Lead Practitioner Handbook - Woodlands...

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Lead Practitioner

Handbook

2015-16

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Contents

1. Lead Practitioner Standards ................................................................................... 3

2. Lead Practitioner Roles ....................................................................................... 4-5

3. Teaching and Learning

i) Woodlands Teaching and Learning Action Plan 2015-16 ...................................... 6-9

ii) Monitoring Teaching and Learning ...................................................................... 10

iii) Self-evaluation and Quality Assurance of Teaching and Learning ..................... 11-13

4. Lead Practitioner involvement in whole-school CPD ................................................ 14

Appendices

Appendix 1: Lead Practitioner Job Description ....................................................... 16-17

Appendix 2: Lead Practitioner Action Plan .................................................................. 18

Appendix 3: Lead Practitioner Pen Portraits ........................................................... 19-22

Appendix 4: Lead Practitioner Meetings – Standing Items ........................................... 23

Appendix 5: Literacy and Numeracy tutor information / Universities programme .. 24-26

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At Woodlands School, our Lead Practitioners are expected to have:

- Outstanding professional knowledge: Lead practitioners should engage in reflexive practice

and make use of the latest educational research. This should be shared with others in the

school, and should enable colleagues to make use of best practice.

- Process & impact on others: In working with others, Lead Practitioners should make use of

coaching techniques, in order to negotiate with others.

- Personal skills & attributes: Lead practitioners should be life-long learners, and inspire the

same in others. They should have strong communicative and presentational skills, and lead

innovative change.

See appendix 1 for the job description for Lead Practitioners.

Lead Practitioners at Woodlands School are line managed by Catherine Flaherty (Assistant

Headteacher - Teaching and Learning). Meetings occur weekly on a Friday at 8am in the training

room; a rota will be distributed with details of who will chair (and produce minutes) for each

meeting∗.

∗ See Appendix 4 for the standing items for weekly meetings.

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Lead Practitioner Roles

At Woodlands, we have two teams of Lead Practitioners; their role is to:

a) Raise standards in Teaching and Learning, and Assessment;

b) Raise standards of Pastoral Care (Heads of Year).

A Lead Practitioner is someone who has demonstrated outstanding expertise in their field; their day-

to-day role is to lead colleagues to improve their practice, leading to positive impact on pupil learning

and outcomes.

Our Lead Practitioners focused on Teaching and Learning, and Assessment contribute to whole

school improvement by:

• Conducting lesson observations;

• Conducting learning walks;

• Delivering assemblies if appropriate;

• Delivering staff Continuing Professional Development (nominally tied to area of focus) when

appropriate;

• Responding to individual requests for support (shared lesson observations, targeted learning

walks, incorporating something key into schemes of work etc).

They also have a whole-school focus, and a department / faculty focus:

Lead

Practitioner

(LP)

Staff

code

Faculty Whole-school

focus

Department/Faculty

focus

Faculty to

support*

Gill Ashdown GAS English Whole-school

literacy∗

Accelerated Reader /

Developing colleagues

PE

Jon Bonnett JBO PE Independent

Learning

Elite Player

Development / RQT

mentor

Maths

Karen Conran KCO Technology Transition to

university∗

Developing colleagues MFL

Kim Gibson KGI Science Questioning (and

support for whole-

school literacy)

NQT /ITT mentor DT

Jonathan

Newby

JNE Maths Timetabling

(including

timetabling/SIMS

training for staff)

Non-subject specialist

support

Science

Sam Winter SWI Creative Arts Differentiation ITT mentor Humanities

Nicola White NWH Humanities Marking and

Feedback

(including SPaG)

Developing colleagues Creative

Arts

∗ See Appendix 5 for information on Literacy / Numeracy tutor periods

∗ See Appendix 5 for information on the Universities programme

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In addition to this, each of these Lead Practitioners supports a faculty* (one other than their own)

with implementation of feedback from Subject Reviews conducted in 2014-15; this role includes:

• Facilitating / supporting with organisation of work samplings;

• Support for Heads of Faculty when analysing learning walk and work sampling data, and

planning for appropriate Continuing Professional Development;

• Acting as a coach to one member of staff on the in-school coaching programme.

Pen Portraits for our Lead Practitioners focused on Teaching and Learning, and Assessment are

attached as Appendix 3.

Our Lead Practitioners focused on Pastoral Care (Heads of Year) work closely with their Assistant

Heads of Year, and behaviour coaches, in order to ensure a positive behaviour for learning ethos is

instilled in our young people.

