Quality teaching across the school
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Quality Teaching Across The School Forbairt Post Primary 2015/ ‘16 1
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Transcript of Quality teaching across the school
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Teaching and LearningQuality Across the School
• Leading Learning• Why Does it Matter?• How Teachers make a Difference• Invite you to look at your Current Position• How can you move it forward?• School as a Centre of Teacher Learning
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Leadership, Learning
&
Improved Student Outcomes
“I have yet to hear or see of a school where the learning curves of the adults were steep upward and those of the students were not.” Roland Barth
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Student Outcomes
• “Linking leadership to student outcomes in a direct way is very difficult.”
Leithwood & Levin, 2004
• The impact of leadership on school effectiveness and student outcomes is still poorly understood.”
Bush, 2006
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What does great teaching look like in your school?
The characteristics of a great teacher?
ACTIVITY
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7 characteristics of great teachers1. Passion- love teaching and what they teach
2. High Expectations- expect all student to work hard and learn
3. Ability- smart people make better teachers
4. Knowledge- of subject and how to teach it!
5. Conscientiousness- responsible, determined, persistent
6. Care- warm ,respectful ,empathetic
7. Problem-solving approach to failure
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Some discredited teaching practices …1. Unconditional praise
2. Streaming
3. The Learning Pyramid
4. Discovery Learning
5. Learning Styles Sutton Trust/Durham University
“Learning styles has as much scientific basis as the magic crystals you can buy in the King Arthur shop in Glastonbury”. Tom Bennett
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The best schools treat Teaching & Learning as a science
1. Being prepared to challenge and change their existing beliefs
2. Looking at what the research says3. Adopting strategies that have the greatest chance of
succeeding4. Monitoring the effects of those strategies.Adopting a more scientific approach to teaching can be difficult though:“ We all have a tendency to pay more attention to events that validate our existing beliefs”
Piaget
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Discussion
“When I go into a classroom where the quality of learning is high, I see…”
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What teaching techniques help students to learn? (% very helpful)
• Teachers explain well (72%)• Can have fun (41%)• Express an opinion (36%)• Group work with friends (30%)• Practical work (30%)• Copy notes (29%)• Find things out (25%)• Teacher instruction (18%)
(ESRI /NCCA)
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Teacher makes a difference!
S.Paul Wright, Sandra Horn, and William Sanders(1997)
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Linking Teacher Quality and Student Outcomes
An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • A two grade leap in GCSE, e.g. from a C to an A grade
An effect size of 1.0 is clearly enormous!
2007
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Consider !!
Where is your school now in relation to Subject Department Planning?
• Meetings• Materials –Curriculum Content-Subject Plan• Inputs/Facilitation/Support• Themes –Homework, Assessment, Methodology ……• Other
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Supporting TeachersGroup Characteristics Challenges for
working with this group
Tips for working with
this group
Ready-to-go group
•Eager to try new things•Enjoy working with colleagues•Confident•About 10%-20% of staff
Wait-and-see group
•Eager to improve but cautious about change•Looking for quick signs of success•About 60%-80% of staff
Put-on-the-brakes group
•Want nothing to do with initiative•Satisfied with their work as it is•History of resisting initiatives•About 10%-20% of staff
Evaluating Classroom Climate
S P O T C H E C K
C O N C E N T R ATIN G 1 2 3 T H IN K IN G AB O U T O T H E R T H IN G S
AL E R T 1 2 3 D R O W S Y
R E L AX E D 1 2 3 AN X IO U S
W IS H IN G T O B E H E R E 1 2 3 W IS H IN G T O B E S O M E W H E R E E L S E
H AP P Y 1 2 3 S AD
AC T IV E 1 2 3 P AS S IV E
E X C IT E D 1 2 3 B O R E D
T IM E P AS S IN G Q U IC K L Y 1 2 3 T IM E P AS S IN G S L O W L Y
F U L L O F E N E R G Y 1 2 3 V E R Y L IT T L E E N E R G Y
S O M E T H IN G AT S TAK E 1 2 3 N O T H IN G AT S T AK E
S O C IAB L E 1 2 3 L O N E L Y
E AS Y T O C O N C E N T R AT E 1 2 3 D IF F IC U L T T O C O N C E N TR AT E
C H E E R F U L 1 2 3 IR R IT AB L E
E AS Y T O B E C R E AT IV E 1 2 3 D IF F IC U L T T O B E C R E AT IV E
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DIRECTIVE
NONDIRECTIVE
GENERIC PERSONALISED
TRAINING
TEACHING
FACILITATION
COACHING
Professional Development StrategiesHIGH IMPACT
LOW IMPACT
MENTORING
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In particular, the instructional leadership aspect of the
principal’s role should be the central and core element of
his/her work and… should also include provision for CPD for
the school
What are the implications of this recommendation by the
Teaching Council in June 2011?
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Rationale for Teacher CPD
• To support teachers as reflective, enquiry-oriented, life-long learners.
• To prepare teachers to continually self-evaluate, to collaborate and adapt throughout their careers, to reflect the changing realities of the classrooms in which they will teach.
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The Teaching Council - the Teacher as Professional
• Section 4.6.• Teachers expected to be
knowledgeable in/engage with
• pupil/student development• learning theory• pedagogy, • curriculum development• ethical practice• educational policy /
legislation.
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Your Staff Meetings and T/L
• Evaluating a staff meeting– Does T/L feature on some staff meetings– Does T/L feature on all staff meetings– What proportion of Staff meeting allocated to T/L– What non T/L items dominate your staff meetings– How can you raise the profile of T/L at staff meetings– What T/L issues are discussed at Staff meetings– What T/L issues are off limits for your staff meetings
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Chief Inspector May 2013
“Given the experience of other school systems
documented by the OECD, it is not unreasonable to ask why some form of formal teacher appraisal, led by the school principal, is not among the components of Ireland’s evaluation and assessment arrangements.”
Responding to the…..OECD Review Project on Evaluation and Assessment Frameworks for Improving School Outcomes.
