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Schools working together - Secondary


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 05 August 2011 by ncetm_administrator
Updated on 23 July 2012 by ncetm_administrator

Schools working together - Secondary

These materials have been designed to be used flexibly according to your need.

You can work through them section by section as follows:
Section 1 – “Working with another school: what does it involve?” is intended to be helpful before beginning work in a school;
Section 2 – “What resources and strategies can I use?” gives practical advice and ideas designed to be used during your work with another school;
Section 3 – “How do I evaluate my work?” gives you a structure to reflect on your work after working with a school.

Alternatively, by clicking on the “+” sign next to each of the sub-sections you can reveal content therein and sample each of these in whichever order you like.

  A green bar indicates a key idea
  A pink bar indicates a reflective activity
  A yellow bar indicates a resource, pro-forma or link

Also, you have the option of looking through the “Reflective Activities” and the various “Resources, pro-forma and links” that are provided all through the materials. This might be particularly helpful if, after working through the whole suite of materials, you wish to re-visit one specific activity or resource.

 

Section 1 – Working with another school: what does it involve?

1.1 – What have I and my school to offer?

What have I and my school to offer?

 

To do the right thing is not enough; to be competent one must also know what one is doing and why it is right (Learning as Constructive Activity, Ernst Von Glaserfeld).

 

1 – Evaluating Current Practice

 

evaluating current practice form

1.2 – What does it mean to work with others and what skills will I need?

What does it mean to work with others and what skills will I need?

 

“The teacher’s job is to organise and provide the sorts of experiences which enable pupils to construct and develop their own understanding of mathematics, rather than simply communicate the ways in which they themselves understand the subject” (1989 National Curriculum, Non-Statutory Guidance, page C2).

Professional learning, like pupils' learning, is best supported by engaging colleagues in the process and helping them to develop their own approaches.

 

2 – Coaching versus mentoring

3 – The case for coaching

4 – Operating coaching in your school or another school

 

“Coaching for teaching and learning: a practical guide” by Lofthouse, Leat and Towler

Resource sheet: Coaching and Mentoring

The "Coaching and Mentoring” section of the NCSL website.

“Effective Mentoring and Coaching” from CUREE.

1.3 – What sort of scenarios might I find myself in and how do I operate effectively within them?

 

Section 2 – What resources and strategies can I use?

2.1 – Working together: evaluating current practice

Working together: evaluating current practice

 

Working together to use a range of information about the department to build a picture of where the department currently is provides a collaborative way to agree a baseline. A framework of good practice can provide an external point of reference to support two departments in working together.

 

7 – Various self evaluation frameworks

 

EiML Key Element ‘Self evaluation’

Ofsted Mathematics Specific Guidance

Evaluating Current Practice form

NCETM Self Evaluation Tool

2.2 – Working together: identifying priorities

Working together: identifying priorities

 

Working together to focus on principles behind the issues can help to maintain perspective and stop the improvement plan being reduced to a set of actions to implement rather than something you are working on to develop.

 

8 – Excellence in Mathematics Leadership

9 – The Self-Evaluation Tool

10 – Identifying Priorities

 

EiML materials

The NCETM Self-Evaluation Tool

A set of Priority Cards

2.3 – Working together: action planning

Working together: action planning

 

Working together to commit to and follow an action plan can help maintain focus on the underlying principles, reduce the temptation for the staff to focus on too many initiatives and ensure shared accountability for the development.

 

11 – Action Planning

12 – Constructing a Support Plan

13 – General Support Strategies

14 – Specific Support Materials

 

Mathematics Action Plan (completed)

Mathematics Action Plan (blank)

EiML Core Responsibility ‘Planning for Improvement’

Mathematics Support Plan/Agreement and Progress Log (blank) (Word version)

NCETM Professional Learning and Professional Learning Communities micro-site

The secondary teacher videos in the NCETM “Teachers Talking Theory in Action” micro-site

The secondary and FE activities in the “What Makes a Good Resource?” micro-site

The Secondary Online CPD Module

The Post-16 Online CPD Module

The Excellence in Mathematics Leadership materials to support a subject leader

The Self Evaluation Tool to support an individual teacher

 

Section 3 – How can I evaluate my work?

3.1 – Reflection and evaluation

Reflection and evaluation

 

“It is good to have an end to journey toward; but it is the journey that matters, in the end”, Ursula K. Le Guin.

The best leaders are those that are self-aware and are able to reflect on what they have done with a view to making changes to improve the effect of their activities in the future.

 

15 – Reflection and evaluation

 

Evaluating Support form (Word version)

 

All key ideas

What have I and my school to offer?

To do the right thing is not enough; to be competent one must also know what one is doing and why it is right (Learning as Constructive Activity, Ernst Von Glaserfeld).

What does it mean to work with others and what skills will I need?

“The teacher’s job is to organise and provide the sorts of experiences which enable pupils to construct and develop their own understanding of mathematics, rather than simply communicate the ways in which they themselves understand the subject” (1989 National Curriculum, Non-Statutory Guidance, page C2).

Professional learning, like pupils' learning, is best supported by engaging colleagues in the process and helping them to develop their own approaches.

What sort of scenarios might I find myself in and how do I operate effectively within them?

You may find yourself in a wide variety of situations depending on what the needs of the particular school are. Each of these situations is different and requires a different set of skills and ways of working.

Working together: evaluating current practice

It is important to use a range of information about the teachers, the teaching, the children and the learning in order to build up a picture of the school’s current position. Working with colleagues to do this together provides a positive, collaborative way to agree a starting point for development

Working together: identifying priorities

Working together to focus on principles behind the issues can help to maintain perspective and stop the improvement plan being reduced to a set of actions to implement rather than something you are working on to develop.

Working together: action planning

Working together to commit to and follow an action plan can help maintain focus on the underlying principles, reduce the temptation for the staff to focus on too many initiatives and ensure shared accountability for the development.

Reflection and Evaluation

“It is good to have an end to journey toward; but it is the journey that matters, in the end”, Ursula K. Le Guin.

The best leaders are those that are self-aware and are able to reflect on what they have done with a view to making changes to improve the effect of their activities in the future.

All reflective activities

All resources

What have I and my school to offer?

What does it mean to work with others and what skills will I need?

What sort of scenarios might I find myself in and how do I operate effectively within them?

Working together: evaluating current practice

Working together: identifying priorities

Working together: action planning

Reflection and Evaluation

 
 
 

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