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Whole school T&L

Discussion in 'Secondary' started by QWERTY356, Apr 7, 2020.

  1. QWERTY356

    QWERTY356 New commenter

    Hi all! I've recently started in the position of AH with responsibility for whole school T&L and I was wondering what people thought were interesting ways to develop this position. I have my own ideas and will continue to develop the work that has already been carried out by my predecessor but I would love to hear different ideas from different schools, particularly moving away from monitoring towards more exciting ways to develop whole school T&L approaches! Thanks.
  2. minnie me

    minnie me Star commenter

    I have some PPTs which may help ? I think you may have to redefine exciting as effective ? You may be wanting to move from a classroom which accommodates passive learners to active learners / and transform the climate/ practice in your school? Difficult to help not knowing your starting point ? I think the AFL rationale may be useful to underpin what you want / expect to see in the classroom and tbh given but the current scenario is entirely the most logical way to embrace ‘ progress ‘ . Conversation me with an e mail add if you want the material ? Cheers
    Dodros likes this.
  3. Dodros

    Dodros Star commenter

    My first thought as a retired MFLer and SENer is to emphasise that English, Maths and Science may be the core subjects of the National Curriculum but they don't represent the whole National Curriculum. Be sure to recognise the contribution of all subject departments.

    No student too bright or too impaired to learn! Be prepared as well to acknowledge the existence of learning differences within the learner population and the consequent need for a variety of teaching strategies to address those differences. Good students certainly learn from their teachers, but good teachers also learn from their students.

    In general, don't hitch your approach exclusively to the latest top-down national T&L fad, here today and gone tomorrow. Maintain an open mind and harvest the best bottom-up strategies from your school's most talented and reflective classroom practitioners. Keep abreast of current "hard", peer-reviewed educational research, but be sure it stands up to scrutiny when applied to the real work going on at the chalkface.
    minnie me likes this.
  4. tb9605

    tb9605 Established commenter

    I participated in a collaborative model of developing my T&L as a young teacher (NQT+1) that massively helped me: since then I've rolled it out in another school in the group I currently work for, and it has been extremely popular with the teachers, who have also mostly reported an increase in various metrics (engagement, behaviour, results) amongst their students. In fact, we've even managed to keep it going through lockdown.

    The model revolves around small groups (3, 4) of teachers, or even pairs, who observe one another teaching on terms defined in advance on the teacher being observed. For example, I might invite a teacher in to observe me using Questioning As Thinking, and they might invite me in to watch them using Flipped Learning. We then get together soon afterwards and have a coaching conversation, where the observee leads, asking the questions they want the answers to in order to finetune that area of their practise. It's teacher-led, non-judgemental, supportive, constructive, light on paperwork and admin, and leads to teachers feeling valued and in control of their teaching practise. It does require a time commitment, unless the school is willing to cover teachers for this.

    Towards the end, or perhaps during inset days at the beginning of the following year, teachers are asked to briefly present the area(s) of teaching practise they focussed on, sharing tips and best practise. In this way, not only does the T&L tend to be adapted to the setting, but teachers who didn't participate themselves get to learn from it.
  5. phlogiston

    phlogiston Star commenter

    Well done for getting this important role.
    Remember that learning looks different in different places. Speaking an mfl is different to using a brush in art, to exploring an idea in maths, through a huge list.
    Dodros likes this.
  6. minnie me

    minnie me Star commenter

    Consistency is key so although you have specialist input you could agree on a set of transferable approaches to be adopted across the curriculum. Perhaps set up a steering group to develop your model of QFT ( important to address so that SEND students are accommodated/ nurtured / develop ) as @Dodros has highlighted and then see how it goes ? You said you had some ideas of your own ? I would be interested to learn what they are ?
    Dodros likes this.
  7. frustum

    frustum Star commenter

    Consistency sometimes forgets what phlogiston said, though.

