Transcript Raising Your Game Whole-School Leadership of Teaching & Learning Whole-School Leadership of Teaching & Learning Geoff Barton Head, King Edward VI School, Suffolk Thursday, November 05, 2015 Download presentation.

Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Whole-School Leadership of
Teaching & Learning
Geoff Barton
Head, King Edward VI School, Suffolk
Thursday, November 05, 2015
Download presentation at: www.geoffbarton.co.uk
(Presentation 106)
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Today: the content …
Session 1:
Exploring the current landscape:
Principles of great teaching & learning
Session 2:
Re-visiting the basics: how to make
literacy happen in every classroom
(a case study in leadership for learning)
Session 3:
What teaching looks like and how to keep
improving it
Session 4:
Grasping nettles
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Today: the approach …
www.geoffbarton.co.uk/teacher-resources (106)
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Early provocations …
• Why are you here?
• What are you hoping to get out of
today?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Early provocations …
1. Get ideas to take back to school
2. Network & solidarity
3. Recharge
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Background
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Ground-Rules
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Old Joke
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Q: What’s the collective noun
for a group of headteachers?
A: A ‘lack’ of principals
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
A: A ‘lack’ of principles
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
"If you do what
you've always
done, you'll get
what you've
always got"
Bill Clinton
US President, 1993-2001
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
“Those who
stand for
nothing fall for
anything”
Alexander Hamilton
Founding Father, 1755-1803
Might we be moving
towards a
post-Ofsted,
post-test-obsessed,
post-gimmick-ridden
era …?
REAL teaching
REAL learning
REAL research
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
3
Talking-Points
1
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Teaching
1.
2.
3.
4.
5.
6.
Who’s the most effective teacher at your
school? How do you know? Who’s least
effective?
Which Department/Subject is most
consistent? What are its key ingredients?
Do they know you would be identifying
them?
How important is ‘being interesting’?
How important is subject knowledge?
Where are you in the ‘lesson observation &
teaching quality’ debate?
2
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Learning
1.
2.
3.
4.
5.
What does the most effective learner at
your school do? Think of a Pupil Premium
students who isn’t effective: what are the
main barriers s/he faces?
Are we angry enough that only 50% or so of
students leave school with C in English and
Maths? What are we doing about it?
Does ‘more of the same’ actually make
them get worse?
What more innovative approaches are we
using?
Are you teaching resilience and character?
3
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
The Leadership of Learning
1.
2.
3.
What’s the one thing in the past year /
month / week that has had the biggest
impact on improving teaching at your
school?
How have you responded to weaker
teachers: have they been ‘covertly’ or
overtly managed?
What impact does appraisal have?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Ben Levin:
We need to distinguish change from
improvement.
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Ben Levin:
I put teaching and learning practices far
ahead of curriculum as a means of
improving student outcomes and believe
that the emphasis on curriculum in
many places has not been the best
priority for limited time, energy and
resources.
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Ben Levin:
Writing new curricula or writing
performance objectives is not a good
way to use teachers’ time in comparison
with improving daily student
assessment practices or learning new
pedagogical practices
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Ben Levin:
The curriculum matters less than quality
of teaching, as shown by the very
significant differences in achievement
from one teacher to another in the
same course or curriculum
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Ben Levin:
Myth that you have to address students’
personal problems before you get to
their learning: “as more kids learned to
read and were successful, behaviour
problems declined precipitously”:
“good teaching was the best
strategy to improve student
behaviour
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Graham Nuthall:
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Graham Nuthall:
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Graham Nuthall:
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Graham Nuttall:
“Research shows that faith in being able
to judge the quality of teaching by
observing is largely misplaced … The
same teachers working with different
students may perform quite differently”
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
1. Content knowledge (Strong evidence of
impact on student outcomes)
2. Quality of instruction (Strong evidence of
impact on student outcomes)
3. Classroom climate (Moderate evidence of
impact on student outcomes)
4. Classroom management (Moderate evidence
of impact on student outcomes)
5. Teacher beliefs (Some evidence of impact on
student outcomes)
6. Professional behaviours (Some evidence of
impact on student outcomes)
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Implications:
How as leaders can we develop more real
teaching that leads to real learning?
What are the implications for:
Recruiting – induction – developing –
tackling?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
2:Getting the basics right:
Whole-School Literacy
Me: What?
You: How?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
How would
you use a
document like
this?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
2:Getting the basics right:
Whole-School Literacy
Me: What?
You: How?
