NPQH Event 3
Leading Teaching
Session
One Welcome, Programme, Process
Check-in and Review
‘Great teachers are drivers, nurture relationships, take joy in going offpiste, celebrate intrinsic rewards, are principled about people and are effective curriculum designers.’
Tom Sherrington
Today’s learning narrative
Feedback / review
Introduction to themes and headteacher presentation
Teaching
Curriculum and assessment
Review learning / feed forward Additional and special educational needs
Event programme
Session Time Timings Activity 08:30 Registration and refreshments
Session 1 09:00 30 minutes Welcome, introductions and review
Session 2 09:30 40 minutes Key themes and head teacher presentation
Session 3 10.10 65 minutes Teaching; concepts, research and practice application
11.15 15 minutes Break
Session 4 11.30 65 minutes Curriculum and assessment; concepts, research and practice application
12.35-13.30 55 minutes Lunch
Session 5 13:30 65 minutes
Additional and Special Educational Needs; concepts, research and practice application
14.35 15 minutes Break
14.50 40 minutes Report to Governors
Session 6 15.30 45 minutes Review online content outlines, including practice activities and FAT choices
Refine and review learner development record to review and refine target areas for development
Session 7 16.15 10 minutes Next steps 16:25 Close
Event aims and outcomes
▪ To review previous learning and application and articulate shift in knowledge and understanding
▪ To consider and engage with the key learning themes in ‘Leading Teaching’
▪ To become familiar with associated ‘Learn that’ and ‘Learn how to’ statements
▪ To discuss research and its implications for practice
▪ To connect research to application through practice activities
▪ To participate in peer coaching
▪ To identify targets for learning
Leadership learning and practice
Use LDR review, reflective task and formative assessment task (FAT) feedback as a prompt to focus individual feedback:
▪ In which areas and for which statements has your understanding developed the most?
▪ How have you applied your understanding and what impact has it had on:
a) your leadership b) school practice?
▪ What behaviours have you demonstrated?
▪ What areas do you need to continue to work on/develop? How will you address these?
Use Resource 3 to make notes against these headings
Session
Two Key Themes & Headteacher Presentation
Today’s learning narrative
Feedback / review
Introduction to themes and headteacher presentation
Teaching
Curriculum and assessment
Additional and special educational needs
Review learning / feed forward
Leading Teaching
Additional and special educational needs and disabilities
Teaching
Curriculum and Assessment
Key themes
The following slides pick out the key themes in: ▪ Teaching
Curriculum and assessment ▪ Additional and special educational needs
The day will consider these themes, associated research and links to ‘learn that’ and ‘learn how to’ statements.
Teaching
Pupil thinking and Metacognition
Planning and Preparation
Explanations and Modelling
Teaching
Memory Questioning
Prior Knowledge
Curriculum and assessment
Coherent, sequenced curricula
Policy, processes and Training
Curriculum and assessment
Assessment
Literacy
Feedback
Secure subject knowledge
Additional and special educational needs and disabilities
Adaptive
Headteacher presentation discussion areas
Effective planning
Feedback
Assessment
Curricula design
Staff accountability
Session Three Teaching
Today’s learning narrative
Feedback / review
Introduction to themes and headteacher presentation
Teaching
Additional and special educational needs Curriculum and assessment
Review learning / feed forward
Task
You are the newly appointed Headteacher of West Street Primary School. You are undertaking an analysis of the current provision of teaching, curriculum and assessment and how teachers are addressing the needs of pupils who have additional and special educational needs.
Use the latest Ofsted report, external SIP report and your own monitoring to draw some conclusions about the current issues the school is facing.
Work as a team to: Analyse the information you have and consider your learning from the research for each content area
Outcome:
Present a report to governors against each of the headings identifying the problems, possible solutions, setting out the rationale for these and how they might be implemented.
Resource 4
10 minutes presentation, 5 minutes questions
Session statements
2.6 Prior knowledge plays an important role in how pupils learn; committing some key facts to their long-term memory is likely to help pupils learn more complex ideas.
2.13 Worked examples that take pupils through each step of a new process are also likely to support pupils to learn.
2.14 Effective teachers introduce new material insteps, explicitly linking new ideas to what has been previously studied and learned.
