Meols Cop High School www meolscophighschool co uk

Meols Cop High School www. meolscophighschool. co. uk Life after lesson grades “Trying to evaluate the quality of learning & teaching without numerical judgments” Elizabeth Francis – Meols Cop High School @lizzy_francis

Professional Portfolio Developmental Dialogue Pupil outcomes Lesson Observations & Book Monitoring Learning Hubs/Research/ CPD

Meols Cop High School www. meolscophighschool. co. uk Rationale • To develop a culture in which all aspects of learning & teaching and CPD work together and are used to foster the development and aspirations of all staff • To move away from any “fear” that might be attributed to lesson observations or book “scrutiny” • To embed a culture of “risk taking” and research based practice – seeing people try something and helping to evaluate it

Meols Cop High School www. meolscophighschool. co. uk Lesson observations • Choice – either lesson study or two more traditional observations during the academic year Lesson Study • Groups of three – one peer and one SLT or two peers and IRIS • Agreed focus to reflect an area of research • Many staff link to learning hub research and select common students • Report written and used to form part of a lesson study journal “Traditional observations” • 2 observations within the academic year • SLT and a peer • Focus to link to an aspect of research or a learning hub area of enquiry • “Take a risk” and use it as an opportunity to gain feedback • Teacher chooses class, date and time within a half term window

Meols Cop High School www. meolscophighschool. co. uk Lesson observations Staff must ensure they consider how the observation is developmental or aspirational. Something for them to receive feedback on that is constructive.

Meols Cop High School www. meolscophighschool. co. uk Lesson observations • Which area of your hubs/research have you trialled? Did it have the expected outcome? • Do you still feel this is an area for development? • Are there any other areas you would like to focus on developing? • How has today helped you to meet your appraisal objectives? • Areas for development • Identify 3 pieces of great teaching you are going to use • Identify 3 of your favourite student learning experiences from today Developmental dialogue to follow the observation

Meols Cop High School www. meolscophighschool. co. uk Lesson observations • Does slow and guided writing improve the quality of a student’s work? • To develop strategies to aid low ability KS 3 students to retain times tables knowledge • To evaluate the extent to which ‘student led challenging questioning’ can improve the extended answers of medium to high ability year 10 Business Studies students Lesson study encouraged and supported Sharing good practice/peer feedback

Meols Cop High School www. meolscophighschool. co. uk Book “Monitoring” • To remove the idea of “scrutiny” or “monitoring” • To embed a culture of sharing best practice in marking and feedback and to trial new ideas • Very loose whole school policy allowing individual departments the opportunity to trial their own ideas, evaluate and reflect • Autumn term – self evaluation • Spring/Summer term – department review

Meols Cop High School www. meolscophighschool. co. uk Move away from a “tick” sheet of areas and expectations and allow the departments to freedom to decide what good looks like in terms or marking and feedback and which feedback gives them the most valuable information in order to move students forward and plan for progress.

Meols Cop High School www. meolscophighschool. co. uk Self Evaluation • Dialogue development • Self/peer assessment • Questions posed • Literacy/numeracy • New ideas/fast feedback • DIRT/re-drafting • Growth mind-set • Areas of strength • Biggest impact on learning your marking has had this year. • Agreed priorities for next term to support personal, department and whole school marking development Showcased through a dialogue with the line manager

Meols Cop High School www. meolscophighschool. co. uk Department review Led by the subject leader – they choose the focus and they direct the discussions • How is feedback given to students? • How are students responding to feedback and identify examples of where this is having an impact on progress? • Evidence of where peer and self-assessment has been carried out effectively and verified. • Examples of department areas for development - WWW • Time – labour saving mechanisms to mark smarter and therefore quicker without losing impact. • Is marking and feedback “closing the gap” within the focus groups?

History Marking Crib Sheet Date ________ Class_______ Praise: Missing/Incomplete Work: SPa. G Errors: Cause for Concern: Misconceptions Presentation: Polaroid Moments

Meols Cop High School www. meolscophighschool. co. uk English – Marking Codes

Meols Cop High School www. meolscophighschool. co. uk English – Marking Codes Students write codes on their work (they have a copy in their books) and therefore become familiar with codes and use them to peer / self assess.

Meols Cop High School www. meolscophighschool. co. uk Learning Hubs/Research • Teachers decide on their own criteria for what makes “great teaching “ at Meols cop • Learning Hubs linked to this - all led by classroom teachers from NQTs to subject leaders • Reading to start with – develop ideas , trial and share • Bottom up CPD stemming from priorities identified within lessons observations, department reviews and aspirational

Meols Cop High School www. meolscophighschool. co. uk Learning Walks • Students are interviewed about their learning within a particular subject as well as across the school • Questions shared and focused on areas of learning and teaching being developed, for example growth mind set BSG grades • Responses collated and shared across the school – general trends • Departmental responses shared and collated with subject leaders • All staff receive copies of their student’s responses • Used to assess priorities and to evaluate how embedded developments are

Meols Cop High School www. meolscophighschool. co. uk Professional Portfolio • Teacher self evaluation • Linked to all other aspects of learning & teaching • Linked to appraisal to identify priorities for the coming year • Used to identify CPD priorities and to ensure adequate training and development is in place for the following year. • Form the basis of a dialogue with your line manager as your reflect upon the year and review your appraisal targets

Meols Cop High School www. meolscophighschool. co. uk 3 key questions • What areas have you excelled in this year? • What do you consider to be your areas of development? • What are your key lines of enquiry that will form the basis of your appraisal targets for 2016/17?

Meols Cop High School www. meolscophighschool. co. uk How does it all fit together?

