NPQLT Event 2 slide deck for participants by Best-Practice-Network

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Welcome

Participant Learning Journey Learning review

Deliberate Practice

"Effectiveleadershaveapositiveimpacton students,colleaguesandthewidercommunity throughpersuading,convincingandbringing othersroundtotheirperspective.They understandothers’perspectivesandprioritiesand tailortheircommunicationtosuittheiraudience." -BestPracticeNetworkNPQLeadership

Eventprogramme

LengthActivity

Registrationandrefreshments30minutes

Sessionone:welcome,ParticipantLearningJourneyandlearningreview,DeliberatePractice60minutes

Sessiontwo:keythemesandconcepts:theresearch60minutes

Break10minutes

Sessionthree:whatdoesthispracticelooklikeinaction?50minutes

Sessionfour:designwhatitcouldlooklikeinyoursettingandhowyouwillleadit60minutes

Lunch40minutes

Sessionfive:presenttoothersandfeedbackondesignandleadershipbehaviours65minutes

Break10minutes

Sessionsix:Learningreviewandpreview45minutes

Sessionseven:nextsteps,ParticipantLearningJourneyandQ&A20minutes

Someinternationalgroups

Event2a:60minutes

Event2a:10minutes

Event2a:50minutes

Event2a:5minutesSessionintroduction Event2b:55minutesRestofsession

Event2b:65minutes

Event2b:10minutes

Event2b:45minutes

Event2b:20minutes

Eventaimsandoutcomes

•Toreviewlearningandapplicationsofarandarticulateshiftsinknowledgeandunderstandingtothispoint

•Toengagewithkeylearningthemesof‘LeadingTeaching’(DfEcontentareasClassroompractice,Adaptiveteaching andAssessment):

a)Theuseofhigh-qualityfeedback

b)Theuseofhigh-qualityclassroomdiscussions

c)Toadaptlessons

d)Tostimulatepupilthinkingand

e)Inviteallpupilstoexperiencesuccess

•Tobefamiliarwithkey‘learnthat’and‘learnhowto’statementsforCycleTwo

•Todiscussresearchanditsimplicationsforpractice

•Toalignresearchtoapplicationthroughothers’practiceandthentoownpractice

•ToidentifylearningpathwayforremainderofCycleTwotoaddressareasfordevelopment

ParticipantLearningJourneysofar

Learningreview

Individualtask(10minutes)

UsingyourcompletedLDRandPracticeActivityfeedback,answerthequestionson Resource3,toreviewyourlearningsofar.

Grouptask(15minutes)

•DrawupagrouplistofthemesarisingaboutyourlearningduringCycleOne (Resource3).

•Identifyindividualgroupmembers’leadershipbehavioursandskillsstrengths (Resource4)andaddthesetoyourgrouplist.

DeliberatePractice:Acalltoaction

Whole-groupdiscussion(5minutes)

•Discusskeythemesandleadershipbehavioursarisingfromindividualandsmallgroupwork

•HowdowelinkthistotheDeliberatePracticemodel?

SessionTwo Leading teaching Keythemes

and concepts: Theresearch

Leadingteachingcontentareas(DfE)

HowdoIleadthese inmycontext?

Leadership Behaviours andSkills

Improvedpupil outcomes

Sessionstatements

Learnthat…

5.7High-qualityclassroomdiscussioncansupportpupilstoarticulatekeyideas,consolidateunderstandingandextendtheirvocabulary.

6.2Pupilsarelikelytolearnatdifferentratesandtorequiredifferentlevelsandtypesofsupportfromteacherstosucceed.

7.5High-qualityfeedbackcanbewrittenorverbal;itislikelytobeaccurateandclear,encouragefurthereffort,andprovidespecificguidance onhowtoimprove.

Learnhowto…

Encouragecolleaguestostimulatepupilthinkingandcheckforunderstandingby:

5i.Describinghowarangeofquestiontypescanimprovethequalityofclassdiscussions(e.g.bymodellingnewvocabularyoraskingpupils tojustifyanswerstoextendandchallengepupils).

5j.Providingscaffoldsforpupildiscussiontoincreasethefocusandrigourofdialogue.

Provideopportunitiesforallpupilstoexperiencesuccessby:

6b.Providingexamplesofhowtoadaptlessonswhilemaintaininghighexpectationsforall,sothatallpupilshavetheopportunityto experiencesuccess.

Supportcolleaguestoprovidehigh-qualityfeedbackby:

7e.Providingexamplesoffeedbackthatisaccurateandclear,encouragesfurthereffort,andprovidesspecificguidanceonhowtoimprove.