2.15 Modelling helps pupils understand new processes and ideas; good models make abstract ideas concrete and accessible.
2.16 Guides, scaffolds and worked examples can help pupils apply new ideas, but should be gradually removed as pupil expertise increases.
2.17 Explicitly teaching pupils metacognitive strategies linked to subject knowledge, including how to plan, monitor and evaluate, supports independence and academic success.
2.18 Questioning is an essential tool for teachers; questions can be used for many purposes, including to check pupils’ prior knowledge, assess understanding and break down problems.
2.19 High-quality classroom discussion can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary.
2a Leading staff who are responsible for curriculum design to plan for the teaching of foundational knowledge, the removal of scaffolding as pupils achieve high degrees of success, and the practice of applying new knowledge and skills.
2b Working with senior leaders and subject leads to make sure that staff have access to examples and support on how to break tasks down into constituent components when first setting up independent practice.
2c Ensuring curriculum plans include retrieval and spaced practice to build automatic recall of important knowledge and interleaving of concrete and abstract examples.
Teaching
In your groups of 4:
▪ Summarise the research that you have been allocated.
▪ Identify the main points and messages.
▪ What are the potential challenges for practice?
▪ Use Resource 5 to focus on the key statements related to the research allocated.
12 minutes
Feedback your findings to the whole group
3 minutes
Case study scenario part 1
Read through the excerpts found in Resource 5
▪ Consider the strengths and areas for development for improving the quality of teaching.
▪ Draw on your knowledge of the research and your own practice to consider the problems, solutions, rationale for these and possible ways to implement your solutions.
▪ Identify which key themes and associated statements you are addressing.
45 minutes
Session Four Curriculum and Assessment
Today’s learning narrative
Feedback / review
Introduction to themes and headteacher presentation
Teaching
Additional and special educational needs Curriculum and assessment
Review learning / feed forward
Session statements
3.5 Ensuring pupils master foundational concepts and knowledge before moving on is likely to build pupils’ confidence and help them succeed.
3.6 Anticipating common misconceptions within particular subjects is also an important aspect of curricular knowledge; working closely with colleagues to develop an understanding of likely misconceptions is valuable.
3.7 Explicitly teaching pupils the knowledge and skills they need to succeed within particular subject areas is beneficial.
3.8. In order for pupils to think critically, they must have a secure understanding of knowledge within the subject area they are being asked to think critically about.
3.9. In all subject areas, pupils learn new ideas by linking those ideas to existing knowledge, organising this knowledge into increasingly complex mental models (or “schemata”); carefully sequencing teaching to facilitate this process is important.
3.10. Pupils are likely to struggle to transfer what has been learnt in one discipline to a new or unfamiliar context.
3.17 High-quality feedback can be written or verbal; it is likely to be accurate and clear, encourage further effort, and provide specific guidance on how to improve.
3.18. Over time, feedback should support pupils to monitor and regulate their own learning.
3b Advising staff on how to ensure pupils’ thinking is focused on these key concepts, knowledge and skills, and that these concepts are revisited multiple times.
3b Advising staff on how to ensure pupils’ thinking is focused on these key concepts, knowledge and skills, and that these concepts are revisited multiple times.
Curriculum and assessment
In groups of 4 undertake a powerful conversation.
A powerful conversation is a deep structured dialogue where you ask relevant questions you really want answered and find out about others’ perspective of the area, contributing to learning and development
▪ What are the core elements and messages for school leaders?
▪ What does current practice in schools look like?
▪ What are the potential implications for practice?
▪ Identify which of the key statements are related to the research (Resource 6)
12 minutes
Case study scenario part 2
Read through the excerpts found in Resource 6.
▪ Consider the strengths and areas for development for improving the curriculum and assessment.
▪ Draw on your knowledge of the research and your own practice to consider the problems, solutions, rationale for these and possible ways to implement your solutions.
▪ Identify which key themes and associated statements you are addressing.
