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Title: Whole-School Leadership of Teaching


1
Whole-School Leadership of Teaching Learning
  • Whole-School Leadership of Teaching Learning

Geoff Barton Head, King Edward VI School,
Suffolk Saturday, November 15, 2014
Download presentation at www.geoffbarton.co.uk (P
resentation 106)
2
Whole-School Leadership of Teaching Learning
Today the content
Session 1 Exploring the changing context
changes to the National Curriculum and
Ofsted   Session 2 Ensuring the basics
re-visiting whole- school literacy and making
it happen   Session 3 What teaching looks like
a practical exercise   Session4 Implications
for how we develop better teaching in our
schools 
3
Whole-School Leadership of Teaching Learning
Today the approach
www.geoffbarton.co.uk/teacher-resources (106)
4
Whole-School Leadership of Teaching Learning
Background
5
Whole-School Leadership of Teaching Learning
Ground-Rules
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Whole-School Leadership of Teaching Learning
Old Joke
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Whole-School Leadership of Teaching Learning
Q Whats the collective noun for a group of
headteachers?
A A lack of principals
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Whole-School Leadership of Teaching Learning
A A lack of principles
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Whole-School Leadership of Teaching Learning
"If you do what you've always done, you'll get
what you've always got"
Bill Clinton US President, 1993-2001
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Whole-School Leadership of Teaching Learning
Those who stand for nothing fall for anything
Alexander Hamilton Founding Father, 1755-1803
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Whole-School Leadership of Teaching Learning
HOW we teach it
WHAT we teach
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Whole-School Leadership of Teaching Learning
3
Ice-Breakers
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Whole-School Leadership of Teaching Learning
1
The what and the how
  1. What is your current curriculum like? What is it
    for?
  2. Does any of it serve the school more than it
    serves your students (eg EBac)?
  3. What does it teach young people to know or be
    able to do beyond what is tested in exams?
  4. Is vocational content for the disaffected? Will
    it be there after the recent cull of vocational
    courses
  5. Is all that learning to learn stuff a bit of a
    fad that serves the middle classes?
  6. Is the quality of a students experience in a
    subject dependant on who their teacher is?

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Whole-School Leadership of Teaching Learning
2
The basics
  1. Are we angry enough that only 50 or so of
    students leave school with C in English and
    Maths? What are we doing about it?
  2. Does more of the same actually make them get
    worse?
  3. What more innovative approaches could we use?
  4. Does early entry help or hinder learning? Who is
    it for?
  5. Is the biggest problem in Maths, if you are an
    insecure learner, your Maths teacher?

15
Whole-School Leadership of Teaching Learning
3
The Management of Teaching
  1. What is the profile of teaching at your school
    outstanding, good, satisfactory, inadequate?
  2. Could you name your three most effective teachers
    and the five whose teaching gives most concern?
  3. What has been done to harness the former and try
    to improve the latter?
  4. Have they been covertly or overtly managed?
  5. Does developmental observation happen and what is
    its impact?

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Whole-School Leadership of Teaching Learning
  • 1 Teaching Learning against a
  • Changing Landscape
  • Revised National Curriculum
  • Revised Ofsted framework

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Whole-School Leadership of Teaching Learning
The National Curriculum Review
  • Slimmed-down and oddly optional
  • Best that has been thought and said
  • No pedagogy, no guidance
  • International benchmarks
  • Broadly academic
  • Consolidation of basics
  • Qualifications drive behaviour
  • A big distraction from teacher quality

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Whole-School Leadership of Teaching Learning
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Whole-School Leadership of Teaching Learning
Ben Levin
  • Much of the research on change in schools is
    pessimistic Milbrey McLaughlin once wrote that
    policy cannot mandate what matters