Theresearch:Researchtask

UsetheTaskandResearchsource extractsinResource5toundertakean individualactivity(20minutes)anda groupactivity(20minutes),before engaginginawhole-groupdiscussionto summarisethekeyresearch(15 minutes).

Theresearch:Summary

•Thevalueofgroupactivitiesinteachingpracticeiswell-evidenced:collaborativelearningwhich“involvespupils workingtogetheronactivitiesorlearningtasksinagroupsmallenoughforeveryonetoparticipateonacollective taskthathasbeenclearlyassigned”.

•Effectivequestioningandstudentdiscussiongivestudentsopportunitiestopracticeaswellasenablingteachers tounderstandhowwellstudentshaveunderstoodmaterial.

•“PupilswithSENDcanbeinamainstreamschoolbutstillnotbeincludedinhighqualityteaching.Inaninclusive school,pupilswithSENDarenotjustintheschool,theyarepartoftheschool—theyhavethesameopportunity astheirpeerstobenefitfromthehighestqualityteachingtheschoolcanprovide.Aschoolthatisconsideringits approachtoinclusionshouldask,‘Howcanwemaximiseaccesstohighqualityteachingforallpupils,especially thosewithSEND?’”(EEF,2020)

•Leadersneedtoensurethatteachersareclearabouthowandwhyhigh-qualityfeedbackandclassroom discussionareusedasformativeassessmentstrategies.Forexample,aframeworkwhichincludesteachers “clarifyingandsharinglearningintentionsandcriteriaforsuccess”,then“engineeringeffectiveclassroom discussionsandotherlearningtasksthatelicitevidenceofstudentunderstanding”can“providefeedbackthat moveslearnersforward”.

Theresearch:Summary

•Itisimportantforleaderstoconsiderhowteachersgivefeedbacktopupils:“effectivefeedbackisoftenessentialto acquiringnewknowledgeandskills”(DeansforImpact,2015).“[Feedback]hashighimpactforverylowcost”and thatitcanbe“verbalorwrittenorcanbegiventhroughtestsorviadigitaltechnology”(EEFtoolkit,2018).

•However,“studiesreportinglowerimpactindicatethatitischallengingtoimprovethequalityoffeedbackinthe classroom”.

•Leaderswillwanttoconsiderhowtheyhelpteacherstouseeffectivefeedbackwithinthecurriculumthrougha “thoughtfullydesignedandimplementedfeedbackpolicy.”(EEF,2021)

•“Effectivefeedbacktendsto:

•bespecific,accurateandclear(e.g.‘Itwasgoodbecauseyou...’ratherthanjust‘correct’);

•comparewhatalearnerisdoingrightnowwithwhattheyhavedonewrongbefore(e.g.‘Icanseeyouwere focusedonimprovingXasitismuchbetterthanlasttime’sY…’);

•encourageandsupportfurthereffort;

•begivensparinglysothatitismeaningful;

•providespecificguidanceonhowtoimproveandnotjusttellstudentswhentheyarewrong;

•besupportedwitheffectiveprofessionaldevelopmentforteachers.”

SessionThree

Leading teaching: Whatdoes thepractice looklikein action?

Sessionstatements

Learnhowto…

Encouragecolleaguestostimulatepupilthinkingandcheckforunderstandingby:

5i.Describinghowarangeofquestiontypescanimprovethequalityofclassdiscussions(e.g.by modellingnewvocabularyoraskingpupilstojustifyanswerstoextendandchallengepupils).

5j.Providingscaffoldsforpupildiscussiontoincreasethefocusandrigourofdialogue.

Provideopportunitiesforallpupilstoexperiencesuccessby:

6b.Providingexamplesofhowtoadaptlessonswhilemaintaininghighexpectationsforall,sothatall pupilshavetheopportunitytoexperiencesuccess.

Supportcolleaguestoprovidehigh-qualityfeedbackby:

7e.Providingexamplesoffeedbackthatisaccurateandclear,encouragesfurthereffort,andprovides specificguidanceonhowtoimprove.

Leadingteaching:Otherleaders

KirsteenNewell

KingstonPrimarySchool

FleurBaikie

SandringhamSchool

TessaMiles

St.Alban’sGirlsSchool

NicolaShine

ChessbrookEducationCentre

DeliberatePractice:Acalltoaction

Whole-groupdiscussion(5minutes)

Howdowelinkournewunderstandingofhowothersareleadingteachingandyour‘gaps’inpracticetotheDeliberate Practicemodel?

SessionFour

Leading teaching: Designwhatit couldlooklike inyoursetting andhowyou willleadit

Sessionstatements

Learnthat…

5.7High-qualityclassroomdiscussioncansupportpupilstoarticulatekeyideas,consolidateunderstandingandextendtheirvocabulary.

