2. From Peer Coaching to Effective Professional Learning Community All Saints RC School York

3.  In October 2005 we adopted a Peer Coaching model of CPD.  Whole department involvement (except Head and a Deputy).  We took responsibility for our own development as teachers. We chose the area to focus on.  Split site meant paired collaboration was the best model. We chose our peer partners.

4. How to begin the initiative  Carefully  Initiative overload…

5. Peer coaching memo

6. LEA provided funding for cover  “Think of ways to use the money to buy cover etc so that the impact on our time and energy can be mitigated. Lessons could be covered in order to arrange a planning meeting or as a pay back in lieu of that time.”  “We are not saying that we are brilliant teachers, (though we are). This is an attempt to get us to support each other in a more structured way for the benefit of ourselves, our pupils and those who have contact with the Mathematics Department.” 5 th Oct 2005 5 th Oct 2005

7. Making the model sustainable  Finding time for collaboration is difficult on top of other initiatives.  Using a video to record the observed lesson was seen as a threat.  Every member of the department was reticent about being videoed at first but some of the team readily adopted the use of video.  Peer coaching became part of the evidence for development in one of our Performance Management targets.

8. NCETM and EPLC  Tony Shepherd of the National Centre asked me to organize a Professional Learning Community within our Mathematics department. –Series of 4 lessons –Involving 4 teachers –Each lesson collaboratively planned –Each lesson to be observed, videoed –Each lesson to be reviewed.

9. ITT  I had been seeking funding to support work with Initial Teacher Training.  TDA would not fund what we were already doing and NCETM were not able to support ITT initiatives.  The EPLC initiative fitted in with our existing practice so I agreed to try out this model.

10. Some Mathematics  We borrowed a Y9 class to give our KS3 coordinator some time whilst others had gained time after Y11 and Y13 went on study leave.  Trigonometry chosen as the topic.

11. The Class  Year 9 group in the top third of the ability range of the school  About a third of the class had met Trigonometry before (two hours as part of a series of lessons after school).  We needed a different method to allow discovery of some of the ideas

12. Radii and table

13. Video of the Table for Sine

14. The Sine curve template

15. Video about the table

16. Video of Mel asking about the curve

17. Success of the first cycle  All four people planned the lesson together  Three were involved in delivery of the lesson  All four reviewed the video clips of the lesson during the next hour.  We were allowed four comments and a question each. Liberating.

18. Video of lesson 3

19. Lesson 4 A Structured approach with 5 steps to give a framework for the Algebra  Diagram  SOH CAH TOA  Substitute  Rearrange if necessary  Calculate

20. Pupil feedback  Delivery was disjointed because the lessons were over such a long period of time  Many wanted their own teacher back  Some enjoyed having different teachers working with them to give them help when they needed it  Pupil feedback was very much a mixed response

21. Risk taking  I am convinced that in order to improve our Mathematics teaching nationally we need a process outside of CPD, beyond pay progression or any competence issues where staff are given the time to get involved in these sharing processes.  We need to be empowered to take risks.  Accountability for meeting targets hinders teachers from taking those risks.

22. What message to take away?  Teaching of Mathematics ought to be treated as a special case and be given more resources. We need time to work together.  High quality Mathematics teachers are vital to the country.  Mathematics teachers must get control of your own professional development.  Time is needed and should be asked for within schools. (Japanese model).

23. Sustainability  New Mathematics Teachers have skills and ideas which can benefit longer served teachers  Top down observation is a sterile process in comparison with this model.  Coaching partnerships (up to 4 people) allows less experienced teachers to observe those who could help them in their development.  There is the potential for all to learn from each other.  Training on the job is essential if the exit from the profession is to be stemmed. How many leave during the first 5 years?