The role of curriculum

In the second NPQSL face to face session we looked at leading the quality of teaching and learning within a school. We were asked to think about what high quality teaching and learning looks like in our schools and what this means to us personally. This provided some good reflection time for my own thinking about this means for me. I concluded that high quality teaching and learning is where students are forced into thinking about the topics of the subject under discussion. Thinking takes variety of forms. For me and my project, focused on implementing the DP, TOK is the key to horizontal collaboration within the DP programme, catalyzing not only a change in the way that student think but also how teachers think. Going forward I need to Establish a working group of teachers who are interested in improving their links to TOK.

At the start of the session on “driving the quality of teaching and learning” we were asked to list three priorities with regard to the quality of teaching and learning. Mine were:

  1. Making thinking the basis of both
  2. Developing good knowledge of the whole curriculum (Martin Robinson’s story)
  3. Developing knowledge of good practice – can the teacher make reasoned judgements about why they do what they do.

We then considered learning centered leadership: – how do we model, monitor and have dialogue. My group felt that it was important for leaders to be:

  1. Modelling preparedness, calm, openness and friendliness
  2. Still teaching?
  3. Using data
  4. Observations
  5. Conversations
  6. Diagnostic audit of peoples and there skills

Next we were asked to list ten ingredients for great teaching and to discuss why leaders may want to observe lessons, what the purposes of lesson observation were. My ingredients for great teaching were:

  1. Dialog
  2. Content knowledge
  3. Pedagogical content knowledge
  4. Evidence for teaching practice
  5. Prior knowledge
  6. Contextual – relevance for kids
  7. Focussed on concepts
  8. Timing – knowing when an intervention is appropriate or not
  9. Collaborative – outside the silo
  10. Firm friendliness

I also felt that observation is a great way to learn and be coached and time for teachers to observe each other is valuable if we want to enable coaching, mentoring and further development.

After sharing these within our groups we had to decide on the groups final five. We had a lot of good discussion about how learning is often confused with performance and other proxies, and that learning is actually quite a hard thing to actually observe in a lesson. Any attempt to observe a lesson for accountability purposes was doomed if you are hoping to look measure learning. Instead my group agreed that the best we could hope for was to look for proxies that may indicate high quality teaching. My group decided that our priorities were to look for :

  1. Positive relationships
  2. Feedback
  3. Knowing the students
  4. Knowledge of content and pedagogy
  5. High Expectations

I reflected that evidence is a key thing here: Knowledge in education is so tentative and unsure that no one can say with certainty this is right, or this way is wrong. Thus if we focus on the thinking behind what teachers are doing and why – are teachers able to engage with discussions and evidence why they are doing somethingt. To ensure great teaching I think it is important for leaders to smile, be open and approachable. We need to encourage discussion between teachers about their practice, provide opportunity for observation between teachers and focus more on teaching and learning, instead of getting drag into secondary tasks.

Going forward I need to work to facilitate this in my community and help to provide opportunity for this to happen, time for teachers to observe each other and time for them to have discussions with a view to improving the quality of teaching within the school. I need to support a focus on developing an understanding of the links between the subjects – horizontally and vertically – and encourage teachers to come out of the their silo.

How might this session influence your staff professional development policy?

How can you measure the impact of CPD? Carry out observations of trying out TOK activities, carry out a staff survey, have the CPD, start the written curriculum and then observe more activities and carry out an additional survey. Invite staff to take part in TOK and ATL collaboration.

Please share your thoughts..

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