Why
are learning and teaching important to us?
Learning
is the cornerstone of everything we do. Our top priority is, and always
should be, to plan and deliver the best lessons possible on a consistent basis. This will ensure that all our students are afforded every opportunity for
success and happiness in their future lives.
Teachers inspire students through the innovative ways in which they bring their subjects to life. They pose considered, challenging questions that serve to engage students and facilitate meaningful learning. The provision a teacher makes should enable learners of all abilities to reach their full potential. In the longer-term, a teacher’s passion and subject knowledge should help to instill in students a lifelong love of learning. The classroom should be an exciting place to be and the way in which a teacher delivers material should serve to create a sense of enjoyment within the classroom.
What
do we want our lessons to be like?
Teaching
is essentially a communicative art-form and a ‘great’ lesson will always be
better than the sum of its parts. Ultimately, we are looking for all our
lessons to be ones in which students learn. To a certain extent we can measure
our success through exam results but we can also get a sense of this learning
in the classroom itself. Whilst exam results have an obvious importance, a
student’s experience of education should be about much more. There are also
certain aspects of a young person’s cognitive and social development that are extremely difficult to measure in books or by exams.
Learning
itself is complicated, messy and multi-faceted. We recognise the importance of
both skills and knowledge and we strive for an approach that provides an
effective balance between the development of both. With these strong
foundations, we look to promote the development of creativity and independent
thinking in our students. Every young person in our care, irrespective of
background, will be empowered to think for themselves and thrive in the modern
world. The quote below outlines the conditions in which we believe our students
will flourish.
“I would like to propose
that we let imagination taken its place at the heart of learning, and that we
create a climate in which it can flourish. We need discovery; making; doing;
exploring; creating; critical thinking; seeing; hearing; experiencing. Children
have to be introduced to the arts in every form.” Michael Murpurgo
Ofsted
have recently instructed that they favour no particular teaching style when
observing lessons. It is up to us as a body of teachers to ascertain what it is
that we think works with our students. Ofsted will then simply look to validate
this. Learning can take many forms and if we as teachers are confident that our
students are making progress in lessons then it is very likely that an inspector will
agree. The check-list below outlines what someone should look
for in great lessons as they walk around our school. This is of course to be
used in conjunction with talking to students and other longer-term supporting evidence of
learning.
The factors in the table above can sometimes represent unreliable indicators of learning. They are indicators however, that past results lead us to believe make learning more likely. They therefore provide clear guidance to members of staff as to what an effective classroom may look like. This will inevitably change over time such is the evolving nature of education, society and our knowledge itself. We recognise the importance of marking and feedback in facilitating the progress that our students make. It is this subsequent progress that we then seek to monitor. We emphasise that feedback should be effective and not just for show.
Different lessons and different subjects will require different approaches. Any one successful lesson may also take a variety of different forms. As stated in the table, we place a high value on active student participation and enthusiastic discussion. We also realise that there will be occasions when knowledge must be imparted. We won’t necessarily bemoan a teacher taking a more leading role in a lesson if it is clear that students are being made to think and fully engage with the lesson. We value the importance of independent learning and group-work but we fully appreciate that it might not be seen in every lesson. Our principal measure of success is whether we think the students are learning. We will always look to highlight and share examples of good practice whenever we see them. These examples may be identified by an observer, teachers themselves or even the students.
How
do we ensure that our lessons develop in line with this vision?
The
heart of whole school learning and teaching improvement lies with the
individual teacher. It is therefore our responsibility to ensure that every
member of staff is provided with the support and guidance they need in order to
continually strive to improve their practice.
It
is possible to crudely split the various developmental opportunities that we
provide into two groups. It will always be difficult to say exactly when and
where significant breakthroughs will be made in an individual’s professional development
and there will inevitably be some overlap between the two groups broadly
outlined below.
1)
Skill development based on
existing knowledge of good practice
2)
How different areas of
pedagogy will evolve in the future
Skill
development based on existing knowledge of good practice
Ongoing skill development: We value the importance of
a teacher’s classroom skills and the development of these skills over the
course of an entire career. We must recognise that this development is never
complete and every individual should take responsibility for improving their
own practice. It is crucial that staff are able to effectively reflect on and
evaluate what they do in the classroom. These reflections are confidentially
shared with performance managers.
Example: We provide a
comprehensive calendar of internal CPD opportunities for staff. These are
delivered by a team of lead practitioners and cover a wide range of areas of
pedagogy. We also frequently pay for external training where there is a clear
need for outside expertise.
