Advanced Skills Teachers. RIP ?

Back in 2003 I went through the (rather gruelling) process to become an Advanced Skills Teacher. The idea was to give teachers the opportunity to stay in the classroom doing what they love plus work across a range of schools. Also for their salary to be enhanced and their school to have extra funding to allow this to happen. RESULT!

(HERE is some information about the AST role also here .)

I had decided  that I was not looking for a management position so I was very excited about the prospect of outreach and working on collaborative projects. The idea of making a difference beyond my school was an extremely attractive one.

So began a series of requests and work in schools across the county. Somewhat hit and miss with some ASTs being used extensively whilst others were used less widely and a strategic long term plan did not materialise.

Fast track to 2014, a new curriculum starting in September.  Funding cuts across local authorities have led to the cessation of the AST scheme. (read more here ) and there are fewer and fewer  subject advisors across the country. I'm one of the fortunate ones in so far as my LA agreed to safeguard my salary until the end of this year. And I have NEVER been busier with outreach work than at present. Funny that!

Few courses being offered by the county, no subject specialist at county level. Just me. Since becoming a member of the pstt (www.psst.org.uk) I have been lucky enough to receive some valuable CPD which I have been able to cascade to my school and others. But what about all the schools who don't have access to this?

How short sighted is the present system? Teacher training in schools, teachers teaching teachers- this is what the DFE are telling us should be done. (lots of details here ) but WHO is going to train the teachers ? The government have said how important it is to have good CPD , the opposition have muted their ideas (here) but nobody is saying who will provide the CPD (or who will pay for it!?)

Or is this part of the plan to kick teachers out after a few years (see here and here ) I'm all for getting new teachers into the profession- I love working with trainees and NQTs and they have heaps to offer a school, and can certainly provide up to the moment advice , but what about the teachers who have been in the profession for a long time (+20 years = me. Still loving it)

How are we meant to be trained? It's all very well expecting us to train each other- but exactly how and when?

Oh yes, silly me- in our own time of course. Well, that's what a lot of teachers already do- twitter has certainly helped with that- teachmeets growing in popularity.

BUT why oh why end the AST scheme? Other than to save money.

BOOM , without wanting to sound cynical, why else?

And, how short sighted is that?

There is a new scheme to "replace" ASTs- see  here

but there is a problem with that...MONEY!!

ASTs could have (should have) been an incredible support across the country which should have been better managed, better publicised and continued. Excellent teachers supporting others, learning form each other, working together

I'm not bitter about it, I always suspected that it would be a finite thing (there's that cynicism again) and it was good while it lasted. I can't help but think that in the future, someone somewhere will come up with a fantastic idea. "Let's give great teachers the chance to share good practice with others and work together, and let's help to facilitate that by giving schools funding to allow that to happen."

It IS possible to make these schemes work, just need to be well managed and have a purpose. What a pity that this did not happen. But, the future is not set and I shall certainly continue fight for such roles to be values and continued.  How about a secondment basis? One per cluster? See, not that difficult at all, just that little problem with the funding. Ah well, back to the drawing board.




"Opportunity, sooner or later, comes to all who work and wish."
Lord Stanley

Guided reading. An approach that works for me (for now at least!)

Always a topic that promotes animated discussion . Guided reading. How many groups? How often? What do the other groups do? How do you ensure progress? How do you manage it?

We have guided reading sessions daily, 20 minutes. That's a lot of the week when you look at it in its total. So it has to be meaningful to justify that amount of time .

I read an interesting piece this week which you can find  here courtesy of @prawnseye

 There are so many strategies being used out there for guided reading.  I was observed in our recent Ofsted for an entire guided reading session which had good feedback so I hope that you can use some of the ideas.

(My class are a muxed year 4, 5 class. All classes follow a similar format in KS2 )

There are five groups which rotate throughout the week. Children are grouped according to their ability and moved into different groups if appropriate during the year.

Group activities:

1)     Guided reading- with an adult (teacher or TA) using a range of fiction and non fiction texts concentrating on AFs . We have various resources which suggest questions to use for the different AFs. We use some commercial guided reading scheme books alongside sets of books both fiction and non fiction. For example this term I using Michael Morpurgo’s Butterfly Lion with one group and The Hodgeheg (Dick Kng Smith ) with another. Records are kept each session to record responses (AF linked) which is used to assist tracking.

