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The Next Phase

Teaching for
Engagement & Achievement

Wednesday, 25 May 2011

Student Voice and our Work


and in the UK...
!


These Twelve Secondary Schools …

! Are in the highest category of deprivation (35% or
more FSM), yet, they all:
• Achieve over 80% good GCSE passes at 16, with a
consistent trajectory of improvement
• Have at least two recent inspection reports judged as
ʻoutstandingʼ
• Received outstanding grades for teaching and learning,
leadership and the school overall
• Record a pattern of high contextual value added scores
from Key Stage 2 (age 11) to Key Stage 4 (age 16)

defy the association of poverty with
outcomes

Some success factors in these schools

• They have strong values and high expectations that are
applied consistently and are never relaxed

• Their achievements do not happen by chance, but by highly
reﬂective, carefully planned and implemented strategies

• They operate with a very high degree of internal consistency
• They are constantly looking for ways to improve further


• Clear and unshakeable principles and
sense of purpose
• Vigilance and visibility
• Courage and conviction
• Predisposition to immediate action, letting
nothing slip
• Insistence on consistency of approach,
individually and across the organisation
• Drive and determination
• Belief in people
• Ability to communicate
• Leadership by example
• Emotional intelligence
• Tireless energy

Whatʼs Next?

Teaching for Engagement & Achievement

ENGAGEMENT & ACHIEVEMENT



An active mind instead of a passive one
More observant

Opens up new worlds and possibilities

Adds excitement


BETTER STUDENTS

Outside In

System Leaders


Outside In Inside Out
engagement
&
System Leaders achievement

Bureaucracy/Policy Theories of Action

Schools/Principals Teachers

Planning & Organisation Planning & Organisation

Teachers Policy Choices

Students/Classroom
Centre


Teaching for Curiosity & Achievement


4
Whole School Theories of Action


Whole School Theories of Action
1 When schools and teachers set high expectations and
develop authentic relationships then students confidence
and commitment to education increases and the schoolʼs
ethos,culture deepens and curiosity can flourish

2 When teacher directed instruction becomes more enquiry
focused then the level of student achievement and
curiosity increases

3 By consistently adopting protocols for teaching student
behaviour, engagement, learning and curiosity is
enhanced

4 Learning protocols enhance student capacity to learn,
develop skills, confidence and curiosity and ensure that
this happens in all classes

1 HIGH EXPECTATIONS
AUTHENTIC RELATIONSHIPS
2 ENQUIRY FOCUS
3 TEACHING PROTOCOLS
4 LEARNING PROTOCOLS


6
Theories of Action for the Teacher



1 When teachers set learning intentions and use
appropriate pace and have a clear and strong narrative
about their teaching then studentʼs are more secure about
their learning, and achievement and understanding and
curiosity is increased
INTENTIONS, PACE and NARRATIVE

When learning tasks are purposeful, clearly deﬁned,
2
differentiated and challenging, (according to the students
Zone of Proximal Development), then the more powerful/
progressive and precise the learning for all students.
Curiosity will be enhanced as students work at a level
appropriate to their understanding
TASKS


3 Teachers systematically using higher order questioning
leads to the level of student understanding deepening and
the level of achievement increasing. Students who are
regularly required to analyse, synthesise and evaluate are
more likely to be curious
HIGHER ORDER QUESTIONS

4 When teacherʼs consistently use feedback and data on
student actions and performance then behaviour becomes
more positive, progress accelerates and curiosity is
enhanced
FEEDBACK (REFLECTION) & DATA


5 When peer assessment and assessment for learning (AfL)
are consistently utilized student engagement, learning and
achievement accelerates. Curiosity will be enhanced as
the depth of student understanding increases
FEEDBACK (REFLECTION)

6 When cooperative group structures / techniques are used
to mediate between whole class instruction and students
carrying out tasks, then the academic performance of the
whole class will increase as well as the spirit of
collaboration and mutual responsibility. Curiosity will be
developed as students learn from each other in a
structured manner.
COLLABORATIVE GROUP WORK

1 LEARNING INTENTIONS

2 PACE & NARRATIVE

3 REFLECTION & FEEDBACK

4 COLLABORATIVE GROUP WORK


Making it happen...


Improved Achievement
Enhanced Curiosity

Triads Theories for the Whole School

Professional
Learning Theories for the Teacher
Teams

The Ring of Conﬁdence

Circles of Competence


What is ʻProfessional Practiceʼ?

By practice we mean something quite speciﬁc. We
mean a set of protocols and processes for
observing, analyzing, discussing and understanding
instruction that can be used to improve student
learning at scale. The practice works because it
creates a common discipline and focus among
practitioners with a common purpose and set of
problems.

The real insight here is that you can maintain all the
values and commitments that make you a person
and still give yourself permission to change your
practice. Your practice is an instrument for
expressing who you are as a professional; it is not
who you are.


Joined up Professional Development
for the Whole Workforce … in Schools
• Use the research on learning and teaching to impact on
student achievement

• Studying classroom practice increases the focus on
student learning

• By working in small groups the whole school staff can
become a nurturing unit

• Invest in school-based processes for improving
teacherʼs pedagogical content knowledge

• Make space and time for ʻdeep learningʼ and teacher
enquiry

MOST STRATEGY

MOST TEACHERS

MOST CLASSES

MOST OF THE TIME

MOST IMPACT

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