45 minutes
Five Additional and Special Educational Needs and Disabilities
Today’s learning narrative
Feedback / review
Introduction to themes and headteacher presentation
Teaching
Additional and special educational needs Curriculum and assessment
Review learning / feed forward
Session statements
5.2 The SEND Code of Practice sets out four areas of need (communication and interaction; cognition and learning; social, emotional and mental health difficulties; and physical and/or sensory needs). Considering these primary needs is a useful first step, but a more detailed understanding of an individual pupil is required for action to be beneficial.
5.3. Pupils with special educational needs or disabilities are likely to require additional or adapted support; working closely with colleagues, families and pupils to understand barriers and identify effective strategies is essential.
5.4. Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success.
5.7 Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils.
5.8. Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor its impact on engagement and motivation, particularly for low attaining pupils.
5e Making it clear to staff that any adaptations to lessons for pupils should only be made whilst maintaining high expectations for all, so that all pupils can experience success.
5h Providing opportunities for colleagues to share effective approaches for intervening in lessons with individuals and small groups rather than planning different lessons for different groups of pupils or taking pupils out of classrooms for interventions during lessons.
5i Offering guidance on how to maintain high expectations for all groups, and ensuring all pupils have access to a rich curriculum.
5j Setting clear expectations for senior and subject leaders across the school that any groups based on attainment should be subject specific, and that pupils must not have the perception that these groups are fixed.
Additional and special educational needs and disabilities
In your groups of 4:
▪ Analyse the research you have been allocated.
▪ Identify the main points.
▪ How might these be addressed in your settings?
▪ Use Resource 7 to identify the key statements related to the research allocated.
12 minutes
After 12 minutes share your findings with the rest of your group who have analysed different research. Identify any similarities and trends.
8 minutes
Case study scenario part 3
Read through the excerpts found in Resource 7.
▪ Consider the strengths and areas for development for improving the provision for pupils with additional and special educational needs.
▪ Draw on your knowledge of the research and your own practice to consider the problems, solutions, rationale for these and possible ways to implement your solutions.
▪ Identify which key themes and associated statements you are addressing.
45 minutes
Governor presentation
Present a report identifying the problems, possible solutions, setting out the rationale for these and how they might be actioned / achieved.
Each group of 4 to present to another group of 4 who will act as governors.
▪ Each person is to be involved in the presentation.
▪ Up to 2 sides of flip chart paper can be used to support the presentation.
Presentation 10 minutes
Questions 5 minutes
Session Six
Review of Learning, pathway for online study, practice activities and FATs
Today’s learning narrative
Feedback / review
Introduction to themes and headteacher presentation
Teaching
Additional and special educational needs Curriculum and assessment
Review learning / feed forward
Review and preview
Individually consider what your focus and target statement areas for learning will be for the Leading Teaching online course? Which practice activities and formative assessment task will you need to complete?
15 minutes
▪ Use your LDR and the information in your participant packs;
▪ Resource 10 - Online course summary
▪ Leading Teaching practice activities resource
▪ Leading Teaching FATs resource
Peer coaching conversation
In pairs (10 minutes each) have a coaching conversation about your proposed pathway.
Outline your rationale for choosing the units to be studied, practice activity and formative assessment task choices.
Partner to challenge rationale, seek clarification and support confirmation and/or realignment of study and practice pathway targets.
Session Seven
Next Steps
Gradebook check
Canvas \ log in \ Grades \ Assignment Group
1. Log in to Canvas
2. Go to ‘Grades’ and select ‘Assignment Group’
3. Check that you have completed the tasks at the top of the gradebook (tick or 1 in score column)
4. Scroll down until you reach today’s date and check that all tasks to that point have a tick or 1 next to them
5. If there are any incomplete/missing, make a note of them and prioritise for completion after the event
Evaluation
Next steps
▪ Review your pathway choices i.e. content for online course, practice activities and formative assessment tasks with your inschool sponsor
▪ Complete the online course ‘Leading Teaching’, 3 practice activities and one reflective task
▪ Complete your chosen formative assessment task (FAT)
▪ Upload the response to the FAT and your review of the Leadership Development Record (LDR) to your performance coach by the date specified on Canvas
▪ Confirm performance coaching appointments.
Office hours: Mon–Fri 9 a.m. to 5p.m. (Excluding Bank holidays)
Contact the CPD team for NPQ delivery organisation details via: npq@bestpracticenet.co.uk
Tel: 0117 9209 200