Professional Portfolio Developmental Dialogue Pupil outcomes Lesson Observations & Book Monitoring Learning Hubs/Research/ CPD

Meols Cop High School www. meolscophighschool. co. uk Research to Hubs Enquiry question: To what extent can a direct instruction approach to teaching vocabulary have on (class, year’s) vocabulary usage? What the enquiry involves: • Teaching vocabulary in an explicit way based on theory of Direct Instruction. (Direct Instruction is a teacher-led, highly structured approach to teaching. ) • Twice weekly starter activities • Vocabulary returned to each session • All vocabulary will be returned to at the end of each half-term

Meols Cop High School www. meolscophighschool. co. uk Lesson study to hubs Case Study • 3 members of staff – 2 drama teachers and a business studies teacher led a hub on student led challenging questioning • Lesson study focus • Developed resources to trial within their lesson study and shared as part of their hub • Other staff members trialled, fed back and evaluated

What was it about? narrative structure stage directions physical theatre melodrama location ensemble social context satire monologue Style Audience commedia period drama documentary gasping surprised Atmosphere special effects relaxed lights nostalgic Foreboding buzz sound set Technical elements costume make-up sombre tableaux verbatim character profile hot seating Rehearsal techniques freeze frames role reversal Choral speech still How was it created? humorous task and tactic thought tracking Angel and Devil eerie tense Does it compliment the style? Plot? fantasy + Acting skills = Engaging Performance historical contemporary role on the wall facial expressions who was your target audience? political satire Genre tragedy alienated verbal feedback horror fairy-tale T. I. E How does it fit with elements of the storyline? crying laughter comedy non-naturalistic physical theatre relationships stimulus narrator attentive silence naturalistic montage Storyline period musical improvisation How did it fit with the acting/style of the play? conscience alley research angel and devil split stage in the round ensemble in-traverse freeze frames Performance/staging promenade techniques proscenium direct address unison end-on monologue thrust arch sound scape

2. Product trial & repeat purchase 1. Marketing 16 Organisational structure 9. Cost effective operations and competitiveness 5. Buidling a successful marketing mix 10. Effective customer service 20. Ethics in Business Unit 3: 23 Topic knowledge links Introduction to small Business 19. Remuneration (payment methods e. g. wages, salary) Sales revenue = (Average selling price) Selling price per unit x sales volume (number sold) Variable costs = Variable cost of one product x number made (sales volume) Total costs = Fixed costs + variable costs Formulas@ Handling Finance Break-even level of output = Total Fixed costs Price per item – variable costs per item Productivity = total output (e. g. a worker makes 10 burgers) Number of workers 13. How to improve profit 3. 3 Effective financial management 14. Break even 11. Meeting charts and Customer protection laws break even analysis 17. Motivation theory 3. 4 Effective people management 18. Communication 12. How to improve cash flow 8. Quality 3. 2 Meeting Customer needs 3. 1 Marketing 4. Branding and differentiation 7. Managing stock 6. Design and research development 6. 3. Product life cycle 15. Financing growth 21. Environmental issues 3. 5 The wider world effecting business 22. Economic issues affecting international trade 23. The impact of the government and the EU Net cash flow = Inflow (receipts) - outflow (payments) Closing balance = Net cash flow + opening balance (closing balance carries forward to your opening balance in the next month!) Profit = Sales revenue (receipts) – Total costs (payments)

Meols Cop High School www. meolscophighschool. co. uk Lesson study to hubs Effective teaching of command words in geography and maths

Meols Cop High School www. meolscophighschool. co. uk Lesson obs to hubs Top down planning – focus of the lesson observation – developed through ideas trialled within a hub

Meols Cop High School www. meolscophighschool. co. uk Lesson obs to hubs • Ask the pupils to create a model answer in groups using a success criteria or a poor example that they can improve. • The most effective groupings will mix ‘word rich’ and ‘word poor’ pupils. • Each group then uses their model answer for reference when they complete an independent task. Modelling – developing more effective strategies to improve pupil performance through modelling

Meols Cop High School www. meolscophighschool. co. uk Book “look” to hubs • Concept of student tracker for KS 3. • Pupils receive & accompanying code sheet so pupils can identify WWW/EBI • Opportunity for pupil’s to review & set targets Marking Codes – Student Tracker

Meols Cop High School www. meolscophighschool. co. uk Code Marking

Meols Cop High School www. meolscophighschool. co. uk Marking Codes – Mark Sheet • Tracking of WWW/EBI codes for each pupils • Allows us to identify strong and weak skills that will need a focus • This aids planning of lessons • Most common EBI’s from the Y 8 exam were: • Source Utility • Explanation • Focus in summer term has been on developing these skills.

Meols Cop High School So much information… How do you track it all to make a clear evaluation across the school? www. meolscophighschool. co. uk

Meols Cop High School www. meolscophighschool. co. uk Tracking without numbers • Simple excel tracker to keep a record of the areas that all staff are working on – observation focus, feedback focus, hubs, research, appraisal/portfolio targets • More detailed tracker to draw out strengths and research focus for development of each member of staff • Strengths – links to where this is now being shared (in school or wider) or forming part of a research enquiry • Areas for development – links to where this is being developed

Meols Cop High School www. meolscophighschool. co. uk What do we do with it all? • Compile a comprehensive list of whole strengths as well as departmental strengths • Evaluate the development of each member of staff over time to demonstrate real engagement in CPD – they set, follow through and evaluate their own • Evaluate the areas for development – whole school and departmentally

Meols Cop High School www. meolscophighschool. co. uk What do we do with it all? • Evaluate the areas for development – whole school and departmentally • Match up strengths and areas for development • Compile a list of priorities for the following academic year and use this to form the basis of learning hubs and action research groups