T eaching, Learning & Development

1. Teaching, Learning & Development Jon Curtis-Brignell

2. TALLIS Praxis Values + Theory + Action = Praxis Education to understand the world and change it for the better

3. Pedagogy Culture Our role as teachers within school and society Our classroom practice as teachers Values TALLIS Praxis Our theories and beliefs about teaching and education

4. Pedagogy Culture • (Pedagogical) content knowledge • Quality of instruction • Classroom management/ behaviour/control • Classroom climate/ relationships/ expectations Values TALLIS Praxis • Beliefs (theory) about subject, learning and teaching • Wider professional elements: collegiality, PD, stakeholder relationships

5. How many minutes of each lesson does an average student on an average day spend really thinking hard? Do we really want students to be ‘stuck’ in our lessons? If they knew the right answer but didn’t know why, would the students care? Do we? Learning happens when people have to think hard.

7. Teaching & Learning Priorities 2017-18 • Making It Stick - how can we help our students to learn and remember better in the context of more challenging linear examinations? • Marking and Feedback - how can we continue to improve the impact of feedback on learning? • Assessment - how can we continue to improve our use of formative and summative assessment to support teaching and learning? • Working smart - how can we prioritise efficiently to make the most effective use of our time? • Stretch, challenge and support for all - how can we ensure that high, middle and low starters are all making excellent progress in relation to their individual starting points?

8. Professional Development 2017-18 Every teacher needs to improve, not because they are not good enough, but because they can be even better. -- Dylan Wiliam One of the most effective things school leaders can do is to empower teachers to become learners and improve their own teaching. -- Robinson 2009

9. Professional Development 2017-18 Aim: to ensure that the structure of our school timetable best supports teachers to consistently improve their practice. The solution: to have an early finish every two weeks to create more time for training and development. The need: to make sure that we use this time to best support the needs of the school, identified as follows:• Improving teaching and learning, so that there is an impact on teaching effectiveness and student achievement• Supporting teacher workload, so that there is an impact on teacher wellbeing, recruitment and retention.

10. Professional Development 2017-18 Of the three sessions we have created per half-term, we propose to allocate time as follows: • Session 1 (Tuesdays) – school priority CPD• Session 2 (Wednesdays) – curriculum-led CPD• Session 3 (Thursdays) – personal CPD

11. What is TALLIS Research & Development?

12. TALLISR&D:some principles • All teachers are involved in research & development activities • All teachers have an R&D target as part of their appraisal • All teachers are required to produce a ‘report’ accounting for their contribution to R&D, including those in groups • ‘Reports’ may take a variety of forms, negotiated with co-ordinators of each R&D method • The criteria for success are that the research is completed and the results are shared with all colleagues • TALLIS R&D is focused on school improvement through the development of pedagogy (TALLIS Praxis)

13. Pedagogy Culture • (Pedagogical) content knowledge • Quality of instruction • Classroom management/ behaviour/control • Classroom climate/ relationships/ expectations Values TALLIS Praxis • Beliefs (theory) about subject, learning and teaching • Wider professional elements: collegiality, PD, stakeholder relationships

14. Pedagogy Culture Our role as teachers within school and society Our classroom practice as teachers Values TALLIS Praxis Our theories and beliefs about teaching and education

15. TALLIS Praxis Values + Theory + Action = Praxis Education to understand the world and change it for the better