Knox Academy Our Collaborative Professional Enquiry Journey School

Knox Academy Our Collaborative Professional Enquiry Journey

School Context Roll of 769 pupils, predicted to grow significantly in the next 5 years. � Mainly a rural community. � SIMD profile 3 -10 with our attainment gap in SIMD 4 (as a trend). � Initial leaver destinations consistently above VC, ELC and National. �

Our Recent Story � Education Scotland Inspection in Nov 2016 � Staff, parents and pupils very committed to a journey for improvement. � Revisited our values and created a rigorous system of self evaluation to measure improvement.

Our New Policies � Learning, Teaching & Assessment � Tracking, Monitoring and Reporting � Respectful Relationships for Learning � Home Learning � Safeguarding � Sharing Classroom Experience � Lots of new systems and expectations, but was there a clear and consistent improvement in classroom practice?

What Did We Do? 2017 -18 � 3 Voluntary teaching and learning & communities (TLC’s) � 3 groups based on action areas identified from self –evaluation activities. � Areas included feedback, Questioning and Assessment 2018 -19 Incorporated into the working time agreement (16 hours, with 4 attached to formal staff meetings). 8 groups, where staff opted into different themes.

School Improvement Plan QI 2. 3 Learning, Teaching and Assessment � Use the outcomes of practitioner enquiry to inform the work of the teaching and learning group in developing and sharing effective practice. QI 1. 3 Leadership of Change � Further embed practitioner enquiry as a key element of school improvement via staff engagement in Teacher Learning Communities. � Continue to build capacity of staff and pupil leadership teams in order to drive forward further improvement.

Professional Standards

What will I need to do? � Undertake relevant professional reading/ research and feedback and share practice and ideas with my enquiry group. � Work with colleagues to develop an enquiry on a focus of our choosing. � Contribute to a final document outlining rationale, intervention put in place, findings and outcomes.

Enquiring Question Name, Role, School What did you do? What has happened as a result? How has this impacted on your leadership learning? What did you do, with whom and when? What happened for both pupils and staff? How do you know? Where are you on your leadership journey and how has this been influenced by your enquiring approach? Why did you do it? References Why did you do what you did in terms of your context, policy and literature? Harvard Referencing: http: //www. imperial. ac. uk/media/imperialcollege/administration-and-supportservices/library/public/harvard. pdf What are the implications? What are the implications of your learning for your practice, your school and more widely? Contact Details Your name, email address, website & twitter account. You could include a QR code of your details: http: //www. qrstuff. com

Group Focus Teacher Lead Growth Mind set Emma Whitfield Co-operative Learning Strategies Alex Redford Feedback Anya Reynolds Improving Literacy in the Classroom Owen Edwards Improving Numeracy in the Classroom Katy Gourley Classroom Relationships and Learning Behaviour Angela Mac. Donald Questioning Kate Bulloch Effective Assessment Strategies Dot Ferguson

Date Time Activity 13 th August 2018 1 pm -2 pm Meet the group and consider our focus, subgroups. 7 th September 2018 1. 45 pm- 2. 45 pm Brief presentation from Lynn Milligan (Kelso High School) and Meeting 2 26 th October 2018 1. 45 pm- 2. 45 pm Meeting 3 11 th January 2019 Dates 1. 45 pm- 2. 45 pm for. Meeting your 4 Diary. The WTA gives 16 hours to TLC’s to support professional development of staff. 4 hours of this is 14 th covered June 2019 Whole staff agreed meetings. 1. 45 pm. The other 122. 45 pm hours is for other meetings agreedshowcase by the group, professional reading, preparation and analysis of findings.

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