20
Whole-School Leadership of Teaching Learning
Ben Levin
We need to distinguish change from improvement.
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Whole-School Leadership of Teaching Learning
Ben Levin
I put teaching and learning practices far ahead
of curriculum as a means of improving student
outcomes and believe that the emphasis on
curriculum in many places has not been the best
priority for limited time, energy and resources.
22
Whole-School Leadership of Teaching Learning
Ben Levin
Writing new curricula or writing performance
objectives is not a good way to use teachers
time in comparison wit improving daily student
assessment practices or learning new pedagogical
practices
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Whole-School Leadership of Teaching Learning
Ben Levin
The curriculum matters less than quality of
teaching, as shown by the very significant
differences in achievement from one teacher to
another in the same course or curriculum
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Whole-School Leadership of Teaching Learning
Ben Levin
Myth that you have to address students personal
problems before you get to their learning as
more kids learned to read and were successful,
behaviour problems declined precipitously
good teaching was the best strategy to
improve student behaviour
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Thinking Time
Whole-School Leadership of Teaching Learning
  • In this age of so-called freedoms, what would
    your curriculum values be?
  • A national curriculum?
  • Containing what?
  • Assessed how and when?

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Whole-School Leadership of Teaching Learning
Ofsted
  • Satisfactory is unsatisfactory
  • Outstanding wasnt always outstanding
  • Short notice (SEF? lesson plans? data?)
  • Its about teaching and marking
  • Its about literacy (aka R,W,C)
  • No formulas
  • Corrosive tone
  • What does progress mean?

27
Thinking Time
Whole-School Leadership of Teaching Learning
Ofsted
So implications at your school?
  • Preparation and non-negotiables?
  • How to ensure consistently good and outstanding
    teaching do teachers know what it is?
  • Are there Ofsted games that have to be played?
  • Implications for training and monitoring and
    performance management?

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Whole-School Leadership of Teaching Learning
An experts impression
I guess that few heads would take serious issue
with the points identified here and on the
surface the priorities of inspectors appear
little different from what they were 20 years
ago. What seems to have changed, however, is the
way judgements are seemingly being made from what
sometimes amounts to little more than
circumstantial evidence. The tone of the whole
thing seems to have changed significantly too
inspectors appear to be taking a very negative
view of what schools are trying to achieve.
Kevin Haddock, former senior inspector, Suffolk
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Whole-School Leadership of Teaching Learning
An experts impression
So be ready to fight the good fight ! I have
highlighted the things you need to do. Get
professional support. Prepare a strong argument
with telling evidence and refuse to be
brow-beaten by lead inspectors. It might seem a
good thing that inspectors are now more keen to
involve you in making the judgements, but this
can lead to pressures that leave you complicit in
your own downfall.
Kevin Haddock, former senior inspector, Suffolk
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Whole-School Leadership of Teaching Learning
Look at our house style
31
Whole-School Leadership of Teaching Learning
How would you use a document like this?
32
Whole-School Leadership of Teaching Learning
2Getting the basics right Whole-School Literacy
Revisited
33
The Matthew Effect
(Robert K Merton)
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The rich shall get richer and the poor shall get
poorer
Matthew 1312
36
The word-rich get richer while the word-poor get
poorer in their reading skills
(CASL)
37
While good readers gain new skills very rapidly,
and quickly move from learning to read to reading
to learn, poor readers become increasingly
frustrated with the act of reading, and try to
avoid reading where possible
The Matthew Effect Daniel Rigney
38
Students who begin with high verbal aptitudes
find themselves in verbally enriched social
environments and have a double advantage.
The Matthew Effect Daniel Rigney
39
Good readers may choose friends who also read
avidly while poor readers seek friends with whom
they share other enjoyments
The Matthew Effect Daniel Rigney
40
Strichts Law reading ability in children
cannot exceed their listening ability
E.D. Hirsch The Schools We Need
41
Spoken language forms a constraint, a ceiling
not only on the ability to comprehend but also on
the ability to write, beyond which literacy
cannot progress
Myhill and Fisher
42
The children who possess intellectual capital
when they first arrive at school have the mental
scaffolding and Velcro to catch hold of what is
going on, and they can turn the new knowledge
into still more Velcro to gain still more
knowledge.
E.D. Hirsch The Schools We Need
43
Aged 7 Children in the top quartile have 7100
words children in the lowest have around 3000.
The main influence is parents.
DfE Research Unit
44
Every teacher in English is a teacher of English
George Sampson, 1922
45
The Matthew Effect
The rich will get richer the poor will get
poorer
46
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  • Understand the significance of exploratory talk
  • Model good talk eg connectives
  • Re-think questioning why how and hands-up
  • Vary groupings
  • Get conversations into the school culture

