Leading Intervention 3

19th/21st January 2009

CPD overview

LI1 16th/18th September 9-12 Finstall• Role of intervention leader• Sources and types of data• Identifying pupils for intervention

twilight1 14th October 4-6 Finstall• Focus on data for your own school

LI2 27th/28th November 9-4 Finstall• Tracking and spreadsheets• Intervention models and approaches• Provision mapping

twilight2 11th December 4-6 Finstall• Spreadsheet workshop

CPD overview

LI3 19th/21st January 9-12 Worcester Rugby Club• Monitoring and reviewing – pupils and packages• Keeping the whole-school perspective• Intervention resources

twilight3 3rd March 4-6 Finstall• Personalising the intervention package

LI4 17th/15th June 9-12 Finstall• Evaluating the year• Planning ahead

Aims of the day

Opportunity to reflect on progress

Keeping the bigger perspective

Linking the quality of teaching, effective use of TAs and intervention

What is going well?

What did you plan to do?How far have you got?How successful has it been?

How do you know?

The bigger picture

Proactive

Reactive

Exam panic

Y11

Self-evaluation

In your pairs, Complete the sheet

Prioritise areas for developmentConsider points for action

How good is the teaching?

Ofsted :

2 = GOOD

…… but what does that look like in the classroom?

Ofsted criteria for good teaching

• Most learners make good progress because of the good teaching they receive

• Behaviour overall is good and learners are well motivated

• Teaching is based on secure subject knowledge.

• A well structured range of stimulating tasks that engage the learner

• Work is well matched to the full range of learners needs so that most are suitably challenged

• Teaching methods are related to the lesson objectives

• TAs and resources are deployed well

• Assessment of learners work is regular, consistent and promotes progress

In the classroom

Moving from satisfactory to good to outstanding

In pairs (then as a table)Write a description to exemplify good teaching

If time, consider outstanding teaching

Effective use of a TA

suggestions for in-school development

What’s the point?

Be realistic – what currently happens in your school?

What difference should a TA make to the intervention group?

What’s the point?I like it in the lesson if I am leading a group through an

activity. I don’t like it when I end up mostly copying notes for the

pupil. It doesn’t feel like I’m really helping them

learn.

I would like to be able to develop my role so that I’m not just helping pupils to ‘keep up’ with the rest of

the class by doing the work for them.

I never know what I will be doing until the lesson has begun. Sometimes I worry that I might get the wrong answer because I haven’t

had time to prepare.

Pupils sometimes have to be encouraged to think for

themselves and be independent. I would like

help with how best to support this.

You’re really making a difference to how pupils

feel.

What’s the point?

I love it when teachers give us some

responsibility and we are able to work with a group. The time flies by and I feel a sense of achievement.

In some lessons I might take a group of G&T pupils, in another

lesson a group that are struggling. I find it really helpful when there

are differentiated learning outomes. It gives me a steer on

where I might challenge the pupils a bit more.

Sometimes I don’t know what the class are

supposed to be learning and I leave the lesson feeling quite confused, never mind the pupils!

I know so much about the

pupils. Some teachers ask my

advice, then I really know I’m

helping.

I’m really enjoying it, and I know I’m

developing professionally .

Identify

pupils

Assess learning needs

Set curricular targets

Tailored teaching in main lessons

Additional or alternative provision

Assess progress against targets

Differences in Roles and Responsibilities

Teachers• planning long term• overview of each lesson• baseline resources• teach• keep records• report to parents• consult with colleagues• participate in meetings

to develop IEPs• manage behaviour• have responsibility for

the class

Teaching Assistants• share & adapt planning• adapt resources• assist with teaching• assist with behavior

management • observe/record

information on student performance

• out of lesson mentoring & support

• have responsibility for targeted pupils

Implications for you

Card sort time!

What are the implications for you as an intervention leader?

• cpd• effective use of TAs built into your

intervention plans

TA training modules

http://nationalstrategies.standards.dcsf.gov.uk/secondary/intervention

Intervention key messages

Move towards proactive interventionQuality Wave 1 teaching is fundamental

The TA is integral to effective intervention

Start planning for next year• Staffing & timetable decisions are being made now• Deliver cpd now to have impact before next year

Action Points

Review your Action PointsPrioritise the 3 most urgent actions

Date for optional twilight 3:Tuesday 3rd March 4 – 6

Finstall

Leading Intervention 4:Wed 17th/Mon 15th June 9 – 12 Finstall