Leading Teacher Training

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					Leading Teacher Training

   December 4th 2007

           RPDC

      1:00 – 5:00

         Welcome!


        Ref: 00060-2007DOM-EN
   Agenda
Session 1: Exploring the role
of the Leading Teacher

Session 2: Whole Improvement
and Self-Evaluation

Session 3: Accreditation Pathways

Session 4: Gap Task and Plenary




             Ref: 00060-2007DOM-EN
  Welcome!
•Introduce yourself to the
other teachers on your table
•Describe something wonderful
that has happened to you this year
•Revisit the action point you
identified after Trevor Hawes
•Has anything changed in the meantime?
•One person to feed back



            Ref: 00060-2007DOM-EN
Session 1

Exploring the role of the
leading teacher for gifted
and talented education




        Ref: 00060-2007DOM-EN
Objectives

• To consider and clarify the role of the
  leading teacher for gifted and talented
  education

• To raise awareness of the issues in teaching
  of gifted and talented learners

• To begin to identify leading teacher actions
  and professional development needs




                                                 Slide 1.0
         Ref: 00060-2007DOM-EN
Key aspects of the gifted and
talented leading teacher role

Gifted and talented leading teachers will have a
key role in developing:

• Effective classroom practice for gifted and
  talented pupils
• Whole-school self-evaluation and
  improvement planning for gifted and talented
  provision and outcomes
• Dissemination of information and action
  planning with the cluster of schools


                                                   Slide 1.1
         Ref: 00060-2007DOM-EN
In carrying out this role
leading teachers will be
expected to:
• act as an advocate for the needs of gifted and
  talented pupils
• promote the various elements of the personalisation
  agenda as they relate to gifted and talented pupils
• exemplify and model effective practice for gifted and
  talented pupils
• initiate strategies which support the professional
  development of colleagues
• enable whole-school evaluation, review and
  improvement of gifted and talented provision


                                                          Slide 1.2
          Ref: 00060-2007DOM-EN
Activity: exploring the role
of a leading teacher for
gifted and talented
Read the role of the leading teacher for gifted and
talented on the cards:
Task 1 – decide which aspects of the role of a leading
teacher will be a priority for your role in school
Task 2 – using only your priority cards decide which
aspects you are comfortable with and which you will
need to develop
Note the aspects of the role that you want to develop
in your reflective log




                                                         Slide 1.3
          Ref: 00060-2007DOM-EN
Key message …
• It is the responsibility of every classroom
  teacher to provide for the needs of the able,
  gifted and talented pupils in their classroom

• Leading teachers should work with colleagues to
  improve teachers’ understanding of identification
  issues and teaching strategies that challenge
  gifted and talented pupils

• It will be important for leading teachers to
  identify ways of working with senior colleagues
  to enable the embedding of a whole-school
  approach to gifted and talented provision



                                                      Slide 1.4
          Ref: 00060-2007DOM-EN
It is generally agreed that:

• There is no universally accepted
  definition of giftedness

• Estimates of giftedness vary
  tremendously

• Being gifted and talented is not a one-
  off and fixed state of existence




                                            Slide 1.5
         Ref: 00060-2007DOM-EN
Gifted        describes students who have the
              ability to excel academically in one
              or more subjects such as English,
              drama, and technology

Talented      describes students who have the
              ability to excel in practical skills such
              as sport, leadership, artistic
              performance. These students may
              well follow a vocational training
              pathway to accreditation
              and employment…(?!)




                                                          Slide 1.6
           Ref: 00060-2007DOM-EN
Cons:
The flexibility can exercise some schools
– they might find rigid guidelines easier to
implement
The context-dependency can cause
problems – what about students who move
schools? What about the different levels
of ability between schools’ cohorts?
Assumes schools can spot ability in
students who don’t attain highly, but there
are few guidelines for this



                                               Slide 1.7
          Ref: 00060-2007DOM-EN
Pros:
Makes schools focus on their own most
able – no one can say they don’t have a top
10%

Allows schools to focus on students who
may need most support and
encouragement to achieve highly

Shines a torch on provision and challenge
for a group whose needs may be
overlooked




                                              Slide 1.8
          Ref: 00060-2007DOM-EN
Ability
• Is multi dimensional
  – only some aspects can be measured

• Is a mixture of innate predispositions,
  environment, personality and
  contextual factors

• Is developmental

• Needs to be nurtured through
  opportunity, support and motivation


                                            Slide 1.9
          Ref: 00060-2007DOM-EN
Case studies – Identification
Working in groups from the same phase (primary
or secondary) share out the case study cards.
For your case study decide:

• The strengths of the system that the school is using
• Where the school might improve on its identification
  system. Share your ideas in your groups
• Reflect on the system that your school currently
  uses to identify gifted and talented pupils and to
  construct a register. Note in your log any ideas that
  you have now that may strengthen that system




                                                          Slide 1.10
           Ref: 00060-2007DOM-EN
“Identifying G&T Pupils –
  Getting Started”

Page 5 - Chart




        Ref: 00060-2007DOM-EN
National G&T Student
Register (NAGTY)

• http://www.ygt.dcsf.gov.uk/

• http://ygt.dcsf.gov.uk/Content.aspx?
  contentId=312&contentType=3

• www.nagcbritain.org.uk




       Ref: 00060-2007DOM-EN
Key strategies



• A clear focus on effective classroom teaching
  (Quality First, Wave 1 teaching)

• Conditions for learning that promote
  collaboration and openness and that build
  pupils’ confidence




                                                  Slide 1.11
         Ref: 00060-2007DOM-EN
Some Strategies to Try…

• What if…?

• Plus, minus, interesting

• Six Thinking Hats

• Diamond ranking



        Ref: 00060-2007DOM-EN