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22/02/2015
1
GGGGrow your ownLesson observations at my academy
Chris Moyse
Chris MoyseChris MoyseChris MoyseChris Moyse
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Done toGrow your own
Game playing &
showboating
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Done with
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Explicit obligation for individual
colleagues to take responsibility
for their own professional
development with SUPPORT and
CHALLENGE provided from all
levels. Coaching
Action research
Innovation
Reflection
Sharing
Collaborating
Non hierarchical
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Every teacher needs to improve,
not because we are not good enough,
but because we can be even better.
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‘OK PLATEAU’Common AUTOPILOT state
when you have habitually
mastered the BASICS
of a task.
Despite being skilled you
stop really improving and do
not reach expert status;
you simply
PLATEAU IN PERFORMANCE.Grow your own
Rivkin, Hanushek and Kain (2005)
After the first couple of
years teacher quality
reaches a plateau and
teacher experience beyond
this point has a negligible
impact upon student
attainment.
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…stimulate professional reflection and dialogue.
…inform the coaching process and future
developments both as an individual and at whole
academy level.
…help us deepen our understanding of learning and
how we can, and do, make an impact upon it.
…make us even better teachers.
…accurately portray what is happening typically in the
classrooms across our academy.
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The purpose of lesson observations at BCA is to…
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The primary purpose of observations at BCA…
…is NOT to judge the quality of
teaching but to HELP TEACHERS
become even better at the business of
improving children’s learning.
Outcomes (not just in exams).
Typicality not show boating.
Data tracking & children’s progress.
Knowledge of children.
Evidence in books.
Student voice & understanding of their
next steps.
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The quality of teaching
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Great teaching is
defined as that
which leads to
improved student
progress.
Responsibilities of our teachers
To continue to improve classroom
practice (over a career?).
To focus the improvement on
ideas supported by evidence.
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Create a culture of continuous improvement
Responsibilities of our leaders
Create the expectation for
continuous improvement.
Keep the focus on what is
likely to improve achievement.
Provide support & challenge.
Encourage risk taking.
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Create a culture of continuous improvement
As just one way of improving
outcomes for our children we will
continue to improve teacher quality
and to do that we will improve
professional development.
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In order for professional development to be truly EFFECTIVE
it needs to include the following FIVE components or stages:
Theory – where the new approach is explained and justified.
Demonstration – to give a model of how this can be put into
practice.
Practice – so that the new approach can be tried.
Feedback – on how well the new approach is working.
Coaching – to discuss progress in a supportive environment
and consider how practice might be improved.
Bruce Joyce, Beverly Showers 1996Grow your own Grow your own
Personal development plan
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Identify the 20% of things
that will deliver 80% of the
value.
Practise the high priority
things.
Your 20% will change so
keep assessing.Grow your own
The 80 - 20 ruleThe year starts with
REFLECTIONEvidence, self reflection and
input from colleagues
Data analysis: July - September
Video: September
A&C: October
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Identify and practise
areas of strength as well
as areas of development.
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Identify areas for growth
EVIDENCE BASED
Based on evidence…
…that you should do this.
…that research suggests it is a good thing to do.
…that it will have an impact on your children.
What impact will my PDP have on my
children?
What ‘research’ will I undertake to develop
my understanding of my PDP focus?
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CHALLENGE
The only way to guarantee ‘success’
is to have low expectations.
Does my PDP represent a good level
of professional challenge?
or
Am I going through the motions?
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PRACTICE
Breaking and establishing habits
through sustained practice.
How often do I plan for the explicit
practice of my PDP focus?
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Practice NOT repetition.
‘Don’t get good at doing
something wrong’.
Build good habits & ‘encode success’COLLABORATIVE
Seek the input, support and challenge
of others.
Can I help anyone this year?
Can I utilise the expertise of others?
How can I encourage others to challenge
themselves? Do I challenge mediocrity?
How can I share ideas with colleagues?
