Teaching, Learning, Evaluation and Continuing Professional Development 2015 – 2016

Introduction This document aims to pull together the strands from the SIDP relating to Teaching and Learning, Evaluation and CPD to enable planning for individual teachers and for departments across the year. In this way we hope to show the significant coherence throughout our development as a school, the identification of best practice to share, the areas of our provision we can continue to develop and how we can support that development as a learning community. If there are opportunities which you would like to be made available, or if you are interested in offering an opportunity to other colleagues, then please communicate this to Andrew Madden (Assistant Headteacher, Teaching and Learning).

Autumn Term Training Days Sept

Oct

Nov

Mon 7 September Highlight key threads:  Careers in depts/ employability skills  TT/ SMSC/ PSHE  Y12 and closing the new/old gap  Assessment (AWOL and dialogue/ golden time)  Literacy Friday 9 October PM + Careers input as drop-in CPD (EB)

T&L Twilight Staff Meetings

Learning Reviews

Other Dept Ass Reviews: consideration of teaching over time Tues 15 September MLT: Intro to FFT Aspire

Tues 6 October Input into best practice in:  Tutor Time/ SMSC/ PSHE (CBH)  Literacy: pyramid launch (GB and JC) Tues 10 November SWEP Teaching and Learning at Stratford School

Dec

2

Autumn Review Tutor Time / SMSC/ PSHE

Spring Term Training Days Jan

Feb

Mon 4 January  Y12 Review  Epi-pens  Depts – embedding exam reforms and new assessment practices

T&L Twilight Staff Meetings Tues 26 January  Get the Grit (JAC)

Learning Reviews

Other Ann Short to work with SLT on QA of T&L

Year 12 Review Including the wrap-around curriculum and closing the new/old gap

Weds 3 February Shottery Abroad #2: link with careers, HE or schools

Mar

Summer Term Training Days Apr

T&L Twilight Staff Meetings Tues 15 April  Sharing feedback from Year 12 review  Bring and share on a sixth form theme led by girls from each subject area (EB/AJM/HoDs)

May

June

July

3

Learning Reviews

Other

The Vision for CPD at Stratford Girls’ Grammar Continuous professional development is the process which ensures that all staff at all stages in their careers are able to learn, progress and keep up to date in order to have a positive impact on Stratford Girls’ Grammar and the outcomes for the girls. Participation in relevant development activities is both an entitlement and a responsibility for all staff in the school. We aim to motivate colleagues and build selfesteem by offering quality development experiences which will enhance expertise and broaden career opportunities.

In seeking to fulfil these aims, our Continuing Professional Development Programme: 

is committed to: -

raising the quality of teaching, learning and teacher and student support

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continuous improvement through sharing best practice and benchmarking

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self-development, which each teacher and member of the support staff can monitor and illustrate through her/his professional review

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developing leadership skills

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preparing to handle change effectively

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supports the curriculum, addressing professional knowledge as well as teaching and learning strategies and teacher and student support strategies

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is a co-ordinated strategy linked to the School Improvement Development Plan – we identify our needs and target priorities, within the agreed and published SIDP and its related Action Plans and Development Plans etc

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enables all individual members of staff to assess their training needs systematically, using the national standards and central government requirements and expectations, within their department’s or group’s, the school’s and national priorities

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involves all members of staff in all stages of the professional development cycle as collaborative learning participants

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includes induction process for NQTs and teachers and support staff new to the school

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includes monitoring and evaluation processes built in at all levels.

All staff will be able to develop the knowledge and expertise required to carry out their current post successfully and prepare for their future career paths. In particular, teachers will have opportunities to acquire knowledge, skills and evidence for the various standards, enabling teachers to:       

set high expectations which inspire, motivate and challenge pupils promote good progress and outcomes by pupils demonstrate good subject and curriculum knowledge plan and teach well structured lessons adapt teaching to respond to the strengths and needs of all pupils make accurate and productive use of assessment manage behaviour effectively to ensure a good and safe learning environment

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 

fulfil wider professional responsibilities demonstrate high standards of personal and professional conduct.