48
  • Demonstrate writing
  • Teach composition planning
  • Allow oral rehearsal
  • Short long sentences
  • Connectives

49
Know your connectives Adding and, also, as well
as, moreover, too Cause effect because, so,
therefore, thus, consequently Sequencing next,
then, first, finally, meanwhile, before,
after Qualifying however, although, unless,
except, if, as long as, apart from,
yet Emphasising above all, in particular,
especially, significantly, indeed,
notably Illustrating for example, such as, for
instance, as revealed by, in the case
of Comparing equally, in the same way,
similarly, likewise, as with, like Contrasting
whereas, instead of, alternatively, otherwise,
unlike, on the other hand
50
  • Demonstrate writing
  • Teach composition planning
  • Allow oral rehearsal
  • Short long sentences
  • Connectives

51
READING
52
  • Teach reading scanning, skimming, analysis
  • Read aloud and display
  • Teach key vocabulary
  • Demystify spelling
  • Teach research, not FOFO

53
SKIMMING
54
The climate of the Earth is always changing. In
the past it has altered as a result of natural
causes. Nowadays, however, the term climate
change is generally used when referring to
changes in our climate which have been identified
since the early part of the 1900's . The changes
we've seen over recent years and those which are
predicted over the next 80 years are thought to
be mainly as a result of human behaviour rather
than due to natural changes in the atmosphere.   
55
The best treatment for mouth ulcers. Gargle with
salt water. You should find that it works a
treat. Salt is cheap and easy to get hold of and
we all have it at home, so no need to splash out
and spend lots of money on expensive mouth ulcer
creams. 
56
Urquhart castle is probably one of the most
picturesquely situated castles in the Scottish
Highlands. Located 16 miles south-west of
Inverness, the castle, one of the largest in
Scotland, overlooks much of Loch Ness. Visitors
come to stroll through the ruins of the
13th-century castle because Urquhart has earned
the reputation of being one of the best spots for
sighting Loch Nesss most famous inhabitant.
57
SCANNING
58
  • Where did the first cell phones begin?
  • Name 2 other features that started to be included
    in phones
  • Why are cell phones especially useful in some
    countries?

59
Where begin? Two features? Some countries?
Cellular telephones The first cellular
telephone system began operation in Tokyo in
1979, and the first U.S. system began operation
in 1983 in Chicago. A camera phone is a cellular
phone that also has picture taking capabilities.
Some camera phones have the capability to send
these photos to another cellular phone or
computer. Advances in digital technology and
microelectronics has led to the inclusion of
unrelated applications in cellular telephones,
such as alarm clocks, calculators, Internet
browsers, and voice memos for recording short
verbal reminders, while at the same time making
such telephones vulnerable to certain software
viruses. In many countries with inadequate
wire-based telephone networks, cellular telephone
systems have provided a means of more quickly
establishing a national telecommunications
network.
60
Close Reading
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RESEARCH SKILLS
65
Research the life of
Martin Luther King
66
So how would you, a fully paid-up member of the
literacy club, approach the task?
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  • Teach reading scanning, skimming, analysis
  • Read aloud and display
  • Teach key vocabulary
  • Demystify spelling
  • Teach research, not FOFO

