Developing Outstanding Teaching and Learning: Creating a Culture of Professional Development to Improve Outcomes

Benefits Developing Outstanding Teaching and Learning will: *Provide you with relevant, up-to-date CPD based on Ofsted's Outstanding Teaching Grade Descriptors. *Encourage self-assessment and evaluation. *Save you money by providing essential in-house professional development that will inspire your staff and engage your students. *Increase achievement in your classrooms by instilling best practice in your teaching staff. Summary of contents Developing Outstanding Teaching and Learning will help you to: *Improve day-to-day classroom practice and attainment *Provide ongoing CPD, reflection and analysis for your staff *Ensure pupil engagement while stimulating teacher learning *Recognise the importance of time to evaluate and reflect *Emphasise the importance of peer support in personal development *Acknowledge students' learning needs as well as the obstructions to meeting those needs *Use evidence to inform pedagogy and curriculum. Developing Outstanding Teaching and Learning has been developed around four guiding principles: *Teachers Matter - the importance of teaching *Teachers' Learning Matters - the importance of staff reflection and analysis *Evidence Matters - gathering and analysing evidence *Curriculum Matters - the impact of teacher learning and the relationship between curriculum and pedagogy

Table of Contents:
Chapter 1: Learning and progress This chapter examines the relationship between teaching and learning. Chapter 2: Using data This chapter explores using data to improve classroom practice. It considers different types of data and evidence, ensuring reliability, and the formative, summative and diagnostic purpose of data. Chapter 3: Subject knowledge This chapter examines the nature of subject knowledge, and how teachers can develop this into effective pedagogic knowledge which enables learners to connect with and make sense of diverse forms of knowledge for themselves. Chapter 4: Differentiation Closely linked to the chapters on data and feedback, this chapter explores the subtleties and significance of differentiation. It pays particular attention to differentiating by cognitive and metacognitive activity, time on task and flow of challenging work. Chapter 5: Talk/feedback This chapter focuses on written feedback and feedback as talk in lessons as a means of understanding learning and progress, and mediating support for learning. The chapter is underpinned by an understanding that learning can be constructed in a social environment, one in which ideas can be tested out through dialogue. Chapter 6: Resources This chapter focuses on two key resources available to teachers and learners to support progress. Section 6a considers the use of technology as learning resource, and section 6b outlines the role that can be played by teaching assistants. Chapter 7: Leadership of teaching and learning Here you can access six case studies of schools ranging from those recently out of special measures to outstanding schools. An examination of these demonstrates the importance of improving the quality of teaching to ensure progress and improvement. Appendix: Tools for professional development In this appendix we offer a range of tools to support teachers' professional development. Each tool is introduced, and then the practical process underpinning it is explained. At their heart are two key dimensions: teacher reflection and the use of practical evidence. * Tool 1: Critical incident analysis * Tool 2: Ecological analysis * Tool 3: An enquiry-based approach to lesson observation * Tool 4: Lesson study * Tool 5: Teacher inquiry and knowledge-building cycle * Tool 6: Video-recording lessons * Tool 7: Coaching.