1. Evolution, not Revolution – TLC to PDC (and PES)
A community of learners, believers and friends

2. Interpreting staff voice and using evaluative mechanisms
So, the three year cycle of TLCs has finished; what are the next steps?
Interpreting staff voice and using evaluative mechanisms
Starting point – end of the three year TLC cycle. Formative assessment embedded into everyday pedagogical practice across school; the next steps for us as a school were to refine the strategies being employed in lessons but more importantly, looking at how progress over time was being mapped in pupils’ books / files.

3. Achieve Action Assess Analyse
Using the Quality Assurance systems in place, we analysed whether the improvements in formative assessment were reflected in the quality of lessons and in the pupils’ books
Using staff voice, we assessed the effectiveness of the TLCs and whether staff felt there had been a measurable impact on their pedagogical practice
Assess
Analyse
Action
Achieve
With a greater emphasis of self-reflection and accountability, the action was to create the PDCs and the PES training sessions
Impact and achievement represented in the overall improvement in the quality of teaching and learning and especially marking and feedback
Talk through the model of school improvement – evaluative mechanism used with any initiative in school

4. Professional Development Communities Professional Enhancement Sessions
"What's in a name? That which we call a rose By any other name would smell as sweet."
Professional Development Communities +
Professional Enhancement Sessions
Explain how the PDCs were an organic development of the TLCs; it was a natural evolution and not a revolution!
Key aspects – consistency, collaboration, cross-departmental links, experimentation / creativity, proformas, links to QA and PM

5. Professional Development Communities
What are they and how do they work?
PDCs represent the evolution of the TLCs and the organic development of this format of professional collaboration
There are nine PDCs in an academic year and these are supplemented by additional training sessions (PES)
Each PDC has two facilitators; these remain the same all year to ensure continuity and consistency
Every PDC have their own ‘base’, a specific environment that each group takes ownership over
The ‘evidence’ comes wholly from peer observations (may be triangulation, depending on dynamics of PDC)
The training schedule is informed by the School Improvement Plan

6. 2015 / 2016 PDC 9 PDC 5 PDC 8 PDC 7 PDC3 PDC 1 PDC 4 PDC 2 PDC 6 Exam
Most Able
PDC 1
Growth
Mindset
PDC 4
SEND
PDC 2
Growth Mindset Part two
PDC 5
Teacher – Pupil dialogue
PDC 8
Making Progress Explicit
PDC 6
Planning for Marking and Feedback
PDC 7
Exam
Literacy
PDC 9
Reflection and Moving Forward
2015 / 2016

7. Please visit our ‘Market Stall’
A community of learners, believers and friends