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Quality of Teaching at TCS Outcomes Priorities for 2013-14 Supporting development

Quality of Teaching at TCS Outcomes Priorities for 2013-14 Supporting development. S econd cycle of observation is nearly complete. W hat are we doing well? What do we need to develop? What support is planned?. 2012-2013 Classroom Observation Outcomes. Overall. Mill Lane.

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Quality of Teaching at TCS Outcomes Priorities for 2013-14 Supporting development

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  1. Quality of Teaching at TCS Outcomes Priorities for 2013-14 Supporting development • Second cycle of observation is nearly complete. • What are we doing well? • What do we need to develop? • What support is planned?

  2. 2012-2013 Classroom ObservationOutcomes Overall Mill Lane Exeter Road Overall 97% of lessons are Good or Outstanding.

  3. Outcomes 2012-13 • The aims were… • to move the remaining NI lessons to Good • to increase the number of Outstanding towards 50%. Increased trend towards converting the good to Outstanding

  4. Overall outcomes 2012-13 • The aims were… • to move the remaining NI lessons to Good • to increase the number of Outstanding towards 50%. Increased trend towards converting the good to Outstanding

  5. Assessment and the work scrutiny Borderline grade 2 and 3 lessons were often linked to Assessment and elements of the work scrutiny.

  6. Assessment and the work scrutiny For this year it has formed separate grade to that of the observation so that staff could evaluate strengths and areas for development.

  7. Work Scrutiny: headlines so far 2012-13 Mill Lane Overall Exeter Road

  8. Key areas for improvement Regularity of feedback which is about helping students to understand: the where the why the what In other words… where they are in their learning progress why they are this point in their learning progress what they need to do to improve their learning progress. Only their involvement in marking and feedback can really ensure this

  9. What have ‘they’ got to say about it?

  10. Ofsted and the work scrutiny Marking and feedback run through the key judgements of Achievement, and Leadership and Management, and not just Quality of Teaching. Marking and feedback reflect setting of high expectations, or the lowering of expectations across a school. Tick and flick are not acceptable. The work scrutiny applies to all subjects. If it’s not in the lesson the inspectors will go looking for it. They will ask the teacher and/or the students about it. They also carry out a scrutiny separate to what they find in the lessons. The work scrutiny can form evidence trails across a department, or even the school, which can concern consistency of assessment, and LNC.

  11. Ofsted and the work scrutiny Guidance about the use of assessment and what Ofsted look for. Guidance about policies and minimum requirements Marking and feedback is most effective when subject/teams take the school’s minimum requirements and embed them to their own policies/ practice in ways that are appropriate to their subject practice. NOT a tokenistic, bolt on whole school policy. Minimum requirements

  12. Ofsted and LNC LNC run through the key judgements of Achievement, and Leadership and Management, and not just Quality of Teaching. Ofsted looks for teaching staff to model good LNC in their written and spoken expression. For example, are key words and terms embedded in their modelling. They do not want to see acceptance of the ‘grunting’! Key words and terms displays should be in use in the dialogue of the lesson, not redundant on the wall. Teachers should target students using key vocabulary in their discussion. This makes it more likely to occur in their written work. Minimum requirements

  13. Stretch and challenge If there was not sufficient stretch and challenge this placed a cap on how far students were able to progress in lessons, and most often explained why the lesson was good rather than Outstanding. Exmouth Ofsted report July 2013 What did they want to see?

  14. Priorities and supporting development for 2013-14 • The greater impact of marking/ feedback, and LNC, is seen where subjects are given autonomy and flexibility to respond to the minimum requirements set out by the school in ways that are … • meaningful within the context of the subject • regular/routine • consistent across their teams • ACHIEVABLE • This can look very different from subject to subject, BUT reflects a shared understanding of expectations.

  15. Supporting development for 2013-14 Teams to share some approaches to marking and feedback by the end of the October half term. Create a toolkit to support all staff. Involve providing one, some or all of the listed items for KS3, KS4, or KS5. The Directory of Effective Practice would also be updated to show strengths concerning feedback and marking.

  16. Supporting development for 2013-14 • Priority 1: Work Scrutiny • Toolkit • Best practice shared in DoSP • CTL training programme • Priority 2: LNC • SEA session and guidance about verbal communication • Remember your maths link in science, Geography, ICT and Technology • Tess Masterman session focusing on the promotion of a culture of reading at TCS • Priority 3: Stretch and Challenge • GME guidance • Good to Outstanding session in early October • SEA and AW Able and Talented Team

  17. Typicality • Not tokenistic

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