – beyond Suffolk Lead visits of headteachers and school leaders to other LAs Report on findings/case studies Develop research projects in Suffolk Sharing Experiences What has gone well Barriers and Issues What needs doing differently Implications for future work Coffee An Example of Effective School to School Support LLE Handbook Agreeing the plan Models of Support Guidelines for supporting school improvement – key questions Appendices LLE Forms! Step 1: Agreement (appendix B) Send to Rosie Step 2: Log of support Teachers’ action plan Step 3: Evaluation (appendix C) Send to Rosie on completion LUNCH New Ofsted Framework Proposals - Michael Wilshaw Speech focus more on schools that are not yet good doing away with the word ‘satisfactory’ four judgements – outstanding, good, requires improvement and special measures reinspect schools that ‘require improvement’ more quickly A good school should have at least good teaching an outstanding school should have outstanding teaching schools previously judged outstanding might be subject to a review of that status at some stage in the future introduce unannounced school inspections from September 2012 Judging the Quality of Teaching – Overview of Session 1.15 – 1.45 Judging the quality of teaching using the new Ofsted Framework 1.45 – 2.15 Lesson observation, using the new framework criteria 2.15 – 2.30 Judging overall effectiveness – 5 scenarios Quality of Teaching – Key Criterion The key criterion for judging the quality of teaching in an individual lesson is the quality of learning and progress taking place. Quality of Teaching – Main Areas of Focus Needs of all pupils and groups should be met, with a particular focus on SEN - see Sheet 1 Expectation that teachers will adapt the lesson to respond to pupil feedback during the lesson Judgement includes the contribution of assessment, marking and homework to learning Quality of Teaching - Main Areas of Focus Judgement includes the impact of teaching on learning across the curriculum but with the emphasis on communication, reading, writing and maths Greatly increased emphasis on the use of phonics to support learning in reading – see Sheets 2 – 5 Quality of Teaching - Main Areas of Focus The new framework emphasises the need to judge the impact of teaching on pupil achievement over time – schools need evidence of the wider perspective and not just lesson observations – see Sheets 6 and 7. The Inspection Process Synthesis of data and other evidence is provided through the PIB – See Sheet 8. Note need for a good quality revised SEF. Lesson observations, some paired, to validate the school’s judgement about the quality of teaching Meetings with pupils to discuss their typical experience of learning – inspectors to select groups The Inspection Process Evidence from work scrutiny Meeting with key leaders to assess their judgements about the quality of teaching over time. School needs to have evidence to support judgements about the impact of teaching on pupil achievement over time, including overall evaluation, strengths and weaknesses, key features, impact of initiatives. Team to reach a judgement, taking account of all the evidence. Judging an individual lesson Using the new criteria, judge the quality of teaching seen in the lesson clips – see Sheet 9. Remember that the criteria provide a guide and should be used as a “best fit” model, rather than a tick list! Discuss your judgement with a partner. Judging Overall Effectiveness 5 scenarios to judge – see Sheet 10 Skills Workshop Analysing and Evaluating the impact of teaching over time Richard Nichols and Judith Mason Common Features of ‘Stuck’ Schools Focus on too many things – doing a lot and working hard SLT often not clear of their roles HT holding too much for themselves Defensiveness of staff Inconsistent quality of teaching – often too much satisfactory Lack of monitoring and follow through Tick box mentality PP meetings and PM not linked Over reliance on interventions and ‘catching up’ improvements made but not sustained Common Features of ‘Stuck’ Schools Ofsted Key Issues not central to school improvement Holding senior and middle leaders not sufficiently held to account HTs and leaders not able to articulate impact of their leadership Triangulating evidence – teaching/pupils work/attainment and progress data Expectations not high enough Insufficient follow through e.g. CPD needs Time management issues Lack of reflection and adjustment