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Mary Tuson

Mary Tuson. Principal Teacher of Mathematics. Planning for Improvement. Beginning with the end in mind. ‘Alice in Wonderland’. ‘Would you tell me please which way I ought to go from here?’ ‘That depends a good deal on where you want to get to.’ said the cat.

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Mary Tuson

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Presentation Transcript

  1. Mary Tuson Principal Teacher of Mathematics

  2. Planning for Improvement

  3. Beginning with the end in mind

  4. ‘Alice in Wonderland’ ‘Would you tell me please which way I ought to go from here?’ ‘That depends a good deal on where you want to get to.’ said the cat. ‘I don’t care where….’ said Alice ‘Then it doesn’t matter which way you go,’ said the cat

  5. Vision, Mission, Purpose • Mental creation precedes physical creation • Develop a clear picture of where you want your department to be • Use your plan

  6. SEE, DO, GET • Visualise results • Have a plan that documents what you want to do as a team • It won’t happen because you wrote it down you have to make it happen- use your plan

  7. The cycle of improvement • How well are we doing and how do we compare with similar schools? • What more should we aim to achieve this year and what must we do to make it happen? • Taking action and checking it happens

  8. Identifying Issues • Diamond 9 activity identifying the key issues in your department

  9. Areas for improvement • The bottom of the diamond 9 may be the areas that need most development

  10. Improvement Planning • Looking at a CAIP • SISRA online

  11. What level are you? • Using the micro site to find how you can move to the next level and the key questions to ask

  12. Moving to the next level • look through the list of example statements and decide which best fits your stage of development • Find others who have the same level score as you

  13. The key questions • use the ‘moving to the next level’ questions to identify the steps which will help you and your colleagues to move to the next level

  14. You are not alone • Get your team to help • Ways to get them involved?

  15. SMT on board • How can you get the best out of your SMT?

  16. Pupil Voice They Know the score! ‘Pupils have the last word in the report: their views about learning mathematics, their understanding and enjoyment. During the survey visits, they confirmed the narrow nature of much of the teaching but they also showed how much difference a teacher’s enthusiasm can make.’ Ofsted – Understanding the score

  17. Reflection task • reflect on the features of effective practice and think about what key areas within Improvement Planning you want to develop now

  18. Next steps • look through the case studies and the excerpts from the Ofsted report Mathematics: understanding the score and decide whether there are any tasks or actions you might want to take that are prompted by these

  19. Any Questions

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