76
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77
1 Literacy matters, but maybe literacy is the
wrong term
78
2 Great teachers make the implicit explicit
and model it
79
3 Without us, the rich will get richer the
poor will get poorer
80
Whole-School Leadership of Teaching Learning
The Ofsted view of literacy
81
Thinking Time
Whole-School Leadership of Teaching Learning
Implications for your work in your
school? Training? Monitoring?
82
Whole-School Leadership of Teaching Learning
3 Looking at teaching learning
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Whole-School Leadership of Teaching Learning
A Watch a 30-minute lesson (a) for teacher
development and (b) for monitoring of standards
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Whole-School Leadership of Teaching Learning
B Discuss feedback we would give
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Whole-School Leadership of Teaching Learning
C Evaluate its quality in Ofsted terms
86
Thinking Time
Whole-School Leadership of Teaching Learning
  1. How do currently use observation for developing
    teachers?
  2. How do you use it for monitoring quality?

87
Whole-School Leadership of Teaching Learning
Year 8 Science lesson
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Whole-School Leadership of Teaching Learning
  1. Read the lesson plan
  2. As you watch, keep a narrative focused on
    students learning
  3. Make notes to give as developmental feedback
  4. Make notes to give as inspectorial feedback

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Whole-School Leadership of Teaching Learning
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Whole-School Leadership of Teaching Learning
Session 4 Implications for developing better
teachers
91
Whole-School Leadership of Teaching Learning
PROVOCATIONS
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Whole-School Leadership of Teaching Learning
Teaching
  1. Is there a school view of what constitutes
    excellent teaching what we should aspire to?
  2. Do teachers receive diagnostic feedback on the
    micro-skills of teaching?
  3. Are blind eyes turned to weak teaching?

93
Whole-School Leadership of Teaching Learning
Teaching
  1. Articulation of quality
  2. Development feedback
  3. Monitoring intervention

94
Whole-School Leadership of Teaching Learning
A Ways we could better articulate what great
teaching looks like and develop observation for
development
10
B Ways we could help subject leaders to focus
more effectively on teaching and learning
C Ways we improve systems for monitoring quality
and tackling inadequate teaching
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Whole-School Leadership of Teaching Learning
Tackling issues
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Whole-School Leadership of Teaching Learning
Students complain to you that Teacher A knows her
stuff but is deeply boring. They try to avoid
being taught by her. Her results are excellent.
She will retire in 2 years. What do you do?
101
Whole-School Leadership of Teaching Learning
Teacher B is frequently absent. Classes and
parents are complaining. The reasons for absence
are health-related (colds, migraines, etc), but
students are suffering as a result. What do you
do?
102
Whole-School Leadership of Teaching Learning
Teacher Cs groups consistently perform less well
than others of a similar level. The trouble is
she is a member of the Leadership Team at your
school. What do you do?
103
Whole-School Leadership of Teaching Learning
Hints on having difficult conversations?
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Whole-School Leadership of Teaching Learning
  1. Have them early in the day
  2. Be regretful and honest
  3. Have evidence of impact
  4. Show effect on students
  5. Say I hope you dont mind me mentioning this ..
  6. Repeat key messages
  7. Agree action and timescale
  8. Put it in writing
  9. Its rarely as bad as you imagine
  10. Dont ignore

105
Whole-School Leadership of Teaching Learning
Today the content
Session 1 Exploring the changing context
changes to the National Curriculum and
Ofsted   Session 2 Ensuring the basics
re-visiting whole- school literacy and making
them happen   Session 3 What teaching looks
like a practical exercise   Session4 Implicati
ons for how we develop better teaching in our
schools 
106
Whole-School Leadership of Teaching Learning
  • Whole-School Leadership of Teaching Learning

Geoff Barton Head, King Edward VI School,
Suffolk Saturday, November 15, 2014
Download presentation at www.geoffbarton.co.uk (P
resentation 106)
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