All staff are expected to take responsibility for their own professional development. Associate staff will have opportunities to pursue the most appropriate development route for their chosen career, eg through technical or management training, or membership of an appropriate professional body. Teachers’ Standards (as of September 2012) PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils  establish a safe and stimulating environment for pupils, rooted in mutual respect  set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions  demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2. Promote good progress and outcomes by pupils  be accountable for pupils’ attainment, progress and outcomes  be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these  guide pupils to reflect on the progress they have made and their emerging needs  demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching  encourage pupils to take a responsible and conscientious attitude to their own work and study. 3. Demonstrate good subject and curriculum knowledge  have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings  demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship  demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject  if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics  if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4. Plan and teach well structured lessons  impart knowledge and develop understanding through effective use of lesson time  promote a love of learning and children’s intellectual curiosity  set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired  reflect systematically on the effectiveness of lessons and approaches to teaching  contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5. Adapt teaching to respond to the strengths and needs of all pupils  know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

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  

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment  know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements  make use of formative and summative assessment to secure pupils’ progress  use relevant data to monitor progress, set targets, and plan subsequent lessons  give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7. Manage behaviour effectively to ensure a good and safe learning environment  have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy  have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly  manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them  maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8. Fulfil wider professional responsibilities  make a positive contribution to the wider life and ethos of the school  develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support  deploy support staff effectively  take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues  communicate effectively with parents with regard to pupils’ achievements and well-being. PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. 

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: o o o o

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

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o

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

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Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

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Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

See also the CPD Policy (2014) in the policy folder on staff shared.

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Directed Time CPD INSET Days Our INSET days are key points in the school year when development can take place for all staff on wholeschool matters. Unless otherwise stated INSET days run on the same timing as a normal school day. For part-time staff, attendance at INSET days is pro-rata and should be agreed with their Head of Department. Twilight Teaching and Learning Meetings These are extended staff meetings with a specific teaching and learning focus, often a single-item agenda, and run until 5.30. All part-time staff are invited to attend these meetings, although the school understands that this will be dependent on the days on which they work. The content of these sessions is given as an indicative steer at this stage, as it is important to be able to build in a degree of flexibility to respond to events and needs as they arise. As for last year, we plan on integrating the content of the Twilight Teaching and Learning Meetings with our review programme. In this way, we hope to support HoDs and departmental colleagues in reflecting on practice and how we can continue to improve as a school. The content is indicative at this stage but is likely to be: Disaggregated CPD Under disaggregated CPD time, two of our INSET days have been given over to staff. These days can be taken as additional holiday, and staff then complete twelve hours of CPD training in lieu (pro-rata for parttimers) from an internal calendar of events or other opportunities (see page 11 or the CPD Policy). Departments may choose to use either or both of these days to organise whole department CPD. As disaggregated CPD has run for a several years now, we have a number of highly worthwhile CPD developments which deserve a platform in the school – these are included in the calendar overleaf. The move to calendared sessions has proved to be popular, although we do hope to be able to keep a degree of flexibility to enable us to respond to opportunities or needs as they arise. The CPD offer will fall into three strands:   

Leadership and Management Teaching and Learning Pastoral and Systems

The sessions will run for the autumn and spring terms to enable the maximum time for staff to embed the input they have received. Booking for all the sessions will be via the staffroom noticeboard. Internal sessions will take place from 4.10 until 5.10 pm. As in previous years, staff who lead a session are entitled to three hours of CPD in lieu of preparation and delivery. Colleagues are, of course, at liberty to attend more than the required number of sessions to enrich their professional development.

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Rotation 1 Wednesday 9 September Strand Title Leadership and Management

Understanding your ALPS report – ALPS reports will be sent to HoDs beforehand. This will be a refresher session on ALPS to support HoDs in writing Assessment Reviews.If any HoDs require support in writing any aspect of their Assessment review, they are welcome to attend.

Thursday 10 September Strand Title Pastoral and systems

Educational Trips – Running trips at SGGS. All staff who are new to SGGS (or any existing staff who need a refresher) should attend this session.

Monday 14 September Strand Title Teaching and Learning

Lesson observation for real A chance to watch an English lesson from the ASCL DVD leading to a dialogue about the learning.