    There's much to be said for sharing good practice, without imposing something that might not work in another subject. I've seen some great inset where teachers have presented something they've tried successfully in their subject - sometimes the main idea just wasn't applicable to my subject, but useful to see what the pupils are doing in other subjects, and sometimes something to take away - and hopefully a lot more for those in more similar subjects. Or instead of doing it across the whole school, pair departments to look at ideas. Pairings might not always be obvious, depending on what's being looked at - for instance, I think maths/languages have something in common in terms of needing to practise a new method/grammatical construction.
  8. minnie me

    minnie me Star commenter

    Re exam sitting - redundant of late thankfully - I think that any techniques which enhance the capacity to recall / remember are key as crucially this is what is ‘required’ to meet with ‘ success ‘ when tested ? Perhaps the OP may want to consider the outcomes of ‘learning ‘ - is it just about high numbers at the end of a period of study ? New post may give the him / her the opportunity to reflect on what schools are for, what learning looks like, which skills are required for jobs which have not yet been invented , which attributes are essential but can’t be ‘ assessed ? .... or they may want someone to provide them with a checklist or a tried / tested model ;) o_O ?

    ACOYEAR8 Occasional commenter

    When the chap that took this role on at my school began, he went for across the board Afl and it sometimes felt it was being rammed down our necks....I'm glad it was because we all became better teachers, the school became outstanding and he went on to become a Head Teacher. AFL....
    minnie me likes this.
  10. minnie me

    minnie me Star commenter

    Agree as long as it is not just a tick list ( as it was in my setting :eek: ). Was whole school priority and performance management targets reflected AFL policy into practice. I had something published on Questioning - defo the way to go ...,:)
  11. gilderbeast2000

    gilderbeast2000 New commenter

    Consistency is definetly not key! Allowing and trusting teachers to be creative and nuanced in their lessons is key.

    Micro managing and trying to control professional and experienced teachers is what 'consistency' brings.

    You sound like an SLT sort or careerist. Teachers know what they are doing. They dont need some jumped up SLT sort ramming AFL techniques down their throats.
    Catgirl1964 likes this.
  12. minnie me

    minnie me Star commenter

    The curriculum is prescriptive. It does not lend itself to ‘creativity ‘ unfortunately. The AFL rationale is sound. I have had the privilege to work with some very skilled, experienced,emotionally resilient teachers who subscribe to the ‘you never stop learning ‘ field of thought.Sounds like you have had a bad experience?
  13. install

    install Star commenter

    Congratulations @QWERTY356

    As this is the first year, I’d recommend this:

    Firstly, you are only one person and you cannot improve T&L alone. You will need ‘ambassadors’ from each subject in your school- teachers who are willing to share their work and ideas with the rest of the school with you supporting them.

    Secondly, you need to link up with your SLT Team / HT to look at the current Quality Assurance Systems in place for T&L. And share, review, evaluate and update ‘with’ the SLT.

    Thirdly, you will need to look at the latest Ofsted Report , SEF and evaluate how the Action Points in T&L can happen.

    Fourthly, you need to look at external links with your school and any training providers. And grow and nurture relationships, links and a unified approach.

    Finally, you need to ensure that you are connected in some big way to all teachers CPD and possibly a PM Objective. It might be a key T&L Strategy you need to roll out for consistency. Eg Improve differentiation in a selected class. You will need your ‘ambassadors’ to model this for the school and depts and for them to show how they evidence it and progression.

    Good luck!
    phlogiston likes this.
  14. QWERTY356

    QWERTY356 New commenter

    Thank you all so much for taking the time to reply! It's been very interesting reading your responses and I appreciate you giving your perspectives on T&L. If anyone has any PowerPoints or training materials that you've delivered or you think have been particularly useful when delivered to you, I'd be very interested in reading them! Thanks again.
  15. minnie me

    minnie me Star commenter

    #2. A reminder you need to alert to e mail add via conversation facility ?
  16. QWERTY356

    QWERTY356 New commenter

    Sorry- I don't understand! Is this something I need to do?
  17. minnie me

    minnie me Star commenter

    If you are want to access material from colleagues then you need to contact / be contacted ? Rather than post e mail adds here you use the conversation facility . I shall conversations you now
  18. minnie me

    minnie me Star commenter

    Click on my user name and you should see a message from me ?

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