6.2Pupilsarelikelytolearnatdifferentratesandtorequiredifferentlevelsandtypesofsupportfromteacherstosucceed.

7.5High-qualityfeedbackcanbewrittenorverbal;itislikelytobeaccurateandclear,encouragefurthereffort,andprovidespecific guidanceonhowtoimprove.

Learnhowto…

Encouragecolleaguestostimulatepupilthinkingandcheckforunderstandingby:

5i.Describinghowarangeofquestiontypescanimprovethequalityofclassdiscussions(e.g.bymodellingnewvocabularyoraskingpupils tojustifyanswerstoextendandchallengepupils).

5j.Providingscaffoldsforpupildiscussiontoincreasethefocusandrigourofdialogue.

Provideopportunitiesforallpupilstoexperiencesuccessby:

6b.Providingexamplesofhowtoadaptlessonswhilemaintaininghighexpectationsforall,sothatallpupilshavetheopportunityto experiencesuccess.

Supportcolleaguestoprovidehigh-qualityfeedbackby:

7e.Providingexamplesoffeedbackthatisaccurateandclear,encouragesfurthereffort,andprovidesspecificguidanceonhowtoimprove.

Leadingteachinginyoursetting

Smallgroups(30minutes)

Usingallresourcesandlearningtakenfromthedaysofar,taketurns(5–10minuteseach)toreflectoneach person’sindividualcontextandsettingneedsintermsoftheirleadershipofteaching,focusingon:

1.Theimportantissuesforaddressinyoursettings

2.Thekeypotentialsolutionsandpossiblestrategiesarising(Implementationcontentarea-Cycle1)

3.Yourrationalefortheproposedsolutionandstrategies

4.Thechallengesthatmightariseintheprocessofsolvingtheseimportantissues

Individual(20minutes)

•Useyourdiscussionhighlightstocreate3-4slidestoinfluence‘SLT’inyoursetting(inSession5)aboutthe above4focuspoints.

•Pleaseinclude:

•relevantevidencetoinformyourlisteners

•relevantlearnthatandlearnhowtostatements(includingImplementationstatementsfromCycle OneLDR)

•Iftime,addsomecorrectiveactionstoaddressthechallenges.

DeliberatePractice:Acalltoaction

Whole-groupdiscussion(10minutes)

facebook.com/bestpracticenetwork

@bestpracticenet

linkedin.com/school/the-best-practice-network

@bestpracticenetworkbpn

•PleasefollowusonsocialmediaforallofthelatestCPDupdates.

•Sharephotosfromtoday’sFace-to-Faceeventusing#NPQF2Ffora guaranteedretweet!

SessionFive

Leading teaching: Presentto othersfor feedbackon designand leadership behaviours

Sessionstatements

Learnthat…

5.7High-qualityclassroomdiscussioncansupportpupilstoarticulatekeyideas,consolidateunderstandingandextendtheirvocabulary.

6.2Pupilsarelikelytolearnatdifferentratesandtorequiredifferentlevelsandtypesofsupportfromteacherstosucceed.

7.5High-qualityfeedbackcanbewrittenorverbal;itislikelytobeaccurateandclear,encouragefurthereffort,andprovidespecific guidanceonhowtoimprove.

Learnhowto…

Encouragecolleaguestostimulatepupilthinkingandcheckforunderstandingby:

5i.Describinghowarangeofquestiontypescanimprovethequalityofclassdiscussions(e.g.bymodellingnewvocabularyoraskingpupils tojustifyanswerstoextendandchallengepupils).

5j.Providingscaffoldsforpupildiscussiontoincreasethefocusandrigourofdialogue.

Provideopportunitiesforallpupilstoexperiencesuccessby:

6b.Providingexamplesofhowtoadaptlessonswhilemaintaininghighexpectationsforall,sothatallpupilshavetheopportunityto experiencesuccess.

Supportcolleaguestoprovidehigh-qualityfeedbackby:

7e.Providingexamplesoffeedbackthatisaccurateandclear,encouragesfurthereffort,andprovidesspecificguidanceonhowtoimprove.

Leadingteachinginyoursetting

Smallgroups(45minutes)

Usingpreparedslides,insmallgroups:

•20minutes:Taketurns(5minuteseach)topresentyourslides(youraudiencearetheSLT fromyoursetting)

•Whilsteachpersonispresenting,theothermembersofthegroupshouldrecordfeedback againsttheevent’sstatementsandpotentialimpactonpupiloutcomes,togivetothe presenterattheend

•25minutes:Wheneveryonehasfinishedpresenting,feedbackindividuallytoeachpresenter abouttheirplansforleadingteachingintheirsettingusingthestatements