Session Leader

SIDP

AJM & JAC

1a 1b 2a 2b

Session Leader

SIDP

PD

9f

Session Leader

SIDP

AJM

2a / 2b

Session Leader

SIDP

EB

2a

Teachers’ Standards 1&2

Teachers’ Standards 7&8

Teachers’ Standards 1-7

Rotation 2 Various lunchtimes during October Strand Title Pastoral and Systems

UCAS Drop in lunchtime sessions for tutors to support writing of UCAS references. Exact dates tbc from EB

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Teachers’ Standards 1, 2, 8

Tuesday 13 October Strand Title Pastoral and Systems

Using SIMS How to use SIMS for data and reporting

Wednesday 14 October Strand Title Leadership and Management

Timetabling The principles behind timetable construction

Monday 16 October Strand Title Teaching and Learning

Student Voice: How to capture student voice in a constructive manner including examples of surveys and how to use SurveyMonkey.

Session Leader

SIDP

JAC

1a, 1b 2a, 2b

Session Leader

SIDP

SA

2a

Session Leader

SIDP

AJM

1e

Extended Teaching and Learning Meeting Tuesday 10 November – 4.00 to 6.00 at Stratford School Strand Title Venue Open to all teaching staff who wish to attend.

Joint South Warwickshire Training staff will have a choice of workshops led by staff from schools across South Warwickshire. Sessions will last for approx. 30 minutes and staff can select as many as they wish. A list of sessions will be circulated beforehand

Teachers’ Standards 1, 2, 4, 5, 6

Teachers’ Standards 1 to 5 & 7

Teachers’ Standards 1, 2, 4 to 7

Teachers’ Standards

Stratford School

1 to 8

Rotation 3 Wednesday 18 November Strand Title Teaching and Learning

Lesson observation for real A chance to watch a Maths lesson from the ASCL DVD leading to a dialogue about the learning.

Session Leader

SIDP

AJM

2a / 2b

10

Teachers’ Standards 1-7

January 2016 Date tbc Strand Leadership and Management

Title

Session Leader

SIDP

Mindfulness A workshop on mindfulness for staff-well-being

KS

2c

Session Leader

SIDP

CK

1a, 1b, 1e

Monday 8 February Strand Title Pastoral and Systems

SEND How SEND systems work at SGGS. Best practice in supporting girls with SEND

Teachers’ Standards 8 & part two

Teachers’ Standards 1, 2, 4, 5, 7

The remaining time given over to staff from the two disaggregated training days (from the twelve hours allocated in total) is for staff to spend on CPD activities as they wish. This could build on the sessions attended as above, or have another focus. How this time is to be spent is to be agreed with your PM reviewer. A full explanation of what counts as CPD is in the school CPD policy (2014) of which an extract is below:         

observing colleagues teaching and discussing what they have observed deepening understanding of student performance and the learning process development through projects open learning and individual initiatives participation in team activities both formally and informally sharing best practice within and beyond the school either in departments or between departments professional review and discussion, eg through Performance Management shadowing co-option onto the Senior Leadership Team and other committees

External CPD courses are available in the usual fashion, although please be aware that the budget for these is especially tight this year – please complete the form in the staff shared drive (W) in the folder ‘Professional Development Opportunities’ and return to AJM. Time spent on an external CPD course when a member of staff would usually be in school cannot count for disaggregated CPD. The time spent after the course cascading the CPD to other colleagues or doing work based on the external CPD does count as disaggregated CPD. Check with your PM line-manager if there are any questions.

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Working Parties We will also run a number of working parties with a view to developing provision across the school. The meeting slots will be who wish to join and will be advertised via bulletin. Please contact the Working Party Leader if you wish to be part of these. For 2015/16 these will be: Title

Focus

Working Party Leader

Suggested frequency of meeting Half-termly (6 meetings / year)

Assessment A working party looking at co-ordinating assessment practice across the school especially in the light of the Government reforms in this area. Workload A staff group, chaired by a governor and Welllooking at issues regarding workload Being and well-being for teaching and associate staff.

JAC

Diana Woods (Governor)

Termly (3 meetings / year)

Literacy

A working party looking at the development of literacy across the curriculum. Membership would be welcome from all curriculum areas.

GB

First Meeting: Early October Termly

PSHE

A working party to support staff who are delivering PSHE.

BJ

Staff Voice

A new working party led by Heather Bendle with a focus on a solutionfocused approach to current issues facing staff and the school. A chance to work with an RSC Voice Coach.

HB

Launching at the start of autumn term

Michael Corbidge

TBC depending on his availability.

Voice Coaching

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First meeting following launch of Literacy Pyramid on 6 October Termly (3 meetings / year)