How can we genuinely improve teaching?
Eighteen months ago, we removed lesson gradings and stop judging teachers. Over a period of time, we've been working out a better solution that helps teachers improve their classroom repertoire (and improve whole-school teaching).
What Then?
Moving to an overtime methodology appears to be the way forward, steering away from an outdated - union informed - 3 observations-per-academic-year model, forming judgements of teachers that are often, invalid or unreliable assessments of what is taking place everyday. We have developed our own
Great timing Ross! I’ve been trying to convince trainees on a variety of courses that a coaching/mentoring model will reap far more benefits than the (often unwittingly) adverserial model still in use in so many schools despite the evidence that it is unreliable. If we know it’s not working let’s fix it – one only has to read the many education blogs and articles over recent months to realise the observation grade-based model is not just flawed, it is dead – akin to that famous sketch “‘It’s not pining! It’s passed on! This X (model) is no more! It has ceased to be! It’s expired and gone to meet it’s maker!”(Ofsted).
Notwithstanding the benefits to teaching and learning, staff desperately need a model which puts their needs and aspirations at the forefront not their perceived weaknesses, failings or gaps. A humane, proactive and positive framework for staff development will add one more dimension which is worth it’s weight in gold (if that stuff is still worth anything) – professional regard, remember that?
I agree. So excited about this; want to get started ASAP but need to be patient so that all aspects are considered, consulted and carefully calculated.
I’m sure you’ll have loads of ideas and resources but, if you would like more, give me a shout- I’ve nicked plenty of yours!
Will do!
A comprehensive model and good to see you are flexible in adapting it as you review the impact. I have had success with a model that asks the “awkward” questions along with not being part of the school or a member of staff. There are a number of advantages to this approach not least it is no least it is not tied to the limiting structures within schools (tha tof timetables, staff availability etc). This article is based on an external support coaching model and explores the awkward side of being coached, that of when we are under performing, not at our best. http://wp.me/p2LphS-6F See what you think.
Excellent proposed model. I have seen coaching use in schools really support teacher morale and wellbeing, whilst improving teaching and learning. Research I carried out for a psychology MSc found that teacher’s valued coaching and linked it to positive wellbeing (for themselves). This book by Mark Adams http://www.adamspsychologyservices.co.uk/book.html really supports this approach.
I think there would be a lot of benefits to this model. Except every week? Timetables are very stretched at my school. Would you factor this in to timetabling or expect coaching to happen during ppa time?
We are planning on using protected time for staff within their timetables — not on top of – in replace of allocated time. e.g. one period less per week
Some links and a couple of short films folk might want to watch – very useful solution focussed (don’t get bound in the “therapy” reference but rather the strength-based focus) and another simple one from 2103 on building a successful school. Interesting stuff which I hope will help those starting their journey.
Please bear in mind I am biased! Probably because I am a SF coach and mentor but also because it works and moves away dramatically from the (unhelpful) deficit model.
http://www.solworld.org/video/building-success
https://youtu.be/n_8Bjz-OCD8
http://www.ukasfp.co.uk/about-sf/sf-in-education/
http://www.brief.org.uk/pdf/what_is_brief_coaching.pdf
I think your proposal sounds great.
As a teacher of multiple subjects across 3 departments it is always a tricky negotiation with HOD’s in the 3 observation cycle system to ensure that I am not observed more then other members of the staff (7 times last academic year). The Coaching process sounds like it would improve teaching and learning in a less stressful way and allow teachers to really see progress in their own practice. The dialogue also allows for sharing of good practice rather than, what seems to me to be a very subjective assessment of someone’s teaching practice.
Will be very interested to hear how this develops and works as you put it into place.
I researched what teachers want in the CPD recommendations came out as coaching programme that reflected where the individual was in their teaching journey.
I couldn’t agree with this model more. The principles behind coaching are all about supporting people to ‘find’ the answers themselves. Put this into the context of a lesson observation and you have a far less threatening discussion whereby the teacher is asked a series of questions that enables them to properly reflect and analyse their own lesson. The job of the observer is no longer about grading and judgements of what is now in the past but is now about facilitating self-analysis with the aim of future improvement. This is a significant shift.
I’m currently working on supporting schools to outsource their coaching because it is actually extremely expensive for a school to have dedicated coaches with a time allowance to do the work. You may think that you couldn’t remotely coach someone but it’s amazing how much self-analysis and improvement can happen when you haven’t even met. It’s wonderful to support teachers in this way and to help them make non-threatening progress.