These Lead Practitioners regularly conduct climate walks during which they provide bespoke support

to members of staff, and monitor the attitudes of pupils in their year groups. Their roles are outlined

as follows:

Lead Practitioner (LP) Staff code Year

group

Whole-school focus / responsibilities

David Ruck DRU 7 /

Transition

• Conduct climate walks to monitor

behaviour around the school during

lesson and tutor times

• Conduct learning walks with

members of SLT

• Conduct duties before school , at

break and lunchtimes, and after

school

• Provide pastoral support to pupils

from their year group

• Liaise with the Behaviour Coaches to

put in place appropriate sanctions

• To establish a clear rewards system

for pupils in their year group

• Ensure that all pupils in their year

group are engaged with the correct

curriculum pathway

• Involvement in intervention

processes

Alex Lee ALE 8

Yan Moyet YMO 9

Richard Hellen RHE 10

Kelly Robertson KRO 11

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Woodlands School Teaching and Learning Action Plan 2015-16

Each Lead Practitioner at Woodlands School has a personalised Action Plan∗ which fits into the overarching whole-school Action Plan for Teaching and

Learning. Specific Lead Practitioner responsibilities can be seen below.

Entitlement:-

All pupils are entitled to every lesson being outstanding and taught by classroom leaders who are constantly developing their pedagogy. All pupils

will strive for excellence in lessons, which challenge their thinking and all barriers to learning have been removed. Staff will be leaders in their own

area of responsibility which will impact upon pupil achievement. The model of teaching and learning at Woodlands will ensure that all staff have a

personalised CPD programme.

Strategic Targets:

1. To embed use of objective-led planning.

2. To increase the % of good and outstanding lessons to 75%+ (35%+ Outstanding) based on external feedback.

3. To ensure every lesson has clear differentiation by task, outcome and/or process.

4. To ensure that all SLT and lead practitioners provide a supportive and rigorous programme of lesson observation feedback.

5. To promote peer feedback specific to teaching and learning.

6. To ensure that a greater range of staff play a role in the leadership of teaching and learning across the school.

7. To embed the use of pupil feedback to teachers’ marking and feedback to inform teaching and pupil progress in lessons.

8. To embed a policy that promotes literacy, including extended writing.

Target Staff

Responsible

Timescale Tasks necessary to achieve target Performance Indicators Monitored By

To embed use of

objective-led planning.

CFL/ADO Dec 2015 • Relevant articles in staff bulletin

• Whole-school CPD on SDD1

• Bespoke CPD sessions in term 1 2015-16

(planning for progression; questioning)

• Sharing of good practice amongst staff

following lesson observations

• Personalised coaching

% of ‘good’ or better lessons to increase

/ the gap will be closed as

differentiation will ensure target groups

are catered for in lessons / fewer

behavioural problems in lessons

CFL/ADO/SCO

∗ See Appendix 2 for the Lead Practitioner Action Plan proforma.

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Target Staff

Responsible


To increase the % of

good and outstanding

lessons to 75%+ (35%+

Outstanding) based on

external feedback.

CFL/ADO/LPs Dec 2015

and

ongoing


• Subject review guidance

implementation / HoF action plans

• Lead Practitioner support

• Staff to be sent on the OTP

• Sharing of good practice amongst staff

following lesson observations

• Use of faculty and department meetings

to share CPD

Ofsted / external visits to grade

teaching at 75%+ (35%+ Outstanding)

CFL/ADO/SCO

To ensure every lesson

has clear differentiation

by task, outcome

and/or process.

CFL/ADO

Dec 2015

and

ongoing

• Bespoke CPD sessions in the term 3

2014-15 and term 1 2015-16

(independent learning to foster a

positive behaviour for learning culture –

Ofsted 2015)


% of ‘good’ or better lessons to increase

/ the gap will be closed as

differentiation will ensure target groups

are catered for in lessons / fewer

behavioural problems in lessons

CFL/ADO/SCO

To ensure that all SLT

and lead practitioners

provide a supportive

and rigorous

programme of lesson

observation feedback.

CFL/ADO/SLT

/LPs/HoFs

July 2016

• Termly formal and informal lesson

observations

• Lesson observation training for

HoFs/HoDs.

• All staff with a responsibility for

observing to complete at least 4 paired

observations in the first term of 2015-

16

• CFL and ADO to cross-reference lesson

observation data with other available

data to check its accuracy

• All staff with TLRs to complete learning

walks as per the whole-school schedule

• HoFs to implement M&E feedback at

departmental level (HoF action plan)

Improved typicality gradings for

teachers / Increased number of staff

contributing to in-school CPD

CFL/ADO/SCO

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Target Staff

Responsible


To promote peer

feedback specific to

teaching and learning.

