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Not sharing best practice

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Positivity
Curiosity
Kindness

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1. Attend events and training programmes
2. Take e-learning courses and online activities
3. Evaluate feedback from peers, learners and others
4. Reflect on your experiences and document how it has improved practice
5. Work on improving your maths and english skills
6. Stay up to date with relevant legislation
7. Become a member of professional associations and committees
8. Observe or shadow your colleagues
9. Read textbooks
10. Research developments or changes to your subject
11. Secondments
12. Self-reflect
13. Study for relevant qualifications
14. Write or review books and articles
15. Subscribe to and read relevant journals and websites

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To learn a job through apprenticeship is not just to learn a skill or to earn
a living: it is to join a community, to acquire a culture, to demonstrate a
competence and to forge an identity. It is, in short, to achieve significance,
dignity and self-esteem as a person. (Hargreaves, 1997)

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Themes from sport/hc&t (tbc)
SHORT TERM
Buddy/peer mentoring system e.g. yr 2/yr 1
Peer assessment
Assessment checklists
Model answers & previous learners' work
Tracking
Rewards
Revisit study skills (metacognition - plan, monitor, evaluate)
Emphasise links between high grades and increased employment opportunities
Practice papers, peer quizzes
NEXT TERM
Role models
Progressive induction tasks
Invite employers in at the beginning of the course
HIghlight links between regular attendance and job opportunities
Emphasis on study skills
High grades highlighted within induction

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From outsmartyourbrain.com

1. To masterfully handle a difficult conversation you need to have a strong belief in the person’s potential to grow and see new possibilities. This will help you to listen deeply and explore the person’s perceptions and emotions as a means for moving forward.
2. You need to hold a positive emotional tone throughout the conversation no matter what transpires. Be patient, be curious, and care about the success of the person you are with.
3. Don't resort to telling people what to do when you are uncomfortable, falling into parenting instead of partnering. Remember that it is more important you activate their thinking about what else is possible than to pacify creativity with information and instructions.
4. People want you to be present more than they need you to be perfect. All humans want to feel heard and understood even if this makes you feel uncomfortable. If you stay the course in a Discomfort Zone conversation, you build trust and security, the essential ingredients needed for someone to feel safe enough to explore their thoughts and emotions with you. Without this, you may get incremental behavioral adjustments but not the breakthrough moments needed for long-lasting, evident change.

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Do I know that every student understood the key ideas? What do I know about the extent of their understanding – individually and collectively.
Did they spend the maximum time thinking about what I wanted them to think about this lesson?
Did we specify the key knowledge required for future retrieval practice?
Did we identify and explore the common misconceptions sufficiently well?
Did I tackle the peer-to-peer influences appropriately, minimising any negative over-ride effects relative to my expert instruction?
Did students do enough practice of the right things or do they need more?
As a class are we ready to go further along the concept and knowledge sequence next time?
Do those students who are struggling perhaps need to go back to practise applying more of the previous foundational knowledge in order to build their confidence?
Did we probe and challenge enough so that the more confident students are still being challenged by the material and not simply playing safe?

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QUESTION 1: "What one thing would you like to work on that would make a great outcome for this session?"
"If you had to sum up your goal for the session in one sentence what would it be?"
QUESTION 2. "Let's suspend the idea that you can't do x. Now what could be possible for you?"
QUESTION 3. "What else?"
QUESTION 4. "What's another way of looking at this?"
QUESTION 5. "How willing are you to do what it takes to change this situation?"

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10 questions for any team (from teacherhead)

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10 questions for any team (from teacherhead)

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10 Questions for any team:
1. What’s in the curriculum? Does everyone know the big picture and the details?
2. What are the parameters for autonomy and collective action?
3. How far do we prescribe the enacted curriculum: What should be included in typical lesson sequences?
4. Are we using sound evidence-based practice in our teaching?
There so many areas of sound instructional practice that teachers should know about. For example:
Rosenshine’s Principals of Instruction
Evidence-informed ideas every teacher should know about.
How is everyone doing in the team, engaging with these ideas and putting them into practice? Is there a set of ideas relevant to our subject or year that we all discuss using a shared language?
5. Are we clear on the team focus and each individual’s focus for CPD and deliberate practice?
Every team and everyone in a team should have an agenda for professional learning and deliberate practice. It could be that there’s a strong collaboratively determined shared agenda so that people can support each other in improving in a specific area; it could be that each person has their own CPD needs to agreed. The question is whether this is all explicit, agreed and planned. Planned! You don’t get better by accident….it needs sustained focus and attention over time.

6. Have we got assessment right, balancing formative and summative information and workload?
7. Are we clear what our first-line interventions are? If Michael is behind, what do we do about it?
8. Have we got a sustainable, effective marking and feedback policy in place?
9. Are we clear on the parameters and processes of quality assurance – securing high quality outcomes whilst retaining a strongly supportive team culture.?
10. Are we clear on our immediate priorities and the longer term vision for the team?

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1. Attendance
2. FS
3. Apprenticeship achievement
4. Incremental targets to improve progress & high grades
5. Monitoring & tracking