2)     Reading Journals- each child has a reading journal in which they keep activity sheets. These were produced by a previous LA advisor and tie in to AFs. We also have various “take your pick” activities for non fiction and fiction which the children complete independently. Sometimes this might be an activity linked to a class read. (For example during Ofsted this group were writing a first person account linked to the class story “The Indian in the Cupboard- Lynne Reid Banks. The inspector had asked me later why I had not scaffolded the work as it was fairly challenging and I explained its purpose was to establish their understanding and had been specifically designed to be an independent task. Positive feedback given.) We devote two of the sessions to reading journal time.

3)     Spellings/Handwriting The children use this time to practice their weekly spellings and to complete handwriting exercises. Each child has a folder for this.

4)     Independent reading. This time is for the children to read ANYTHING of their choice or to listen to an audio book (I am slowly building a collection) They don’t have to write anything at all J

Some children who have difficulties with their reading have more time on guided reading , but all children have time to read books of their choosing. It takes a bit of setting up at the start of the year- even though we do it all the way through the school the start of the new academic year is always like starting again from scratch! However, the initial effort is well worth it. Children make very good progress with their reading and the vast majority enjoy reading.

The new curriculum wont necessitate a huge change in the way we carry out our guided reading sessions. 

One of the most useful tips I can pass on is that I always write down the questions/AFs I am going to focus on a week in advance. This makes for far more structured and focused sessions. I also trained up my TAs by working with them to begin with so that they could take groups as well; this frees me up to hear readers or talk to the children during some sessions. Throughout the year groups change so that I will have worked with them all at some point.

Thanks for taking the time to read; I’d love to hear your views/opinions on this.

Some resources and ideas on pinterest here
A "how to " guide for the children here
More views and ideas here

Lesson Observations

This morning I read the latest blog post by The Primary Head (find it here : http://theprimaryhead.com/2014/03/04/judge-me/comment-page-1/#comment-789 )

It was a very interesting piece following on from the recent discussions on twitter regarding lesson observations and to grade or not to grade. 
( Find it here:  http://educationechochamber.wordpress.com/2014/01/19/beyond-lesson-observation-grades-teacher-development-trust/ )

So I thought I would add my thoughts to the mix .

I don't mind being observed, in fact, if I am going to get some helpful feedback to improve my teaching then it's a good thing. Do I need to be given a grade? Not really. What I need is feedback and reflection. 

 An excellent post on this can be found here: 
http://chrismoyse.wordpress.com/2013/11/01/professional-development-at-my-academy-no-lessson-grades-ever/  
 where the school do carry out regular observations (often in pairs) and the feedback is well structured and focuses on development.

I would love to know how schools are able to fund this; I work in a small (6 class) primary and have few opportunities to watch my colleagues teach and to be watched other than the performance management/maths/english monitoring cycles. I'd be more than happy to have a lesson videoed and used as a discussion point (especially if I could have my hair/nails/face done as part of the deal!!- OK, that's probably not going to be part of the process!)

That way would save release time for other staff and the video could be used in a staff meeting to focus on questioning/more able/TA support...the list goes on. 

I would love to hear from schools (particularly primary) who have successfully implemented this. I know that some of my colleagues would balk at the thought of being videoed but it's not going to be put on youtube (!) 

Lesson observations are an integral part of a teachers development. Grading an individual lesson (or worse still just a part of it) does not, in my opinion, do much good for anyone. What teacher does not want to do the best they can to provide the children in their care a stimulating and productive learning environment? Strategies to improve teaching and learning are always welcomed. The day that I wouldn't want that would be the day I leave teaching. I am an experienced teacher and have many opportunities to observe NQTs, trainees and to support staff in my role as an AST. What I would love the opportunity to do more of is to watch examples of excellent teaching from experienced teachers and have time to reflect on the lesson with others. Budget always seems to get in the way of this, but I will continue to strive for this to happen.  

Should I be in the position to make such decisions in the future I would strive to have a model of collaborative observations to allow all staff to observe/be observed and discuss openly where the teaching is most successful and WHY that is. As teachers we constantly model to the children; something we too need for our development.

** I have just read this excellent post http://prawnseyeblog.wordpress.com/2014/03/02/three-steps-to-heaven-or-at-least-making-observations-more-meaningful/  This is exactly the sort of model I would love to be a part of. ** 

I wish...