CFL/ADO/

HoFs/HoDs/

TLR post-

holders

July 2016

• CFL to run a pilot group focused on

lesson study technique

• HoFs/HoDs/TLR post-holders to carry

out learning walks


• CFL to work with HoFs to develop inter-

departmental feedback systems / HoF

action plan

Improved typicality grades for teachers

/ More accountability of HoFs/HoDs –

evidenced by development of inter-

departmental feedback systems

CFL/ADO/SCO/

HoFs

To ensure that a

greater range of staff

play a role in the

leadership of teaching

and learning across the

school.

CFL/ADO

July 2016


departmental feedback systems / HoF

action plan

• More staff to contribute to and lead

whole-school CPD

• Staff with a TLR to attend a ‘leadership

hub’ throughout the course of the

academic year

• Staff new to post, or needing to

develop leadership skills relevant to

T&L to attend ‘Learning to Lead’

sessions

• Engage staff with current pedagogical

developments e.g. T&L section in the

library for staff, bulletin extracts,

sharing of articles and good practice

Greater contribution of staff to SDP

CFl/ADO/SCO/

SLT

To embed the use of

pupil feedback to

teachers’ marking and

feedback to inform

teaching and pupil

progress in lessons.

ADO/NWH/

CFL

April 2015

• Whole-school CPD

• Bespoke CPD sessions in terms 1 and 2

2015-16

• Staff to receive feedback and targets

following each round of work sampling


departmental feedback systems


Further development of a whole-school

marking policy and suggested

techniques / Evidence of teachers

getting pupils to respond to feedback

CFL/SCO/NWH

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Target Staff

Responsible


•

To embed a policy that

promotes literacy,

including extended

writing.

CFL/GAS July 2016 • Continuation of use of literacy-specific

resources in specified tutor periods

• Support for HoFs and HoDs when

addressing literacy demands in new

GCSE specifications

• Creation of ‘Literacy Champions’ for

each faculty; half-termly meetings and

learning walks with GAS/CFl

• All LPs to complete literacy-specific

learning walks

• Bespoke CPD sessions

Evidence of implementation of the SPaG

policy and improved literacy/extended

writing skills from work samplings,

learning walks and external visits

CFL/SCO

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Self-Evaluation and Quality Assurance: Monitoring the quality of teaching and learning

ACTIVITY

Lesson observations Learning Walks

Work sampling

Data analysis

Learning sweep

Pupil, parent and

staff voice

PURPOSE & NATURE

All teaching staff will

be observed both for

the purposes of PMR,

for CPD and to develop

the quality of teaching.

When lessons are

observed ‘formally’,

they will be graded;

‘informal’ observations

will not be graded,

and will be solely for

the purpose of

formative feedback.

The first lesson

observation will be

‘formal’ and will

include targets which

will be focused on in

the subsequent

‘informal’ observation.

The third and fifth

observations will be

‘informal’, and will

provide feedback for

the teacher to

implement for their

‘formal’ observation

(fourth and sixth

observations).

In all cases, a copy

of the lesson

observation will be

made available to

staff.

Learning walks will be

used to collect

evidence about

teaching and learning,

evidence of progress

and areas for school

development.

They will focus on

an identified area,

such as a cohort, a

Year Group or an

aspect of T&L and

help to share

successes as well as

identify areas for

development.

SLT will record brief

feedback – this will be

collated and faculty-

specific feedback will

be given to HoFs who

will then distribute to

members of staff.

Exercise books /

assessment folders will

be used to collect

evidence about

teaching and learning,

evidence of progress

and areas for school

development. These

will be ‘no-notice’ to

ensure we have an

accurate picture of

T&L.

Work samples will

usually focus on an

aspect of school

development such as

use of school literacy

marking, giving

formative comments,

target setting or pupils’

responses to feedback.

Written feedback will

be collated and faculty-

specific given to HoFs

who will then distribute

to members of staff.

Progress data from

each year group will

be used to monitor

current performance,

identify areas of

success or for

intervention and

discuss projections.

The data analysis will

focus on an aspect of

school development

such as 3 LOP and

driving up the school

headline figure of 5

A*-C including English

and Maths.

PLCs (Personalised

Learning Checklists)

along with Covey

compelling

scoreboards will be

used with Year 11

initially to monitor

progress of pupils

along with analysis of

electronic markbooks.