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Grow your own Grow your own Grow your own
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November and December
are a time of checking,
PRACTICE and
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your observation on
the
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Look for the right things
Provide feedback on this
Is it the right
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Checking
?
To practise isn't to declare…
“I'm bad”
To practise is to declare…
“I can become better”
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The importance of practice The secret to
improving a skill is to
retain some degree of
conscious control over
it while practising…to
force oneself out of
autopilot.
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Grow your own Grow your own
WWW.
EBI.
How I would have done it.
INSTEADINSTEADINSTEADINSTEAD…
Evidence of focus.
Reflective questions.How it was done.
Facts, data, information.
Evidence based lesson notesGrow your own
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Sarah: 6th year
Hannah: Teach First
Both Science
How do you record
lesson notes and is
it fit for purpose?
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Our coaching approach
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Coach doesn’t have all the answers
Lots of listening
Focus on teacher’s goals
Teacher generates their own solution
Action steps towards solution
STRUCTURED CONVERSATIONSGrow your own
How is coaching different?
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Structured follow up conversations
Goal
What do you want?
Reality
What is the current situation?
Options
What could you do?
What and by when
What will you do?
Success Criteria
How will you know you’ve been successful?
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Winning commitment
Confirm their understanding by…
…asking them to summarise feedback/next
steps.
…asking them to prioritise the most important
parts of the feedback/next steps.
…asking them to identify the next action
they’ll take to implement the feedback/next
steps.
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Lock it in
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Present feedback not as helpful
advice but as something
required to improve
performance.
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Improvement needed?
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Directive Non-directiveGreat teaching is not learned
through discussion. Teachers
are expected to use feedback
or implement their solutions.
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A culture of accountability
Intentionally implement feedback
(or their own solutions)
to avoid plateauing.
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We go to a lesson
observation to
LEARN not teach.
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January to March is a time of
PRACTICE,
COLLABORATION,
COACHING,
and
LEARNING.
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January - March
Observe a colleague with a
similar .
CPD time to plan together.
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What I noticed.
What I am going to
take from this lesson
to help my own
teaching.
Go to learn
Goal
What do I want?
Reality
What is the current situation?
Options
What could I do?
What and by when
What will I do?
Success Criteria
How will I know I’ve been successful?Grow your own
My next step to excellence
January - March
ALT will cover your lesson to
enable you to observe colleagues
and will also use this time to look
at books and talk to children.
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May and June are a time of
FEEDBACK,
COACHING,
and
REFLECTION.
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Too much feedback is often a
result of infrequent observations
where observers feel pressured to
cover everything they have
noticed.
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Limit yourself
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Without a lesson
teachers often receive
too much feedback.
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Too much
When people get feedback from multiple
sources, check for consistency.
The PDP focus helps here.
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Consistency & avoiding overwhelming
Teachers may receive too little useful
feedback, sometimes as a result of
conversations designed to help teachers
identify solutions themselves.
Sometimes, a teacher, particularly a less
experienced colleague, may need to be
shown or told.
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Too little
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Directive Non-directiveNQTs (and some others!):
Short, weekly lesson observations;
feedback focuses on changing or
developing one key aspect of teachers’
practice.
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Our weekly model
The more regularly, frequently
and consistently you give
feedback the more normal it is.
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Make feedback a frequent thing
Frequent observations
make change easier.
Greater accountability.
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Advantages?
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Improving
how we
usually teach
is what makes
the most
IMPACT.
Typicality How often are your teachers
observed and what impact
does it really have?
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I feel the need.
The need for speed.Email your notes
Meet quickly after
Live coaching
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Shorten feedback loop
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Remind
Reinforce
Purpose of live coaching and feedback
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Make it
Visual reminders
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COACHING
Once you
give a grade
the learning
stops
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Sustained practice
of an evidence based, challenging &
negotiated focus with lots of quick &
specific coaching ‘feedback’.
Reflection with commitment to action
and a gradual increase in the level of
challenge.
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cmoyse@hotmail.co.uk
07856 583 401
@ChrisMoyse
chrismoyse.wordpress.com
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