Raising Your Game Whole-School Leadership of Teaching & Learning Geoff Barton Head, King Edward VI School, Suffolk Sunday, January 10, 2016 Download presentation

Raising Your Game

Whole-School Leadership of Teaching & Learning


Geoff BartonHead, King Edward VI School, Suffolk

Saturday, April 22, 2023

Download presentation at: www.geoffbarton.co.uk(Presentation 106)

Twitter: @RealGeoffBartonWIFI: gblooms58

http://www.geoffbarton.co.uk/

Raising Your GameWhole-School Leadership of Teaching & Learning

Today: the content …

Session 1: Exploring the current landscape: Principles of great teaching & learning Session 2: Re-visiting the basics: how to make

literacy happen in every classroom(a case study in leadership for learning)

Session 3: What teaching looks like and how to keep

improving it

Session 4: Grasping nettles


Classroom teaching

Whole-school

leadership of learning


WHAT HOW


Today: the approach …

www.geoffbarton.co.uk/teacher-resources (106)


Ice-Breaker A

• Think of the most successful student you teach / have taught:

• What are her distinctive skills / attitudes / qualities?


Ice-Breaker B

• Think of the most successful teacher at your school:

• What are his distinctive skills / attitudes / qualities?


Ground-Rules


Banned List

Might we be moving towards a

post-Ofsted, post-test-obsessed, post-gimmick-ridden

era …?

REAL teachingREAL learningREAL research


PROVOCATIONS& IMPLICATIONS




Ben Levin:

We need to distinguish change from improvement.


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.


Ben Levin:

Writing new curricula or writing performance objectives is not a good way to use teachers’ time in comparison with improving daily student assessment practices or learning new pedagogical practices


Ben Levin:

It is a 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 is the best strategy to improve student behaviour.



Graham Nuthall:


Graham Nuttall:

“Research shows that faith in being able to judge the quality of teaching by observing is largely misplaced … The same teachers working with different students may perform quite differently”




1. Content knowledge (Strong evidence of impact on student outcomes)

2. Quality of instruction (Strong evidence of impact on student outcomes)

3. Classroom climate (Moderate evidence of impact on student outcomes)

4. Classroom management (Moderate evidence of impact on student outcomes)

5. Teacher beliefs (Some evidence of impact on student outcomes)

6. Professional behaviours (Some evidence of impact on student outcomes)



11. What the school view of what constitutes

effective teaching?2. What characterises your best teachers? Do

they get to see other teachers and tutors?3. Does observing make any difference, or do

we ‘see what we see’?4. What’s the most effective CPD at your

school? Does appraisal improve the quality of teaching?

5. Do TAs make any impact? How do you know?

6. Do you get student views of teaching? Do you use them? Should you?

Teaching



“Three-quarters of teachers who demonstrated sustained commitment said that good leadership helped them sustain their commitment over time.

Better leaders produce better teachers”


21. What does your most effective middle

leader do? How do you harness this?2. How do they develop the quality of

teaching?3. How do middle leaders meetings and line-

management work? Do they have an impact?

4. How are you improving the skills of your weakest subject leader and preparing the best for senior leadership?

5. Is ‘leadership for learning’ central? If so, how do you do it?

Subject Leadership




31. Does the team contain some of the school’s

best teachers? Does it need to?2. Do you coach teachers, or is an SLT not the

team to do this?3. Do you grasp nettles?4. What are the implications of this morning’s

session for the way you work and the impact you have?

Senior Leaders






improving it


THE HABITS OF

LITERACY

WHAT to HOW

Leadership for learning:

“The limits of my

language mean the

limits of my world”

Ludwig Wittgenstein

‘That’s why signing kids up for piano lessons or sports is so important. It has nothing to do with creating a good musician or a five year-old soccer star’

Hypothesis:

Become a Year 11 writer again… for five minutes

Task:Describe the room we are in

Hypothesis:

Q1 (of 2): How did you approach the task?

Q2: As teacher, what language knowledge could I have taught you to help you write better?

Unconfident

Q:

Confident

Irrespective of background

?

