# data[].attributes.body
Recognise (though not prescribing) key areas of focus for inspection & role/organisation of self-evaluation recording & reporting

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/463242/Ofsted_inspections_clarification_for_schools.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/458866/School_inspection_handbook_section_5_from_September_2015.pdf

# data[].attributes.headline
Eight mainframes for school improvement - (Hattie 2012)

# data[].attributes.subject
Eight mainframes for school improvement - (Hattie 2012)

# data[].attributes.body
Teachers/leaders...

1. ..believe that their fundamental task is to evaluate the effect of their teaching on students' learning and achievement

2. ..believe that success & failure in learning is about what they as teachers/leaders did or did not do...They are change agents

3...want to talk more about learning than teaching

4...see assessment as feedback about their impact

5...engage in dialogue not monologue (Powerful Learning Conversation)

6...enjoy the challenge and never retreat to 'doing their best'

7...believe that it is their role to develop positive relationships in classrooms/staffrooms

8....inform all about the language of learning

# data[].attributes.headline
Model for change (Barber et al 2011) + Hattie addendum (2012)

# data[].attributes.subject
Model for change (Barber et al 2011) + Hattie addendum (2012)

# data[].attributes.body
Five part model for implementing effective mindset for school improvement

1. Develop a foundation for delivery

- define an aspiration(e.g. knowing & valuing the impact that all in the school have on the learning of the students

- Review current state of delivery

- Build the delivery unit

Establish governance to remove barriers to change, advise and counsel, influence and support

2. Understand the delivery challenge

- Evaluate past and present performance

- Understand drivers of performance and relevant systems activities

3. Plan for delivery

- Determine your reform strategy

- Set targets and trajectories

- Produce delivery plans

4. Drive Delivery

- Establish routines ti drive and monitor performance

- Solve problems early and rigorously

- Sustain and continually build momentum

5. Develop, identify and esteem success

# data[].attributes.headline
Effective Professional Development  (Timperley 2012)

# data[].attributes.subject
Effective Professional Development  (Timperley 2012)

# data[].attributes.body
1. What knowledge and skills do our students need?

2. What knowledge & skills do we as teachers need?

3. How can we deepen out professional knowledge and refine our skills?

4. How can we engage students in new learning experiences?

5. What has been the impact of our changed actions?

# data[].attributes.headline
Little book of managing change - TDA (2007)

# data[].attributes.subject
Little book of managing change - TDA (2007)

# data[].attributes.body
Strategies, activities and advice on identifying and managing change in school;

Mobilise

Discover

Deepen

Develop

Deliver

# data[].attributes.body
Evidencing the impact

A resource - although a bit dated contains a list of questions to support SEF and particular reference to sports specialism impact

# data[].attributes.headline
UK Sport (Mission 2012) - adapted for SGO conference

# data[].attributes.subject
UK Sport (Mission 2012) - adapted for SGO conference

# data[].attributes.body
UKsport developed a series of challenge based questions to NGB to identify "gold" practice through to "poor" practice to encourage collaboration towards Mission 2012 and pursuit of world medals

Questions based on insight of:

Athletes (students)

Systems (process/leadership)

Climate (cultures)

# data[].attributes.body
Feedback in response to 3 critical questions:

Where am i going?

How am i going? (there)

Where to next?

# data[].attributes.body
Collection of ideas and stimulus for school improvement