Verbal feedback

will be provided

via HoF/HoY.

Learning sweeps will

take the format of a

tour of the school site,

visiting classrooms and

speaking to pupils and

teachers about

engagement in

learning.

The purpose is to

support staff in

challenging those not

engaged in learning as

well as to identify those

who are most engaged

and to celebrate

success. This will

encourage positive

behaviour for learning.

Names of individuals

will be recorded.

Stakeholders will be

asked to share their

views through surveys

and panels to monitor

current performance,

identify areas of

success or for

development.

The views of

different

stakeholders will be

used to evaluate and

update Faculty action

plans and the School

Development Plan.

Feedback from

faculties will be

passed to SLT via HoF.

SLT will provide

written feedback on

the overview of all

stakeholder surveys,

linked to the SDP.

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ACTIVITY


Work sampling

Data analysis

Learning sweep

Pupil, parent and

staff voice

PURPOSE & NATURE

continued…..

Pupils’ work will be

examined as part of

the lesson

observation.

Oral feedback will

also be given.

Feedback will

identify key strengths

and areas for

improvement.

On arranging lesson

observations,

observers will look at

class data. A context

sheet will also be

provided by the

teacher being

observed. This data

will be taken into

account when the

lesson is graded (for

formal observations).

FREQUENCY

Six times a year. First, fourth, sixth:

formal (SLT);

second/third /fifth

informal (SLT and line

manager where

possible).

Each member of SLT will

use one free period a

week to conduct learning

walks. Associate staff will

also be taken on SLT

learning walks to involve

them in whole-school

priorities. HoFs will design their

own system of

learning walks.

Line managers: 2x30

minute learning walk to

sample books per half-

term. In between these

learning walks a formal

work sample will be

conducted by line

managers and

HoFs/HoDs. At the end

of each half-term SLT

will conduct a work

sample.

Once per half term.

As required.

Twice per year.

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ACTIVITY


Work sampling

Data analysis

Learning sweep

Pupil, parent and

staff voice

WHO

SLT and line managers.

Paired observations will

occur where possible.

Any staff, including SLT,

HoFs, HoYs, subject

specialist teaching staff

relevant to the purpose of

the LW.

Any staff, including SLT,

HoFs, HoYs, subject

specialist teaching staff

relevant to the purpose of

the WS

HoF/HoY/SLT

HoYs/SLT

SLT, HoFs, HoYs, Governors.

CALENDAR

Once each half-term

Once per week

Once per half term

Once per half term

Ongoing

Twice per year

HOW WILL THIS BE USED

NEXT?

To inform HoF action plans

and to provide a focus in

faculty meetings For PMR

To share best practice in

faculty meetings To update Faculty action

plans and School

Development Plan

As a focus for Year team

and Faculty meetings

To update Faculty action

plans and School

Development Plan

To evaluate intervention

plans in year/ faculty

groups As a focus for Year team/

Faculty meetings To update Faculty action

plans and School

Development Plan

Spreadsheet to be

reviewed at SLT with HoY

Evaluate and update

Faculty action plans and

School Development Plan

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Woodlands CPD calendar 2015-16 The CPD calendar at Woodlands School is based around the 3 key facilitating strands of our teaching and

learning model. Each of these strands will be visited, and re-visited, throughout the year to ensure that

all pupils receive their entitlement of: Access, Engagement, and Achievement.