A:

Teach them

The Matthew Effect(Robert K Merton)

The rich shall get richer and the poor shall get poorer

Matthew 13:12

“The word-rich get richer while the word-poor get poorer” in their reading skills

(CASL)

“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

“Students who begin with high verbal aptitudes find themselves in verbally enriched social environments and have a double advantage.”

The Matthew EffectDaniel Rigney

“Good readers may choose friends who also read avidly while poor readers seek friends with whom they share other enjoyments”

The Matthew EffectDaniel Rigney

‘Too often the argument for reading is made by those who have spent their lives as insiders; the pleasures of solitary reading are so obvious, the value of reading so self-evident, that we fail to appreciate how utterly strange reading is to the outsider’

Thomas Newkirk‘Masculinity in Boys’

Sticht’s Law: “reading ability in children cannot exceed their listening ability …”

E.D. HirschThe Schools We Need

“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

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

The Matthew Effect:The rich will get richer &the poor will get poorer

The Literacy Club

The view

of literacy

✗May be mechanistic and superficial

✔ Yet may be very helpful

Me: What?Us: How?

1. Understand the significance of exploratory talk

2. Model good talk – eg connectives3. Re-think questioning – ‘why & how’

– and hands-up4. Vary groupings5. Get conversations into the school

culture

CoachingTraining days

MeetingsSubject reviewsLearning walks

AppraisalResearch groups

Sharing good practice





1. Demonstrate writing2. Teach composition & planning3. Allow oral rehearsal4. Short & long sentences5. Connectives

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

1. Demonstrate writing2. Teach composition & planning3. Allow oral rehearsal4. Short & long sentences5. Connectives









READING

1. Teach reading – scanning, skimming, analysis

2. Read aloud and display3. Teach key vocabulary4. Demystify spelling5. Teach research, not FOFO

SKIMMING

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.

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.

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 Ness’s most famous inhabitant.

Lexical v Grammatical Words






SCANNING

1. Where did the first cell phones begin?

2. Name 2 other features that started to be included in phones

3. Why are cell phones especially useful in 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.

Where begin? Two features?

Some countries?

Close Reading

RESEARCH SKILLS

Research the life ofMartin Luther King

So how would you, a fully paid-up member of the literacy club,

approach the task?

1. Teach reading – scanning, skimming, analysis

2. Read aloud and display3. Teach key vocabulary4. Demystify spelling5. Teach research, not FOFO









1: Literacy matters, but maybe ‘literacy’ is the wrong term

2: Great teachers make the implicit

explicit – and model it

3: Without us, the rich will get richer &

the poor will get poorer

WHAT to HOW

Leadership for learning:

One Literacy Promise

Raising Your Game






http://www.geoffbarton.co.uk/






improving it



3: Actively developing better teachers


A: Watch a lesson (a) Strengths?(b)How increase

challenge?(c)How improve questioning?


B: Next Steps(a) How give feedback?

(b) How attend to Tom’s long-term development?


Year 10 Science lesson: Tom Carey





Lesson

















Implications for developing better teachers


10

A: Ways we could better articulate what great teaching looks like and develop observation for development

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






improving it



Grasping Nettles:How, as leaders, do we

tackle issues?


1: Students complain to you that Teacher A knows her stuff but is deeply boring. Her results are excellent. She will retire in 2 years. What do you do?

2: A parent phones to say that Teacher B has described students in the class as “total retards”. She says she will go to the papers if something isn’t done about him. What do you do?


3: Teacher D’s 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?

4: Teacher E entertains classes with interesting work, but it rarely relates to the scheme of work, and you worry that students aren’t being prepared for exams. What do you do?


5: A student reports that Teacher E frequently smells of alcohol. What do you do?


Hints on having difficult conversations?

What’s your experience?


1. Have them early in the day2. Be regretful and honest3. Have evidence of impact4. Show effect on students5. Say ‘I hope you don’t mind me

mentioning this ..’6. Repeat key messages7. Agree action and timescale8. Put it in writing9. It’s rarely as bad as you imagine10.Don’t ignore






improving it


Raising Your Game






Raising Your Game

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Raising Your Game Whole-School Leadership of Teaching & Learning Geoff Barton Head, King Edward VI School, Suffolk Sunday, January 10, 2016 Download presentation