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Stories of change - moving beyond '1'


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 November 2009 by ncetm_administrator
Updated on 05 April 2011 by ncetm_administrator

Case Study G:
I am fortunate to be the subject leader of a successful mathematics department. We had put ‘implementing the new Key Stage 3 PoS’ as our top priority for improvement. I was determined to make the most of SLT support and bolster the status of the department. To this end, when I wrote our development plan, I included SLT monitoring and evaluation as part of our evidence base for success. I invited my line manager to take part in a series of lesson observations to evaluate the extent to which the ‘process and application’ skills were evident in KS3 lessons. I also invited our ‘mathematics governor’ to join the departmental INSET on the new PoS. By putting the proposed INSET and evaluation tools into a plan which was submitted to SLT and involved SLT, I made it difficult for them to say ‘No’. 

Case Study H:
As an experienced subject leader I felt that the whole self evaluation cycle was becoming too mechanistic and predictable. I wanted to raise the bar by leading my department in carrying out their own version of an inspection. My reasons for doing this were:

  • to improve the evaluation skills of my team.
  • to make a greater contribution to the whole-school self evaluation process.
  • to see if our department’s current improvement priorities were the same as those which inspectors might identify.
  • doesn’t do my CV any harm.

From the Ofsted website, I downloaded the new evaluation schedule of judgements for schools from September 2009. The main area which I wanted to make use of was ‘The quality of teaching’ and ‘The use of assessment to support learning’ (p.31), in particular the graded judgements which will be used (p32). I have planned for pairs of teachers to observe each other using the new Ofsted criteria.

In addition to this, the new schedule has already informed my understanding of: what ‘feeling safe’ looks like in a classroom; what constitutes ‘good behaviour’; and what exactly is meant by vulnerable groups (this is having an impact on data analysis and intervention triggers).

      
 
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