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SECURING GOOD PROGRESS
Transcript of SECURING GOOD PROGRESS
Teachers were identifying student levels that were based upon guesswork.
We were unable to track or predict accurate student outcomes and as a school under threat of closure - this situation was untenable!
I led inset on data then asked for photocopies of all tests used for assessment in order to validate teacher data.
BASELINE AND ONGOING ASSESSMENTS
ARE NOW MORE
FOCUS ON AFL
* highly focused lesson design with sharp and differentiated objectives
* high demands of pupil involvement and engagement with their learning (active learning)
* appropriate use of teacher questioning, modelling and explaining
* an emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
* an expectation that pupils will accept responsibility for their own learning and work independently
* regular use of encouragement and authentic praise to engage and motivate pupils.
FOCUS ON AFL
Review the Curriculum Offer
THE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT’S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES.Sylvia Rimm
How will STEP UP improve Teaching and Learning?
All staff will receive training on how to observe, plan and deliver good lessons.
Individual, confidential mentoring and support will be available throughout.
Good practice identified will be shared through observations and discussion forums
The observation group meetings in which feedback is justified and discussed deepens thinking skills on what constitutes good learning.
It will encourage staff to access cross- curriculum areas and therefore allow insight into alternative teaching styles.
It allows constructive developmental feedback, offering the opportunity and support to put suggestions into practice.
It encourages a non-threatening environment in which a risk- taking and explorative culture can develop.
So… Let’s STEP UP!
Expectations and aspirations for Emerson Park students
mainland local authorities
Borough Ranking for GCSE's
GCSE 5 A-C
in the borough
But our students do well...they get good results and I as their teacher have excellent results......I am thinking of going for threshold.
High Mobility of Students
Below average attainment on entry
LDD above average
FSM well above national average
High Social and Economic disadvantage
Bower Park school
LDD well above average
FSM higher than average
25% students did not join school in Yr7
Student mobility is high
The Albany Business and Enterprise School
Above the national average intake of SEN students
which is double the LEA average
Improve personalised learning
Raise expectations and aspirations
Structured learning and support programmes
Train Heads of Year and Middle Managers how to target, track and monitor individual pupils achievement
Benchmark pupil achievement against LEA and national data
Quality Assurance Systems
At Emerson Park
FFT + 2
KS3 + three rates of progress
Structured monitoring cycle
Subject area SEFS
Additional curriculum support programmes
Individual pupil assessment and target setting
An inclusive curriculum
Raise the quality
of teaching and learning
to at least good
Develop Coaching Programme to focus on
Differentiation, Pace, Challenge and Learning Objectives for different groups
iSetting high-challenge independent research tasks
Giving pupils website addresses which provide additional study materials and guidance on how to use them
Providing more challenging coursework assignments
Giving differentiated success criteria
Setting creative open-ended tasks
Incorporating AS level units into GCSE;
Allocating the role of coach
Using higher-order questioning.
Target Gifted and Talented
Invite Gifted and Talented students to Department Planning metings
Are our pupils still doing so good?
Lesson Drop In's
Include Strategies for Teaching in Lesson Plan Proformas
Review timetables and the curriculum offer
GCSE courses in Yr9
AS levels in Yr11
Extra Provision in talented area
Tracking and Monitoring of Progress
towards Aspirational targets
INSET followed by peer lesson observations focusing on Differentation
Investigate the quality of developmental feedback
Create successful vocational pathways
Eradicate inadequate Teaching
Your Student Intake Profile is Changing
Ethnic Minority Group Increasing
1st Lanuage not English Rising
Parent and Student Voice
Investigate reasons for absence
Liase with staff and students to create new absence policy of sanctions and rewards
Ensure attendance targets and competitions are visually promoted throughout the school and rewards publically awarded
Curriculum review - student aspirations and needs
Adopting Stage not Age
Personalised Learning Pathways throughout KS4
Develop student observers
Develop student experts
Develop student mentors
Develop parent mentors
Timetable Family Fun Days
Investigate creche facilites
I would firstly show the need to change.
Then through staff's hard work, dedication and most importantly a belief in their students. I would model the potential of Emerson and begin to create the guiding team.
What position is Havering for CVA?
What position is Emerson for CVA?
Your Progress Measures
KS2-KS4 accurate in
Your forward estimates predicting 5A-C below the top 50% of similiar schools for 2010?
ALAN Testing All Yr 10/Yr11
GCSE Enterprise (Sport)
Outstanding Lesson INSET
In conjunction with Heads of Year, Middle Managers and Learning Mentors
Judge Quality of teaching & Learning
Judge quality of Data and tracking systems
Identify any underperformance
Design Intervention Strategies and take action
Continue to monitor and review
15 subjects in 2008
below the national figure for A - A*
Develop Learning Communities
Embed ICT into subject areas
Establish a set of core behaviours and an agreed teaching model
Parochial self-interest (some people are concerned with the implication of the change for themselves ad how it may effect their own interests, rather than considering the effects for the success of the business)
Misunderstanding (communication problems; inadequate information)
Low tolerance to change (certain people are very keen on security and stability in their work)
Different assessments of the situation (some employees may disagree on the reasons for the change and on the advantages and disadvantages of the change process)
1.Education and Communication
2.Participation and Involvement
3.Facilitation and Support
4.Negotiation and Agreement
5.Manipulation and Co-option
6.Explicit and Implicit Coercion.
Thank you for your time
Leading the change process