The Matthew Effect
(Robert K Merton)
The rich shall get richer
and the poor shall get
poorer
Matthew 13:12
“The word-rich get richer
while the word-poor get
poorer” in their reading
skills
(CASL)
“While good readers gain new skills
very rapidly, and quickly move from
learning to read to reading to
learn, poor readers become
increasingly frustrated with the act
of reading, and try to avoid reading
The Matthew Effect
where possible”
Daniel Rigney
“Students who begin with high
verbal aptitudes find themselves in
verbally enriched social
environments and have a double
advantage.”
The Matthew Effect
Daniel Rigney
“Good readers may choose friends
who also read avidly while poor
readers seek friends with whom
they share other enjoyments”
The Matthew Effect
Daniel Rigney
Stricht’s Law: “reading ability in
children cannot exceed their
listening ability …”
E.D. Hirsch
The Schools We Need
“Spoken language forms a constraint, a
ceiling not only on the ability to
comprehend but also on the ability to
write, beyond which literacy cannot
progress”
Myhill and Fisher
“The children who possess intellectual
capital when they first arrive at school
have the mental scaffolding and Velcro
to catch hold of what is going on, and
they can turn the new knowledge into
still more Velcro to gain still more
knowledge”.
E.D. Hirsch
The Schools We Need
Aged 7:
Children in the top quartile have 7100
words; children in the lowest have
around 3000.
The main influence is parents.
DfE Research Unit
Every teacher in English
is a teacher of English
George Sampson, 1922
The Matthew Effect:
The rich will get richer &
the poor will get poorer
1. Understand the significance of
exploratory talk
2. Model good talk – eg connectives
3. Re-think questioning – ‘why &
how’ – and hands-up
4. Vary groupings
5. Get conversations into the school
culture
1.
2.
3.
4.
5.
Demonstrate writing
Teach composition & planning
Allow oral rehearsal
Short & long sentences
Connectives
Know your connectives
Adding: and, also, as well as, moreover, too
Cause & effect: because, so, therefore, thus, consequently
Sequencing: next, then, first, finally, meanwhile, before, after
Qualifying: however, although, unless, except, if, as long as, apart from, yet
Emphasising: above all, in particular, especially, significantly, indeed, notably
Illustrating: for example, such as, for instance, as revealed by, in the case of
Comparing: equally, in the same way, similarly, likewise, as with, like
Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the
other hand
1.
2.
3.
4.
5.
Demonstrate writing
Teach composition & planning
Allow oral rehearsal
Short & long sentences
Connectives
READING
1. Teach reading – scanning,
skimming, analysis
2. Read aloud and display
3. Teach key vocabulary
4. Demystify spelling
5. Teach research, not FOFO
SKIMMING
The climate of the Earth is always
changing. In the past it has altered as
a result of natural causes. Nowadays,
however, the term climate change is
generally used when referring to
changes in our climate which have been
identified since the early part of the
1900's . The changes we've seen over
recent years and those which are
predicted over the next 80 years are
thought to be mainly as a result of
human behaviour rather than due to
natural changes in the atmosphere.
The best treatment for
mouth ulcers. Gargle with salt
water. You should find that it
works a treat. Salt is cheap
and easy to get hold of and we
all have it at home, so no need
to splash out and spend lots of
money on expensive mouth
ulcer creams.
Urquhart castle is probably one of
the most picturesquely situated
castles in the Scottish Highlands.
Located 16 miles south-west of
Inverness, the castle, one of the
largest in Scotland, overlooks much
of Loch Ness. Visitors come to stroll
through the ruins of the 13thcentury castle because Urquhart has
earned the reputation of being one
of the best spots for sighting Loch
Ness’s most famous inhabitant.
Lexical v Grammatical Words
Urquhart castle is probably one of
the most picturesquely situated
castles in the Scottish Highlands.
Located 16 miles south-west of
Inverness, the castle, one of the
largest in Scotland, overlooks much
of Loch Ness. Visitors come to stroll
through the ruins of the 13thcentury castle because Urquhart has
earned the reputation of being one
of the best spots for sighting Loch
Ness’s most famous inhabitant.
Urquhart castle is probably one of
the most picturesquely situated
castles in the Scottish Highlands.
Located 16 miles south-west of
Inverness, the castle, one of the
largest in Scotland, overlooks much
of Loch Ness. Visitors come to stroll
through the ruins of the 13thcentury castle because Urquhart has
earned the reputation of being one
of the best spots for sighting Loch
Ness’s most famous inhabitant.
Urquhart castle is probably one of
the most picturesquely situated
castles in the Scottish Highlands.
Located 16 miles south-west of
Inverness, the castle, one of the
largest in Scotland, overlooks much
of Loch Ness. Visitors come to stroll
through the ruins of the 13thcentury castle because Urquhart has
earned the reputation of being one
of the best spots for sighting Loch
Ness’s most famous inhabitant.
