Inside the mind of a school leader - part 2

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We have been working with 25 schools to introduce the updated CASE lessons and PD model. Although the results will not be published until the start of 2016 some very interesting findings are beginning to emerge. I had the great pleasure of talking to Mark Bridges from Writhlington School in Somerset about his thoughts concerning the impact of LTSS in his Science Department. For teachers many of the challenges they faced have turned out to be the strengths of the approach and they have learnt as much if not more than the students they are working with. The main challenge seems to be the move for teacher to facilitator and the notion that students need to formulate their own ideas and that being wrong is often more powerful than being right. Learning walks and observations have shown that the LTSS approach is now filtering out into standard lessons and that the quality of questioning has dramatically improved across the department. Everyone is conscious that they need to spend more time on metacognition and most staff are keen to develop the bridging part of the lesson. Equally they are reflecting on their teaching in a range of ways and there does seem to be a correlation between the quality of reflection and effectiveness in the classroom. Our next phase involves ensuring that all staff are proficient and highly skilled in the facilitation of LTSS lessons. This will involve self and peer observation, monitoring and feedback by SLT and the continuation of planning and reflection sessions. We are really keen to explore options in Math’s and then English to ensure this becomes a whole school approach to learning. 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We have been working with 25 schools to introduce the updated CASE lessons and PD model. Although the results will not be published until the start of 2016 some very interesting findings are beginning to emerge. I had the great pleasure of talking to Mark Bridges from Writhlington School in Somerset about his thoughts concerning the impact of LTSS in his Science Department. For teachers many of the challenges they faced have turned out to be the strengths of the approach and they have learnt as much if not more than the students they are working with. The main challenge seems to be the move for teacher to facilitator and the notion that students need to formulate their own ideas and that being wrong is often more powerful than being right. Learning walks and observations have shown that the LTSS approach is now filtering out into standard lessons and that the quality of questioning has dramatically improved across the department. Everyone is conscious that they need to spend more time on metacognition and most staff are keen to develop the bridging part of the lesson. Equally they are reflecting on their teaching in a range of ways and there does seem to be a correlation between the quality of reflection and effectiveness in the classroom. Our next phase involves ensuring that all staff are proficient and highly skilled in the facilitation of LTSS lessons. This will involve self and peer observation, monitoring and feedback by SLT and the continuation of planning and reflection sessions. We are really keen to explore options in Math’s and then English to ensure this becomes a whole school approach to learning. 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Although the results will not be published until the start of 2016 some very interesting findings are beginning to emerge. I had the great pleasure of talking to Mark Bridges from Writhlington School in Somerset about his thoughts concerning the impact of LTSS in his Science Department. For teachers many of the challenges they faced have turned out to be the strengths of the approach and they have learnt as much if not more than the students they are working with. The main challenge seems to be the move for teacher to facilitator and the notion that students need to formulate their own ideas and that being wrong is often more powerful than being right. Learning walks and observations have shown that the LTSS approach is now filtering out into standard lessons and that the quality of questioning has dramatically improved across the department. Everyone is conscious that they need to spend more time on metacognition and most staff are keen to develop the bridging part of the lesson. Equally they are reflecting on their teaching in a range of ways and there does seem to be a correlation between the quality of reflection and effectiveness in the classroom. Our next phase involves ensuring that all staff are proficient and highly skilled in the facilitation of LTSS lessons. This will involve self and peer observation, monitoring and feedback by SLT and the continuation of planning and reflection sessions. We are really keen to explore options in Math’s and then English to ensure this becomes a whole school approach to learning. 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