Now, stop; just for a moment ...
If wishes could come true here is what I would wish for today (not including the obvious ones like health, happiness, world peace etc)

An education system that was run by education specialists not civil servants.
An education secretary who had spent time in school teaching or at least shadowing teachers (for years not one off media stunts).
A system where the state and private schools were funded equally (or even just narrowed the gap).
A system where qualified teachers taught our children yet supported experts in their field to work alongside them.
A system where sports coaches and music teachers could take children for after school clubs IF THEY WANT TO! (the children that is!)
A system where the teaching profession was respected and trusted.
Schools which had their leaks and cracks fixed.
Headteachers who were trusted to bring the best out of their staff and pupils.
A system which limited class sizes and funded schools so that they could use staff where the need is highest.
A system which recognised the essential contribution made by teaching assistants.
A validation system which worked in partnership with schools to improve learning for children and provide CPD opportunities for teachers.
Secondments available to teachers (with a range of experiences- not just SLT) to get involved at LA , region or national levels  (hey, while I am wishing why not INTERnational levels too)

To be honest, the first one alone would have  (IMHO) a huge impact. The others... It is good to dream.

Of course all children are entitled to the very best education that we can give them; and that is what the vast majority of teachers are trying to do despite the never ending obstacles which stand before us.

Ofsted- notice to improve

My previous post gave an idea of the process, this one is my views!


The report is out, we are still deemed to be a "good" school.

During the process however, we were not so sure. The inspectors were too quick to jump to conclusions without enough evidence.

A lot has been written about lesson observations and ofsted. Here are some posts which I have found of particular interest:

   http://www.matthewtaylorsblog.com/thersa/inspector-inspect-thyself/
http://teachertoolkit.me/2013/12/10/progress-over-time-potteaching-by-teachertoolkit/?utm_content=buffer84178&utm_source=buffer&utm_medium=twitter&utm_campaign=Buffer
http://marymyatt.com/blog/2013-11-23/more-on-lesson-observations
http://tabularasaeducation.wordpress.com/2014/01/25/graded-observations/



I agree 100% with removing individual lesson grades. The new guidance for inspections does seem to be moving in the right direction (See  http://teachingbattleground.wordpress.com/2013/12/23/a-christmas-miracle-ofsted-get-it-right-for-once/ )

This is how I think Ofsted should operate:

1. Understand that there is a lot more to a school than the data. Don't come with all the answers.
2. When carrying out observations talk to the head or other leaders before jumping to conclusions based on a brief time in a lesson- Whatever the view of  the lesson is, ask if that is a fair representation. If you don't see something, don't assume it never happens. Similarly, if you do see something ask if that is common practice.
3. Talk to the children! Lots!
4. Remember that what you say can have an enormous impact.


We have to be accountable- I have no problem with that, but I long for a time when the leadership of the school is trusted to do that effectively through non-judgemental  observations, peer observations, coaching and reflection. The role of the external agency should be to support schools in areas that they need, not just tell them what they already know. There will always be areas to be improved. A culture of support will be far more productive in the long term.

HMCI berates teachers for leaving the profession and "moaning" (http://news.tes.co.uk/news_blog/b/weblog/archive/2014/01/15/teachers-must-stop-quot-moaning-quot-says-sir-michael-wilshaw.aspx)
Tristram Hunt wants teachers to be licenced (http://www.bbc.co.uk/news/uk-politics-25686208) so they can be recognised.

As teachers we nurture the children we teach, we build an environment of praise and reward to encourage them to reach their potential. Surely we deserve the same?

.

Ofsted.

One word that, all too often, strikes fear into the heart of teachers.
The inspection that we recently went through has certainly given me plenty to think about.

I have written two blogposts. This, the first, gives an account of the process through the eyes of a class based teacher with leadership responsibilities.  There are lots of Headteacher blogposts about Ofsted such as http://theprimaryhead.com/category/ofsted/,  but I thought it would be interesting to give a teacher's eye view. Note that this is purely observational; have not added my personal thoughts or opinions. The second piece which can be found here http://mrshalford.blogspot.co.uk/2014/01/ofsted-notice-to-improve.html
  is my "Notice to Improve" or "Steps to Success" regarding the process itself.

As always, comments welcome.


Monday.

Lunchtime following play rehearsals , headteacher asked all staff to go to the staffroom where we were told that there would be two inspectors arriving Tuesday and Wednesday. Stunned silence (our  previous inspection was less than 18 months ago where the outcome was good. No drop in results and totally unexpected!)

