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Quality teaching across the school

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Quality teaching across the school

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Quality teaching across the school

  1. 1. Quality Teaching Across The School Forbairt Post Primary 2015/ ‘16 1
  2. 2. Teaching and Learning Quality Across the School • Leading Learning • Why Does it Matter? • How Teachers make a Difference • Invite you to look at your Current Position • How can you move it forward? • School as a Centre of Teacher Learning 2
  3. 3. Source: McBeath, Moos and Riley, 1998 3
  4. 4. Leadership, Learning & Improved Student Outcomes “I have yet to hear or see of a school where the learning curves of the adults were steep upward and those of the students were not.” Roland Barth 4
  5. 5. Student Outcomes • “Linking leadership to student outcomes in a direct way is very difficult.” Leithwood & Levin, 2004 • The impact of leadership on school effectiveness and student outcomes is still poorly understood.” Bush, 2006 5
  6. 6. The Greatest Impacts on Student Outcomes Hattie 2003 6
  7. 7. So What Can Be Done ? 7
  8. 8. What does great teaching look like in your school? The characteristics of a great teacher? ACTIVITY 8
  9. 9. 7 characteristics of great teachers 1. Passion- love teaching and what they teach 1. High Expectations- expect all student to work hard and learn 1. Ability- smart people make better teachers 1. Knowledge- of subject and how to teach it! 1. Conscientiousness- responsible, determined, persistent 1. Care- warm ,respectful ,empathetic 1. Problem-solving approach to failure 9
  10. 10. Some discredited teaching practices … 1. Unconditional praise 1. Streaming 1. The Learning Pyramid 1. Discovery Learning 1. Learning Styles 10 Sutton Trust/Durham University “Learning styles has as much scientific basis as the magic crystals you can buy in the King Arthur shop in Glastonbury”. Tom Bennett
  11. 11. The best schools treat Teaching & Learning as a science 1. Being prepared to challenge and change their existing beliefs 2. Looking at what the research says 3. Adopting strategies that have the greatest chance of succeeding 4. Monitoring the effects of those strategies. Adopting a more scientific approach to teaching can be difficult though: “ We all have a tendency to pay more attention to events that validate our existing beliefs” Piaget11
  12. 12. 12 Discussion “When I go into a classroom where the quality of learning is high, I see…”
  13. 13. 13 What teaching techniques help students to learn? (% very helpful) • Teachers explain well (72%) • Can have fun (41%) • Express an opinion (36%) • Group work with friends (30%) • Practical work (30%) • Copy notes (29%) • Find things out (25%) • Teacher instruction (18%) (ESRI /NCCA)
  14. 14. Teacher makes a difference! S.Paul Wright, Sandra Horn, and William Sanders(1997) 14
  15. 15. Linking Teacher Quality and Student Outcomes An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • A two grade leap in GCSE, e.g. from a C to an A grade An effect size of 1.0 is clearly enormous! 2007 15
  16. 16. Linking School Leadership and Student Outcomes 17
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  19. 19. 20 Consider !! Where is your school now in relation to Subject Department Planning? • Meetings • Materials –Curriculum Content-Subject Plan • Inputs/Facilitation/Support • Themes –Homework, Assessment, Methodology …… • Other
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  21. 21. Supporting Teachers Group Characteristics Challenges for working with this group Tips for working with this group Ready-to-go group •Eager to try new things •Enjoy working with colleagues •Confident •About 10%-20% of staff Wait-and- see group •Eager to improve but cautious about change •Looking for quick signs of success •About 60%-80% of staff Put-on-the- brakes group •Want nothing to do with initiative •Satisfied with their work as it is •History of resisting initiatives •About 10%-20% of staff
  22. 22. Evaluating Classroom Climate SPOT CHECK CONCENTRATING 1 2 3 THINKING ABOUT OTHER THINGS ALERT 1 2 3 DROWSY RELAXED 1 2 3 ANXIOUS WISHING TO BE HERE 1 2 3 WISHING TO BE SOMEWHERE ELSE HAPPY 1 2 3 SAD ACTIVE 1 2 3 PASSIVE EXCITED 1 2 3 BORED TIME PASSING QUICKLY 1 2 3 TIME PASSING SLOWLY FULL OF ENERGY 1 2 3 VERY LITTLE ENERGY SOMETHING AT STAKE 1 2 3 NOTHING AT STAKE SOCIABLE 1 2 3 LONELY EASY TO CONCENTRATE 1 2 3 DIFFICULT TO CONCENTRATE CHEERFUL 1 2 3 IRRITABLE EASY TO BE CREATIVE 1 2 3 DIFFICULT TO BE CREATIVE
  23. 23. DIRECTIVE NON DIRECTIVE GENERIC PERSONALISED TRAINING TEACHING FACILITATION COACHING Professional Development Strategies MENTORING 24
  24. 24. In particular, the instructional leadership aspect of the principal’s role should be the central and core element of his/her work and… should also include provision for CPD for the school What are the implications of this recommendation by the Teaching Council in June 2011? 25
  25. 25. Rationale for Teacher CPD • To support teachers as reflective, enquiry- oriented, life-long learners. • To prepare teachers to continually self- evaluate, to collaborate and adapt throughout their careers, to reflect the changing realities of the classrooms in which they will teach. 26
  26. 26. The Teaching Council - the Teacher as Professional • Section 4.6. • Teachers expected to be knowledgeable in/engage with • pupil/student development • learning theory • pedagogy, • curriculum development • ethical practice • educational policy / legislation. 27
  27. 27. Your Staff Meetings and T/L • Evaluating a staff meeting – Does T/L feature on some staff meetings – Does T/L feature on all staff meetings – What proportion of Staff meeting allocated to T/L – What non T/L items dominate your staff meetings – How can you raise the profile of T/L at staff meetings – What T/L issues are discussed at Staff meetings – What T/L issues are off limits for your staff meetings 28
  28. 28. Chief Inspector May 2013 “Given the experience of other school systems documented by the OECD, it is not unreasonable to ask why some form of formal teacher appraisal, led by the school principal, is not among the components of Ireland’s evaluation and assessment arrangements.” Responding to the…..OECD Review Project on Evaluation and Assessment Frameworks for Improving School Outcomes. 29

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