In a previous post, I argued that following any staff development session where we try to improve practice, we must consider and allow the time and space for teachers to:
- deconstruct and reconstruct their curriculum and the delivery of it;
- consider the type of resources which will support this change in practice;
- use a framework for professional dialogue and sharing of ideas/practice;
- consider how the ethos and environment will change as a result of this practice and how this will affect the conditions to raise student's aspirations.
We have now developed a framework which we will focus on for the next 5 years. The aim of this framework has as it's central focus an attempt rationalise all the initiatives and ideas which staff have been inundated with over the past few years. In doing this we have borrowed Guy Claxton's idea of the "Teaching Palette" and created our own one. It encompasses Assessment for Learning ideas, the Teaching Palette mentioned above, and thinking skills. This palette is designed to transform the teacher from teacher to a Facilitator of Learning. The palette is supported by the bullet points above. Our staff development sessions will incorporate all these bullet points. In this way we hope to avoid the familiar scenario where staff are given an excellent day's training full of good ideas, only to be lost the next day and never really utilised in practice, simply because staff haven't been given the opportunity to rethink their plans or develop new resources. To access this framework click on the following link: School Improvement Model