Part time staff contacted.  Mass tidy up following the Christmas Fayre that took place the Friday before. Rehearsals for next two days postponed. Lesson plans needed to replace the play rehearsals that had been planned. Subject leaders printed out data from the school's tracking system and SENCo distributed most recent PP list to add to files.


Tuesday.

Inspectors arrived at 8am. Introduced to the staff and straight into meetings with the Head. Lesson observations followed with the lead inspector carrying out joint observations with the headteacher whilst the additional inspector carried out observations. Feedback from the head to staff observed given in front of the lead inspector for monitoring. Observations lasted no longer than 20 minutes.  Inspectors heard children read and met with the Rights Respectors. There was a governor meeting after lunch and more observations and looking through children's books.  They looked at the parent view and also received a phone call from a parent to tell them what they thought of the school. Questionnaires were given to staff.

After school feedback was offered to observed teachers followed by meeting with SENCo , Maths and English subject leaders. (Both subjects seen at the same time.) This was followed by the Inspectors meeting with the headteacher. Head then fed back findings of day one to us. No clues as to who/what will be observed the next day. Initial judgements not in line with school's judgements and inspectors agreed to swap roles for the next day (lead inspector had been in KS2 with Headteacher, AI in KS1) with the Head carrying out joint observations with the lead inspector.

Wednesday

Inspectors arrived at 8am . Met with EYFS leader and TAs.
Lesson observations (2 in KS2, 3 in KS1) plus learning walks and noting displays, looking in books. One inspector attended the whole school assembly.  More observations after lunch followed by paper work and meetings with head teacher. Final feedback to senior staff at 3.30 then Ofsted had left the building. 


I was observed twice on the second day- for guided reading and for maths. Not all the classes were observed but inspectors spent time in all classes looking at displays and books and spent sometime sitting in central areas (we are an open plan school)

In a 6 class school, 5 classes had observations. Books from all classes had been made available but not all were looked at. They did not want to look at class planing files, assessment files or other paperwork. It was down to the Subject leaders and SENco to put them in the picture for that.

So, that is what happened on the two days- just the facts.

Please read my next post for my feedback to Ofsted...


Ofsted:Ofsted is the Office for Standards in Education, Children’s Services and Skills. We report directly to Parliament and we are independent and impartial. We inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. 
http://www.ofsted.gov.uk/about-us

INSET

Well, today was one of the academic year's five CPD days.

One of the children in my class asked me, "Miss, what insect will you be on Monday?"
Me, "Um, well, I wasn't planning on going as an insect! Why did you  think I might be?"
"For the insect day of course!" came the reply with an incredulous look .

The penny (finally, it was Friday!) dropped. "Ah, I see ! Sadly it's not an INSECT day but an INSET day, when we go to have some training to help us become even better teachers. Although an insect day does sound fun!"

What other job are you going to have that kind of conversation in? None that I can think of other than teaching.

Well, after this morning I wish it HAD been an INSECT day. I'm sure I would have (flown) come away with some ideas.

I'm not going to name names but the morning speaker who had come very highly recommended spent the whole time telling us one anecdote after another. All very interesting (less so after break when we had no biscuits! Sealed its own fate by that time) , very interesting , but nothing new, nothing not heard before. SO, why on earth waste all that time when he could have spoken for an hour (tops) and we could have had productive follow up discussion straight after. Instead a whole morning.

I've got the task of organising a cluster INSET next year. Perhaps we should have an insect day instead?  No, I am joking- although it is almost worth a typo on the invites to see if anyone notices/comments!

INSET days must be purposeful, enthuse us and most importantly give us time to have meaningful professional dialogue. Today's session COULD have been so much more useful with a few tweaks.

These points I have taken away for future INSET sessions- would welcome comments/ suggestions:

1) Not seat delegates in rows
2) Not have more than an hour of being talked to (at)
3) Provide biscuits! (Yes, it does matter- fruit if we're being healthy although they're even worse for your teeth than biscuits with all that acid!http://summertomato.com/10-foods-you-didnt-know-were-damaging-your-teeth/ )
4) Not try to reinvent the wheel- in one day that's crazy and been done too many times already, but avoid anecdotes and try to give teachers  things that they can actually go away and try in their classes.



These are some other blog posts which share how INSET can be ineffective. I look forward to writing about how the next one is better...
http://www.theguardian.com/teacher-network/teacher-blog/2013/may/04/secret-teacher-inset-training-days-wasted
http://pragmaticreform.wordpress.com/2013/06/01/cpd/