Why develop
skills
What is thinking
the role of SMT
in and
coaching and disseminating
assessment for
learning
in
the
practice?
classroom?
SMT pack 2009
ACCAC
SMT pack 2009
Roles and responsibilities
Nominated lead adviser
• Facilitates links between schools in development programme in LA
• Provides in school coaching and support for all lead teachers on
development programme
• Facilitates dissemination across LA
• works in partnership with DCELLS and schools to promote and support
development programme
• monitors and evaluates progress in embedding pedagogy in schools and
across LA
Why develop thinking skills and
assessment for learning in the
classroom?
Lead teachers (including
1 member of SMT as part of lead team)
• work with LA adviser as coach in embedding pedagogy in own
classrooms initially
• provide mutual support within lead team and act in coaching capacity
for one another in lead team
• in time, become coaches for other colleagues in school to disseminate
practice
In both roles, it is critical that the fundamental principles underpinning
developing thinking and assessment for learning are clearly understood
and communicated.
ACCAC
What is the key role of SMT as a lead teacher?
• give the programme and the action research of
the lead teachers a high status within the school community
• personally experiment with pedagogy and suggested
strategies/tools to promote developing thinking and AfL principles
• share and disseminate outcomes
• develop lead teachers as coaches for colleagues in order to
spread practice across the school
• work closely with colleagues in partner primary schools and ITET
(where possible) to ensure cohere and consistency in understanding
and practice
SMT pack 2009
What does coaching do?
Strengthens and builds capacity of
a colleague to improve existing abilities,
develop new skills and gain a deeper
understanding of evidence-based practices
Why develop thinking skills and
Rush and Sheldon,
assessment for learning
in2005
the
What
is coaching?
classroom?
An adult learning strategy in which the coach
promotes the ‘learner’s’ ability to reflect on his
or her actions as a means to determine the
effectiveness of an action or practice and
develop a plan for refinement and use of the
action in immediate and future situations.
SMT pack 2009
ACCAC
Rush, 2003
Does coaching work?
Joyce and Showers, in a study on best practices in CPD, paired teachers
with a coach (who had experience, expertise and understanding in the
particular area of focus). They worked with, supported, supervised and
provided teachers with constructive feedback in their development.
Why develop thinking skills and
assessment for learning in the
classroom?
Results of their studies showed that teachers who had a coaching
relationship -that is, who shared aspects of teaching, planned together,
and pooled their experiences - practiced new skills and strategies more
frequently and applied them more appropriately than did their counterparts who
worked alone to expand their repertoires. Members of peer-coaching groups
exhibited greater long-term retention of new strategies and more appropriate
use of new teaching models over time Coaching helped nearly all the teachers
implement new teaching strategies. Equally important, teachers introduced to
the new models could coach one another.
(Baker and Showers 1984).
SMT pack 2009
ACCAC
Taken from
http://www.eggplant.org/pamphlets/pdf/joyce_showers_peer_coaching.pdf
Learning Pyramid
Average retention rate
National Training Laboratories
Bethel, Maine
Lecture
5%
10%
Reading
Why develop Audio
thinking
skills and
visual
assessment for learning in the
30%
Demonstration
classroom?
20%
50%
75%
90%
Discussion group
Practice by doing
Teach others
ACCAC
SMT pack 2009
5 key characteristics of coaching
•
Joint planning
•
Observation
develop thinking
Why
skills and
assessment
for learning in the
• Action
classroom?
• Reflection
• Feedback
Trust needs to be established between coach and ‘learner’.
Shared responsibility is essential – coach models (not leads) and
allows ‘learner’ to experiment in the safety of being supported
in the classroom and with opportunities to deconstruct practice.
ACCAC
SMT pack 2009
SMT pack 2009
Coaching
Instructing
howand
to teach
Why
develop
skills
Modelling
processes thinking
assessment for learning in the
Team teaching
Taking charge
classroom?
Empowering capability
Encouraging dependency
Encouraging experimentation
with safety of support
Creating formulaic response
Supporting teacher reflection
of practice, listening
and
ACCAC
offering advice
Instructing what to
do and imposing
judgement
Case studies – Examples of dissemination strategies
used in the pilot programme
1.‘Policy for a fortnight’
2. Learning and teaching forum
3. Practical workshops through INSET
SMT pack 2009
Who
Pwy
Dissemination of
practice from
programme
Where
Ble
SMT pack 2009
Lethal mutations of pedagogy to support
developing thinking and assessment for learning
A ‘lethal mutation’ is where a tool or strategy is used
inappropriately or amended to reduce its effectiveness
in exemplifying or supporting a principle.
It most frequently occurs when a teacher uses a tool
or strategy without understanding its purpose or
without planning for a specific principle.
A fairly reliable warning sign is the ‘scattergun’
approach to using strategies.
SMT pack 2009
Lethal mutations and misconceptions –
The Magnificent Seven
1. No hands up used but there are poor quality
contributions or same learners answer always.
2. Metacognition is limited to a plenary section in a
lesson
3. Peer and self assessment is marking to an
Imposed markscheme or ticking ‘can do’ statements
4. 2 stars and a wish used but feedback is generalised
and not linked to success criteria
SMT pack 2009
Lethal mutations and misconceptions –
The Magnificent Seven
5. Traffic lighting used but there is no follow-up or
further collaboration to take learning on
6. KWHL grid used but generated questions lack
focus
7. In reflecting on own learning, responses are
generalised, low-level and lack focus eg. ‘I
enjoyed it’
SMT pack 2009