Effective Papers For learning

I'm currently involved in planning a full INSET day for the first day back in January, and would appreciate any feedback on our thinking at this stage. General attitudes towards INSET expressed online would suggest that teacher experiences are patchy at best, and I'm very aware of our responsibility in school to get this stuff as good as it can be. Partly, I'm writing this just to get my own thoughts clear; partly to ask any teachers with the time or inclination to comment whether this sounds like a decent use of time. I'd be particularly interested to know if there are any glaring omissions in the proposed content - what's missing? Does it seem like content which would be helpful for all subjects, or is more domain-specific content required? If this was emailed round as a plan at your school, what would be your response? Focus Our focus for this day is on teaching disadvantaged students. Whilst being a generally high performing school, we have a sizeable gap in the...

I’m currently planning an INSET session for September based around the notion of expertise in teaching and learning. My plan is simple - a presentation about what we mean when we talk about expertise in the context of being a teacher, before giving faculty groups time to reflect on what expertise looks like in their own contexts - what would they prioritise or reject from the suggestions below, and what would they add? Here then is my first rambling attempt at an outline structure - I’d welcome any comments from the twitter-sphere for improvement. What is expertise? I’ll start by suggesting a definition of expertise based on having the ability to quickly see the underlying structures of whatever domain the expertise resides. An expert in baroque music then, would be characterised by their capacity to listen to a piece and quickly identify elements of form or style that are typical or otherwise of the genre; they’d be able to identify and consider what is conventional or typical, and w...

Final of this trio of presentations - a very Willingham-y, and probably quite 'you had to be there' Year 11 revision evening. Might be some bits of interest if you are doing one yourself.

So - another quick presentation - this time on modelling, the focus on which over the last 4 years has hugely improved the clarity, accessibility and challenge of our lessons. At the heart of teaching - taking care and paying attention to the way that we model key skills and content.

Had a great time at TLAB again this year - another really high quality event. I spoke about trying to create the conditions in school which help teachers learn, focusing on aspects such as domain-specific TLCs, the importance of conscious restriction of focus, and being vigilant to 'playpumps' - initiatives which look like they are going to be great, but don't turn out to be. A key theme of my talk was about the difficulties that teachers have finding enough time and headspace for reflection, alongside some ways of trying to manage this as leaders. Would blog more but marking calls (see last slide...).

Tim Brighouse in his  'four ways you know you are in a good school' , suggested the following four indicators of success:  “Teachers talk about teaching, teachers observe each other’s practice, teachers plan, organise and evaluate their work together rather than separately, and that teachers teach each other.”. The final three are offshoots of the first, and in this post I'll describe ways in which my school is trying to develop conditions in which teacher dialogue about the detail of classroom practice is regular, supportive and influential. In the past, one of the methods we've tried to use is the 'Teacher Learning Community' model, whereby INSET time is dedicated to placing groups of colleagues together for the purposes of discussion and  professional learning. In theory, this ticks all of the Brighouse boxes and when launched a few years ago, was received with optimism from school leaders: 'teachers', 'learning' and 'communities' were...

Lesson observations can be a profoundly positive or negative experience; I've seen teachers rejuvenated, inspired, depressed and infuriated by the process, alongside others who just tolerate the whole thing as a wearisome but probably unavoidable chore, like a routine visit to the dentist or getting a haircut (although I was astonished to learn from a colleague recently that some people actively look forward to visiting the hairdressers. I kid you not. My own view is that only one criterion applies when selecting a 'coiffeur': how quickly can they do it? My guy is FAST - admittedly he can be a bit choppy-scrapey at times, and there's often some blood, but when the time expended on the whole sorry exercise is more or less the same as filling the car up with petrol, who's complaining?).  Anyway. It's important of course that we put sufficient thought and reflection into making lesson obs as good as it can be - I've written in a previous post about how we are ...