Urquhart castle is probably one of
the most picturesquely situated
castles in the Scottish Highlands.
Located 16 miles south-west of
Inverness, the castle, one of the
largest in Scotland, overlooks much
of Loch Ness. Visitors come to stroll
through the ruins of the 13thcentury castle because Urquhart has
earned the reputation of being one
of the best spots for sighting Loch
Ness’s most famous inhabitant.
Urquhart castle is probably one of
the most picturesquely situated
castles in the Scottish Highlands.
Located 16 miles south-west of
Inverness, the castle, one of the
largest in Scotland, overlooks much
of Loch Ness. Visitors come to stroll
through the ruins of the 13thcentury castle because Urquhart has
earned the reputation of being one
of the best spots for sighting Loch
Ness’s most famous inhabitant.
SCANNING
1. Where did the first cell
phones begin?
2. Name 2 other features that
started to be included in
phones
3. Why are cell phones especially
useful in some countries?
Cellular telephones
Where begin?
Two features?
Some countries?
The first cellular telephone system began operation in
Tokyo in 1979, and the first U.S. system began operation in
1983 in Chicago. A camera phone is a cellular phone that
also has picture taking capabilities. Some camera phones
have the capability to send these photos to another cellular
phone or computer. Advances in digital technology and
microelectronics has led to the inclusion of unrelated
applications in cellular telephones, such as alarm clocks,
calculators, Internet browsers, and voice memos for
recording short verbal reminders, while at the same time
making such telephones vulnerable to certain software
viruses. In many countries with inadequate wire-based
telephone networks, cellular telephone systems have
provided a means of more quickly establishing a national
telecommunications network.
Close Reading
RESEARCH SKILLS
Research the life of
Martin Luther King
So how would you, a fully paidup member of the literacy club,
approach the task?
1. Teach reading – scanning,
skimming, analysis
2. Read aloud and display
3. Teach key vocabulary
4. Demystify spelling
5. Teach research, not FOFO
1: Literacy matters,
but maybe ‘literacy’
is the wrong term
2: Great teachers
make the implicit
explicit – and model
it
3: Without us, the
rich will get richer &
the poor will get
poorer
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
The
Ofsted
view of
literacy
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Thinking
Time
How could you make literacy
more effective in every
classroom across your school?
systems – training – appraisal –
surveys – coaching – sampling
– reviews - capability
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
3: Looking at teaching
& learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
A: Watch a 30-minute
lesson (a) for teacher
development and (b)
for monitoring of
standards
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
B: Discuss feedback
we would give
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Thinking
Time
1. How do currently use observation for
developing teachers?
2. How do you use it for monitoring
quality?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Year 10 Science
lesson: Tom Carey
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
1. As you watch, make notes to give
as developmental feedback:
Voice, stance, questioning,
explanation, expectations, etc
1. Lesson quality judgement?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Lesson
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
1. Strengths and weaknesses?
2. How will you make Tom a better
teacher?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Focus on feedback:
• How do you do it at your school?
• What do you think of this
example?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Judgement …
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Session 4: Implications for
developing better teachers
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
10
A: Ways we could better articulate
what great teaching looks like and
develop observation for
development
B: Ways we could help subject
leaders to focus more effectively
on teaching and learning
C: Ways we improve systems for
monitoring quality and tackling
inadequate teaching
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Grasping Nettles:
How, as leaders, do we
tackle issues?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Hints on having
difficult conversations?
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
1.
2.
3.
4.
5.
Have them early in the day
Be regretful and honest
Have evidence of impact
Show effect on students
Say ‘I hope you don’t mind me
mentioning this ..’
6. Repeat key messages
7. Agree action and timescale
8. Put it in writing
9. It’s rarely as bad as you imagine
10.Don’t ignore
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Today: the content …
Session 1:
like?
Exploring the current landscape:
What does great teaching & learning look
Session 2:
Re-visiting the basics: how to make
literacy happen in every classroom
(a case study in leadership for learning)
Session 3:
What teaching looks like and how to keep
improving it
Session 4:
Grasping nettles
Sam Freedman:
Who to follow on Twitter
[email protected]
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Whole-School Leadership of
Teaching & Learning
Geoff Barton
Head, King Edward VI School, Suffolk
Thursday, November 05, 2015
Download presentation at: www.geoffbarton.co.uk
(Presentation 106)
Raising Your Game
This is an
expensive plug

Raising Your Game
This is a
cheap plug 
Raising
Your Game
Whole-School
Leadership of Teaching & Learning
Whole-School Leadership of
Teaching & Learning
Geoff Barton
Head, King Edward VI School, Suffolk
Thursday, November 05, 2015
Download presentation at: www.geoffbarton.co.uk
(Presentation 106)