Developing Great Teaching Workshop David Weston informededu 26

Developing Great Teaching Workshop David Weston, @informed_edu, 26 th April British Council, New Delhi

School level

Helping teachers to help pupils impact on pupil outcomes Support, trust, feedback & culture 0. 14 t 0. 12 0. 10 0. 08 high c tea y t i l a u q en m n o r nvi e r e h low quality teacher environment 0. 06 teacher experience (years) Kraft & Papay , 2014 - http: //ow. ly/OYBwp 3

The effect of leadership What types of leadership help most? Ensuring an orderly and safe environment Leading teacher learning and development Ensuring quality teaching Resourcing strategically Establishing goals and expectations 0 0. 1 Source: Robinson (2009) - http: //ow. ly/OYCSO 0. 2 0. 3 0. 4 0. 5 Effect Size 0. 6 0. 7 0. 8 0. 9

Ofsted’s focus The latest framework the quality of continuing professional development for teachers at the start and middle of their careers and later how well leaders ensure that the school has a motivated, respectedand effectiveteaching staff to deliver a high quality education for all pupils, and how effectively governors hold them to account for this 5

Ofsted’s focus The latest framework Leaders and governors have created a culture that enables pupils and staff to excel Teachers demonstrate deep knowledge and understandingof the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils thinkabout subject content. They identify pupils’ common misconceptions and act to ensure they are corrected 6

http: //TDTrust. org/dgt Cordingley et. al.

Version 1 School leaders decide to make growth mindset a focus in CPD A senior leader creates a Power. Point presentation and delivers in a twilight session Attendance is compulsory There is time for staff to discuss ideas and ask questions A summary is emailed around to all staff Use of growth mindset is included in pro formas for lesson observations 8

Version 2 Small team of teachers spend time diagnosing and checking which are the key barriers for students in their subjects. They identify a particular group of individuals. The teachers attend a growth mindset session by an external expert practitioner, ask relevant questions to speaker, bring back specific further reading, knowledge The speaker provides assessment tools to check impact, plus clarifies the shared goals and endpoints Teachers implement ideas by co-planning lessons, videoing them and watching back/discussing later. Takes place over 2 terms, 4 cycles. Teachers (formatively) keep track of impact via observations, ongoing assessment, student surveys 9

Key ideas Making it stick Things that don’t generally workin isolation: Generic pedagogy CPD Providing resources and materials One-off inputs A focus on changing practice without focused aspirations for specific learners 10

Some of the key ideas (but not all) • Collaborating in sustained • Expert external support & challenge + facilitation & & iterative improvement coaching with peers • Support for improving and • Focused on specific, using formative assessment valued outcomes for throughout specific pupils • Subject/topic-specific • Practical in own content and pedagogy class/school & engagement with theory • Deep participant buy-in

Growth mindset: standard lecture followed by lesson observations Category Collaborating in sustained & iterative improvement with peers Focused on specific, valued outcomes for specific pupils Practical in own class/school & engagement with theory Deep participant buy-in Expert external support & challenge + facilitation & coaching Red-Amber-Green R A R R R Support for improving and using formative assessment throughout R Subject/topic-specific content and pedagogy R

Emailing great teaching video clips and following up with a facilitated discussion group Category Red-Amber-Green Collaborating in sustained & iterative improvement with peers Focused on specific, valued outcomes for specific pupils R Practical in own class/school & engagement with theory G Deep participant buy-in Expert external support & challenge + facilitation & coaching A A A Support for improving and using formative assessment throughout R Subject/topic-specific content and pedagogy R

Lesson Study 1. Plan • Plan a lesson together. • Address each activity to your Learning Goal and predict how pupils will react and how you will assess this. • Pick 2 or 3 case pupils. 2. Observe • Teach the lesson with your colleagues observing. • Pay particular attention to the case pupils • Conduct any assessmentsand/or interviews during & after. 3. Reflect & Plan • As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why?

Lesson Study Category Collaborating in sustained & iterative improvement with peers Focused on specific, valued outcomes for specific pupils Practical in own class/school & engagement with theory Red-Amber-Green A G G Deep participant buy-in Expert external support & challenge + facilitation & coaching R G Support for improving and using formative assessment throughout A G Subject/topic-specific content and pedagogy R G

Pick a CPD programme that you are involved with Category Collaborating in sustained & iterative improvement with peers Focused on specific, valued outcomes for specific pupils Practical in own class/school & engagement with theory Deep participant buy-in Expert external support & challenge + facilitation & coaching Red-Amber-Green ? ? ? Support for improving and using formative assessment throughout ? Subject/topic-specific content and pedagogy ?

What are your reflections? • What are you already doing? • Does this make you want to rethink anything you’re currently doing? • What are the opportunities here?

Making it happen

Great leadership Developing Great Teaching Developing Vision … includes helping teachers believe alternative outcomes are possible and creating coherence so teachers understand the relevance of the CPD to wider priorities Managing and organising … includes establishing priorities, resolving competing demands, sourcing appropriate expertise and ensuring appropriate opportunities to learn are in place 19

Great leadership Developing Great Teaching Leading professional learning … includes promoting a challenging learning culture, knowing what content and activities are likely to be of benefit, and promoting “evidence-informed, self-regulated learning” Developing the leadership of others … includes encouraging teachers to lead a particular aspect of pedagogy or of the curriculum 20

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Teacher Development Trust Our 4 key actions 1. Leading: Helping school leaders implement and evaluate high-impact, research-informed CPD 2. Connecting & informingschool leaders through case studies, research, and in-depth CPD audit 3. Improving the quality of CPD provision and delivery 4. Help government (and others) to create policy to foster great development and professionalism 26

New CPD Standards, 2016 New expectations on schools Teacher Effective CPD Provider / Expert School & leadership 27

Find out more TDT blog: http: //TDTrust. org TDT on twitter: @Teacher. Dev. Trust Me on twitter: @informed_edu Call us on 020 7250 8276 Email me at David. Weston@TDTrust. org 28