In this guest blog, David Chadwick, Vice-Principal for Teaching and Learning, explains how Passmores used Instructional Rounds to frame the professional learning focus for the year.
‘Few educational challenges deserve greater priority than closing the disadvantage gap in education’- David Laws, Schools Minister 2012 – 2015.
We know that addressing this at whole school level and in the classroom is challenging. Inequality is endemic in English society, as it is within Essex. This academic year, we have been using the work of Marc Rowland ‘Addressing the Educational Disadvantage in Schools and Colleges – The Essex Way’ using evidence informed practice to focus on key areas that are shown to have impact.
Before finalising plans for the year, we wanted to get a picture of the best practice across the school and within classrooms; ethos and practice that enables all our young people, but especially those who are disadvantaged to make the most progress. By successfully working with colleagues in school and as part of network of Laboratory Schools (coordinated by the University of Bolton) we were able to use Instructional Rounds to then develop our Theories of Action.
What are Instructional Rounds?
- A group of leaders and/or teachers visiting multiple classrooms at their own or another school.
- The process is focused on instructional practices linked to school-wide improvement strategies.
- It aims to share best practice and support improvements in teaching and learning.
- It is an Appreciative Inquiry model that sits at the heart of the process as best practice is disseminated to all teaching staff.
- A whole school peer to peer coaching model is also used to facilitate the process.
The process involves the following key phases:-
Phase 1 – The school identifies an area of focus for the observations
In the case of Passmores, we wanted to find out what teachers did in lessons which had the biggest impact on students.
We framed this a series of statements; “When a teacher…., then students ….” or “When the school……, then students…….”
Phase 2 – Observation groups collect data related to the focus of best practice
Staff split into observation triads to collect data related to the identifying best practice in lessons. The triads consisted of one or two Senior Leaders and some middle managers. A range of classroom visits took place; in 1 hour staff spent 20 minutes in each lesson so three visits per hour. Non-judgemental notes were taken by staff, detailing what went on in the lesson which was good practice leading to positive outcomes. Staff did not discuss anything during the lesson or until all observations had taken place. Once each group had completed the observations, staff individually collated notes and identified themes across all lessons. Triads then met to discuss the themes observed in the lessons they had visited and agreed on what the best practice was.
Phase 3 – Groups debrief after observations leading to Theories of Action
Following the triad meetings, all the groups met to identify the key themes observed with all staff able to contribute. One member of staff collated the information and as a group we devised a set of Theories of Action. We agreed on four whole school theories and eight classroom-based theories. This built a picture of the best practice across the school and all lessons visited. Each Theory of Action was framed with a statement “When a teacher…., then students ….”.
Phase 4 – Focus on specific Theories of Action for next stage of work
We decided to focus on two classroom-based Theories of Action, notably “Modelling and Metacognition” and “Confidence in Literacy”. This linked with an Essex wide initiative focusing on disadvantaged students.
Once classroom-based strategies were shared, staff then had the opportunity to select one of the Theories of Action which they would be working on for the remainder of the academic year. We also created a series of rubrics which clearly show a four-step progression model from Aspiring through to Transforming & Inspiring. Staff are now implementing the strategies shared and as part of a school wide coaching model, staff are coaching each other in order to fulfil a coaching goal related to the chosen Theory of Action.
As a school, this is the phase we are currently focused on.
Phase 5 – Seeing Improvement and Quality Assurance
As part of the triad coaching model, staff are encouraged to observe each other or staff they feel have the best practice. We call these “Shared Learning Experiences” (SLEs) rather than observations. As these take place, staff are encouraged to reflect on their coaching goal, discuss with their coach what they have seen and how then can improve classroom practice further, implementing and adapting strategies seen.
The final phase will be to come together as a whole staff and share what we have learnt. This will be combined with quality assuring the Theories of Action, senior staff and middle managers completing another series of classroom visits with a view to the best practice being embedded across the school.
Once the evidence has been gathered (and hopefully embedded), we will then select another two Theories of Action for a whole school focus and repeat the process.
Thank you to David Chadwick for sharing his experience of using instructional rounds. Click here to read more about Passmores >>