R QT Programme – Day 1

1. RQT Programme – Day 1 Andrew Crosby, Beechwood Junior School andrewcrosby@beechwoodjuniorschool.co.uk

2. The RQT programme

3. RQT training and support We are here to: provide training provide guidance provide support – emotional or otherwiseWe are NOT here to:assess your progress or performance

4. The RQT Programme Aims – work alongside a school mentor to: • Hone classroom practice • Deepen knowledge and refine practice • Move towards Outstanding • Experiment with and evaluate new approaches • Carry out in-school research • Widen you contributions to the school • Develop an area of leadership • Explore future career development

5. The RQT Programme Programme schedule and key dates

6. Outline for the day Outstanding teaching10:30 – 11:45 Coffee breakYou and your teaching goals12:15 – 13:00 LunchLesson Study Approach14:00 – 14.15 CoffeeYour action plan

8. Move towards Outstanding

9. Outstanding teaching Where are you on the line? Agree of disagree - some teachers are outstanding

10. What are the qualities of ‘Outstanding?’ What does Ofsted say? Is there anything you disagree with? Is there anything else you would include? How would you rate yourself?

11. What are the qualities of ‘Outstanding?’ How do we know that the quality of teaching has been outstanding?

12. What are the qualities of ‘Outstanding?’ How do we make our teaching outstanding? Respond and adapt Subject and pedagogy Relating to students Striking the right balance Seeking support as part of a team Which are your strengths? Is there anything you are unsure about?

13. What are the qualities of ‘Outstanding?’ What personal qualities do we need to become outstanding? Well-directed effort Knowing your priorities Teamwork Trying new things and making mistakes Reflection

14. Agree or disagree? “In a successful lesson, the pupils work harder than the teacher.” “In a successful lesson, the pupils learn more than the teacher.” I agree with both I agree with one I disagree with both

15. Growth Mindsets Scenario A Scenario B

16. Growth Mindsets What holds us back from becoming even better? Mistakes activity

17. Growth Mindsets How do you feel when things go badly? Describe the event: ■ What was the context? ■ How did you feel? ■ What were your thoughts? ■ How did you behave/react?

18. Growth Mindsets Are there any strategies that would help you respond differently in the future? For example, what might you say to yourself? What might you do differently? Who might you seek support from? For fun, if you were to name your FMS persona, what would it be? Or is there a fictional character that embodies your FMS persona?

20. You and your teaching Which areas of teaching are you very confident about? Why?Which areas of teaching are you uneasy about? Why?

21. You and your teaching Which areas of teaching are you yet to fully master?Which areas of teaching would you like to take to greater depth?Complete the self assessment of the standards or remind yourself where you were at by the end of your NQT year.Find your two greatest strengths … and your two most haunting weaknesses

22. Appraise yourself against the standards Remind yourself of the StandardsSelf-audit on the Self-Evaluation of Skills sheet,

23. You and your aims

24. Where do you see yourself in three to five years? Where do you see yourself in five to ten years? Where do you see yourself in ten to twenty years? Career development

25. Routes to progression (ish) Class teacher Subject Leader Year Leader Phase leader/Assistant Head/SLE SLE Training Provider / Research Head/Deputy/NLE Ofsted / LA/Academy Lead LA/Academy Adviser / DfE Policy

26. You and your aims What do you want to achieve this year?Where do you want to go with your career?Think about your own self-assessmentThink about where you want to be in a few years timeIdentify three targets you want to achieve by the end of the yearYou won’t be on your own … you will have a coach/mentor in school to help

28. The research approach

29. The research approach

30. The lesson study approach https://www.youtube.com/watch?v=g48DAG4hJd4&t=249s

31. The lesson study cycle Handbook Improving Practice

32. The lesson study approach - Maths Planning the Lesson Study https://www.youtube.com/watch?v=Y-4nIBDTnms&t=1s Conducting the Lesson Study https://www.youtube.com/watch?v=DnS2xTkPQEI&t=7s Discussion with the children https://www.youtube.com/watch?time_continue=34&v=bPjJ6TPkLVM Post Lesson Discussion https://www.youtube.com/watch?v=cVicRFHO09M Evaluating https://www.youtube.com/watch?v=_7doQmlmRuA

33. The lesson study approach - Literacy Planning the Lesson Study https://www.youtube.com/watch?v=6yyFsp6vIzU Planning the First Lesson https://www.youtube.com/watch?v=-oIMhRck6Fc Conducting the Lesson Study https://www.youtube.com/watch?v=sF9mv7Nnv8s Post Lesson Discussion https://www.youtube.com/watch?v=u1_0w7I56jQ&t=199s Evaluating the Lesson Study https://www.youtube.com/watch?v=sm-zLHYqg-8&t=31s

35. Planning time

36. Agree an action plan Compare notes. Share pre-assessment and aims. Dare to disagree. Are the priorities / order correct? Do they fit with the school priorities? Agree three teaching targets/objectives. Agree a professional/career target. Agree dates and broad timetable for completing lesson studies, including any preliminary observation that might help to develop the Lesson Studies Discuss CPD and support that might be needed

37. Gap task

38. Gap Task 1 Gap Task 1: Each participant to meet with in-school mentor to complete action plans and agree personal targets and review dates, ready to share on Day 2. Plan your first Lesson Study Cycle