By A Steele
Over the last few weeks, the Teaching & Learning team at the academy have been debating exactly what marks a lesson as not just good, but ‘outstanding’.
Not so long ago (within the last decade) Ofsted moved to no longer grading lessons – seeing this as a futile measure in a one-off picture. Many colleagues and schools welcomed this change. However, they have still been reporting on the grading for Teaching and Learning and so being able to identify outstanding practice is still important. This is not just a way for senior leaders to measure the quality of the staff, but also for teachers to continue to reflect on their practice and develop it. A colleague in English has recently written a blog for IRIS connect (the recording equipment that we use in lessons to allow us to reflect on our practice and share ideas) exploring the importance of reflecting on lessons – even as an experienced member of staff – and you can read more here.
Our teaching staff are all keen to deliver the best lessons to allow students to make as much progress as possible.
So what is it that constitutes an outstanding teacher?
Our starting point here wasn’t the Ofsted criteria for an ‘outstanding’ grading in T&L, but, instead, a discussion with our senior leadership team who, between them, have experienced over a dozen Ofsted inspections, not to mention external reviews and have taken part in hundreds (if not thousands) of lesson observations.
First and foremost, the team commented that for a member of staff to show ‘outstanding’ practice, they had to have good relationships with students. More often than not, this meant an environment of respect that was often achieved through passionate subject teaching and then resulting in student enthusiasm for the subject. Colleagues commented that student voice often teaches us that, where students feel that staff ‘care’ about them as individuals, they work hard. When probed, this included talking to them about their weekends, saying hello to them in corridors and showing a human side to their characters by using anecdotes in their teaching.
The second and also final factor to showing outstanding practice was – quite simply – being consistently ‘good’ all the time. As much as this seems like an obvious get out, it really is – more often than not – the only other factor worth considering.
Of course, it is too simplistic. That sweeping statement includes all manner of other measurements:
- It includes marking that is timely and explicitly tells students how to make progress which is then demonstrated by the student.
- It includes lessons that are planned using regular formative assessment that allows teachers to intervene in a timely and effective manner.
- It includes questioning that is so adept that it includes all students and scaffolds them to use higher thinking skills.
- It includes teaching that promotes the best qualities of character and models pride and respect.
And none of this can be achieved without consistent mindset for learning practice.
In our academy we are very fortunate. Our mindset for learning system is robust and thorough. It both celebrates and promotes good behaviour and attitude, whilst providing a consistent process to dealing with poor behaviour. Through the application of this process across the school, by all members of staff (both teaching and non-teaching) we are able to teach good lessons and, as a result, much of the practice in the academy is good with lots of outstanding features.
So in our quest to be as ‘outstanding’ as possible, we will continue to reflect on our practice; we will continue to care about our students and we will continue to expect the best behaviour possible from them to ensure that not only our teaching and learning, but our whole school – staff and students – are outstanding.
By Steph Dudley
Education is a challenging, but extremely rewarding, profession.
The adventure begins with the studying: endless hours of essays and slaving towards a deadline. Overnight this snowballs into teacher training, copious amounts of coffee, trying to adapt to the school world and balancing teacher life on a 90% teacher timetable. The pot of gold at the end: finally capturing the golden snitch – the qualification, the hard work that paid off and the gratification of being called teacher which is almost as rewarding as being 11 at the release of the Harry Potter franchise and desperately seeking the, ‘you’re a wizard, Harry’ status.
Despite still waiting for our Hogwarts’ acceptance letter seventeen plus years later, becoming a teacher is still that: Rewarding. Although I’m no wizard, as teachers we do hold the magic and the spark that allows students to learn. What is significant is that the teaching profession is ever evolving, as is the pedagogy behind it. The one thing that can be said about the profession is that it isn’t monotonous, that’s for sure.
At the root of it all, first and foremost, learning is about thinking and Mead got it right when she said:
‘Children must be taught how to think, not what to think.’
Although this seems like a most obvious statement, the premise of this can get lost in a career life of consistently being busy. Fundamentally, students need to be thinking.
They need to be thinking hard.
How do I know that they’re thinking hard? What does this even mean?
In reflecting on my own practice, especially with Y11, I decided to strip it back and I wanted them to be thinking so hard that I could almost see the cogs in motion. Writing essays or notes does not always cut it, I’m afraid.
Thus, in embracing Excel @ Thinking, I embarked on a journey of helping the students to make connections. I removed the association of exercise books being for lots of writing and simply gave students a list of words associated with the topic. I made sure that these words were somewhat challenging; rather than simply referring to characters such as Pip or Estella, I incorporated themes and structural devices such as social mobility and bildungsroman.
The role of the students was that they all had sixteen words and sixteen blank mosaics. Taken from an excellent strategy observed in MFL, students had to link the sixteen words together ensuring that each word was linked to the previous one in the chain. The challenge was then that students had to guess the tile that did not quite fit or the link that was tenuous; for instance, using communism for An Inspector Calls.
On the blank tiles, students had to justify the links that they had made and, as part of my plenary, the students would carousel and circulate, looking at what connections other students had made and particularly looking for more obscure connections.
But, what if the words you have given are just too challenging, you ask?
Whilst we want students to work in the struggle zone, to develop their ideas and thought process, we also don’t want them to give up and inevitably end up escalating into an ‘All by myself’ Bridget Jones moment quick and fast. A solution to this was to create a cheat sheet, which would have the definitions of major words that students did not understand, or hint questions.
Despite knowing that this was going to be an experiment, I thrived in the thought of trying something new. The best part of this is that all the task really required was one A4 sheet and 32 tiles that would be cut up by the students (clearly avoiding the ‘miss my envelope is missing three tiles’ saga when you stayed up until 11pm cutting them out.)
What I have noticed is that I really did see the students thinking. They were able to articulate the connections that they made, but also speak up when the connections were not obvious.
Can I get a connection?
Another way I have trialled this is in Y11 Literature tuition, but like cranking it up to 11 on the old Tesla, I amended the task to enhance the challenge.
Students received thirty-two blank tiles and had to fill in words associated with their topic of choice: either Great Expectations, Animal Farm or Macbeth. They had to link all sixteen words to ensure that they did, in fact, link.
The eight students then swapped and once the words were jumbled, they had to make connections with somebody else’s topic words on a topic that they had not chosen. Once completed, they used the blanks to either justify their connections or add in further themes.
A successful week in trialling an Excel @ thinking strategy. Although this works in English, it can be adapted for most subjects and the students loved it, as it also catered for them progressing at different rates.
All it takes is a little bit of thinking, a big picture and hardly any resources to facilitate this happening. Paper resources don’t always equal progress.
Steve Jobs said:
“You have to work hard to get your thinking clear to make it simple. But it’s worth it in the end because once you get there, you can move mountains.”
Wise advice for us all, I say. Preach to that!