If you were a school leader of teaching and learning, what would you do with one-hundred teachers in a school to raise standards?
This is part one of a three-part Learning Policy that is due for consultation with our middle and senior leaders before the end of the academic year, and then with all of our teaching staff in the autumn. Last week, I blogged How To Create A Teaching and Learning Common-Sense Culture? which shared quite the opposite of what I am sharing here. This was a ‘what we do not want’ our teachers do to.
This information is not yet policy, but is the start of what we hope to develop as part of our drive towards great teaching at Quintin Kynaston. This is our ‘to-do’ in the classroom. Part of our aims, is to raise standards of teaching and learning with the intention of developing A Way Forward for Teaching and Learning; particularly in a common learning policy that is clear, coherent and developmental for all our teaching staff.
In our school, we do not grade individual lessons (like this?) as we understand that a wider evidence base, developing the teacher in a progress-over-time methodology is required. Our evolving a mark-plan-teach philosophy, alongside a range of tools, strategies and sources of evidence will also be designed/considered. In this blog, I share the first part of our mark-plan-teach pedagogy. This is not yet ratified and will soon be up for discussion. Before reading the details, note that the ‘mark’ section below forms part of a one-page summary, and behind this synopsis, sits a deeper learning policy full of context (for teaching in our school with our students); equipped with rationale and appendices. (Like this? Tweet it!)
“What works for us, may not work for you.”
This information below is only the ‘marking’ section of our mark-plan-teach pedagogy. This is our ‘to-do’ in the classroom and has been through no-less than 8 versions before sharing here. This is our final draft before sharing with our staff. It will change again …
Marking has two purposes. One, students act on feedback and make progress over time. Two, it informs future planning and teaching.
- Teachers must have a secure overview of the starting points, progress and context of all students.
- Marking must be primarily formative including use of a yellow box which is clear about what students must act upon and selective marking, where relevant.
- Marking and feedback must be regular
- The marking code must be used.
There was a minor change in terminology from ‘should’ to ‘must’ in the details above. Like it? Tweet it!
The frequency of marking will also be heavily debated. In our school, for example, drama teachers see their students once a week, hence marking every 6 lessons as a minimum; this equates to marking once every half-term.
I will share the fuller details of our marking code; examples of blue stickers and yellow box examples once the policy have been agreed by all our staff. I will also share the plan-teach sections of this one-page synopsis/summary in my next blog and then publish the fuller details of the policy.
Feedback please in the comments section below … Like it? Tweet it.
Pre-order my new book?