Evolution not revolution: It is vital that staff get
a clear message as to the type of practice that we have found to be successful
in the past. It is also vital that there is a clear understanding that every
individual is in charge of their own classroom and we do not prescribe one
single approach to teaching. In every case there will be a huge number of
positive things that teachers already do on a day to day basis. We look to
build on these positives rather than deconstructing everything and starting
again. Every teacher has their own style and they have the ultimate decision as
to how they might look to evolve their practice in the future. We recognise
that a less threatening and judgemental approach to lesson observation will
enable staff to reflect on their own practice more effectively.
We
have high expectations of our staff and there may be occasions when some staff
require additional support and clearer guidance as to how they can develop
their practice. It is important that the systems that we have in place are
always productive, consistent and fair. Occasionally a member of staff may feel
they have received unhelpful feedback. Of course this doesn’t mean that all
feedback should be dismissed. It should be used as an important part of a
teacher’s own reflections.
The
idea of ‘evolution not revolution’
also reflects our approach to the leadership of learning and teaching. Good
reforms build on failed ones and learn from their mistakes. They are
incremental and based on existing best-practice.
Example: We
are currently building a prominent coaching scheme which will become an important
part of the development of learning and teaching in the future. The scheme is
voluntary and involves no formal or written record. The coaching approach looks to build on and
develop the good practice that already exists around the school. The coach will
simply provide a fresh pair of eyes and will look to ask key questions of the
coachee. In many cases the coach themselves will gain just as much from the
partnership. The coach might occasionally offer their own experiences but won’t
simply suggest wholesale changes based on what they would do.
Sharing good practice: Learning and teaching takes
a prominent role in every meeting that we have and we look to share examples of
good practice at every opportunity. Good practice is modelled in a way that
enables all members of staff to access and benefit from it. It comes from
across the whole school rather than just a select group of people. Positive
feedback from lessons also comes from the students themselves. They are
included as a valuable voice in our discussions around what constitutes a great
lesson.
Example: Every term we run
‘Golden Lesson Week’. This is a week in which the timetable is filled with
showcase lessons that staff are able to drop into at any point. The Golden
lessons are delivered by strong, confident practitioners and seek to model what
we are looking for in outstanding/great lessons. Peer observations of this kind
are also now happening within and across different faculties.
Example: The work of
individual learning groups is shared at morning briefings as well as through
the new inspire@.....
email address.
Example: The student
council recently took part in a session on ‘effective questioning’. They now
have a better understanding of why we teach through questioning and are
therefore more able to contribute to discussions around learning and teaching. They
report their confidential ‘WOW moments’
on a regular basis.
How
different areas of pedagogy will evolve in the future
Internal collaboration and
innovation:
Any model of learning and teaching
development that we adopt should be personalised to every individual member of
staff. Within such a ‘bottom up’
approach, there must also be accountability. A system must have a clear
structure, direction and coherence if it is going to become an integral part of
school life and operate effectively. Heads of Faculty and other middle leaders should
be empowered as the main focus of leadership in driving a model’s success.
Example: This year we have
set up a model of collaborative focus groups within the school. Individual faculties
identify their own specific areas for development. They then put together small
learning groups (2, 3 or 4 people) who then endeavour to address these
challenges. Individual teachers have a say as to the group within their faculty
they would like to be a part of. An individual learning group has a
responsibility and motivation to improve the provision that their faculty is
making for students. The learning groups from across the school looking at the
same areas of pedagogy meet together in larger collaborative groups at set
meeting times. Their work and development is overseen by one of the lead practitioners
who lead each of the collaborative groups. This means that the lead
practitioners are able to share the good practice that has developed at
subsequent learning and teaching meetings. Innovative new practice must not be
simply forgotten so it is recorded in the constantly evolving and updated
Teachers’ Bank of Ideas.
External collaboration and
innovation: Education
is constantly evolving. What was successful in the past may not continue to be
successful in the future. Society, exam specifications and technology all
continue to change along with the needs of our students. Therefore, we must
constantly ask ourselves how we are can improve or develop what we do. We must
also continue to look beyond our own gates to what we can learn from others. We
embrace research into new technologies that have the potential to improve the
provision we make for our students.
Example: A local teachmeet
partnership of schools has been started in order to share ideas and good
practice. The events take place every term and have largely been organised
online. They will ensure that our doors remain open to new ideas and current thinking.
Example: The new
'online network' is currently embedding into school life. It is being used to share
resources between members of staff as well as between staff and students.
Driving the education
agenda: It is important that we now
become an integral part of the national education debate. We must drive the
changes that we believe will most benefit our students. We are the most highly
qualified people to do this.