Planning Planning Planning

� Setting rigorous lesson

objectives

� Effective ways to share

lesson objectives with

pupils

� Enquiry based planning

� Showcasing effective

lessons


objectives



pupils


1. Showcasing effective

lessons


objectives



pupils


� Showcasing effective

lessons

Training Focus Main sessions Attendees Lead Date

SDD1 Leading T&L at

Woodlands

Leading Teaching and

Learning

Setting rigorous lesson

objectives

Effective ways to share


pupils

Progress-driven

schemes of work

Using data

diagnostically

All

All

Voluntary

Voluntary

All

HoFs

HoFs

KGI / GAS /

NWH / KCO

ATO / SKI

AJE / CLC / EJO

02.09.15

SDD2 Appraisal /

Enquiry-based

learning

Appraisal

Building resilience and

promoting independent

learning

Coaching Programme

All

Voluntary

Targeted staff

DWT

CFL / LPs

ADO

25.09.15

Twilight 1 Assessment &

Data

Raising Standards

Initiative

All CLC / EJO / AJE 26.11.15

SDD3 Effective T&L Showcasing effective

lessons

Accurate use of data to

inform intervention

Effective differentiation

Coaching Programme

All

HoFs / HoDs

All

Targeted staff

Staff

AJE / CLC / EJO

SWI

ADO

04.01.16

Twilight 2 T&L strategies /

Differentiation

Finding the right

strategies; access for all

All SWi / LPs 21.01.16

Twilight 3 Pupil-led

learning

Fostering

independent learning

All JBO / LPs /

Pupil Voice

10.03.16

Twilight 4 Engagement Inspiring and

innovative teaching

and learning

All LPs / Grade 1

teachers

05.05.16

Twilight 5 SDP Departmental review /

planning for 2016-17

All HoFs

30.06.16

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Appendices

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Appendix 1

JOB DESCRIPTION

Job Title: Lead Practitioner

Responsible to: Headteacher/Head of Faculty

Duties: The School Teachers’ Pay and Conditions Document

Regulations (updated annually) specifies the general

professional duties of all lead practitioners. In addition,

certain particular duties are reasonably required to be

exercised and completed in a satisfactory manner.

Allowance attached to the post: Leadership pay scale

TEACHER

To fulfil the roles of teacher and tutor as described in the generic job description.

ADDITIONAL RESPONSIBILITIES AS LEAD PRACTITIONER

1. To develop and implement Teaching, Learning and Assessment initiatives and strategies

throughout the school which raise the teaching practice of all members of staff and therefore

raise the pupil standards and progress. E.g. organising and running special in-school events that

promote outstanding teaching / distributing materials relevant to the needs of the teaching staff /

delivering assemblies as appropriate to specified remit.

2. To develop the use of coaching/mentoring techniques and styles to ensure outstanding teaching

practice of all teaching staff which will include the following:

• At least 5 lesson observations per half-term with focused feedback & follow up observations

to track progress and see impact

• Liaison with allocated Heads of Faculty to provide support in the implementation of advice

and feedback given after Subject Reviews

• Conduct whole school learning walks and provide feedback to teaching staff

• Respond to individual requests for support from teaching staff

• Coach at least one member of staff on the in-school coaching programme

3. To engage in professional dialogue with specific colleagues which emphasises improvements in

learning and teaching and highlights areas for development, resulting in a positive impact on pupil

learning

4. To promote the use of Assessment for Learning (AfL) techniques e.g. teacher questioning and

dialogue to improve teaching and deepen learning

5. Take a leading contributory role in Learning and Teaching working groups such as Gifted and

Talented and SEN and provide practical strategies to support and further learning

6. To contribute to new staff and ITT / NQT / RQT induction when appropriate

7. To play a lead role in whole school and departmental evaluations

8. To contribute to relevant school policy making and implementation

9. To run at least one whole school training session focusing on learning and teaching per year

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10. Analyse and interpret relevant data, research and other documentation to inform future practice,

expectations and teaching methods

11. Liaise with governors to ensure their knowledge and understanding of learning and teaching is

increased

12. To report to SLT on a half-termly basis to show impact of the role

NOTES The above responsibilities are subject to the general duties and responsibilities contained in the

statement of Conditions of Employment.

This job description allocates duties and responsibilities but does not direct the particular amount of

time to be spent on carrying them out and no part of it may be so construed.

This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least

once a year and it may be subject to modification or amendment at any time after consultation with the

holder of the post.

The duties may be varied to meet the changing demands of the school at the reasonable discretion of

the Headteacher.

This job description does not form part of the contract of employment. It describes the way the post

holder is expected and required to perform and complete the particular duties as set out in the

foregoing.

Agreed by…………………………………………………….(Postholder)

…………………………………………………………………… (Postholder – Print Name)

and ……………………………………………(Headteacher) Date …………………

Updated September 2015

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Appendix 2

Lead Practitioner Action Plan – Woodlands School

Month / time frame Details / initiative People involved Actions High – low

priority?

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Appendix 3

Gill Ashdown Profile

As Lead Practitioner for English, my role requires me to take a whole school perspective on a range of

key issues.

One of my key responsibilities is to lead on improving literacy across the school in order to address

issues that were raised in the Ofsted report and to help departments in their drive to develop and

embed literacy in their subjects. The key focus areas across the school are improving SPaG, extended

writing and developing reading skills. My role will allow me to identify good practice through Literacy

Learning Walks and offer bespoke CPD to individuals and departments in order for them to be able to

develop both their own expertise and the literacy skills of pupils in their subject. The aim is to raise the

profile of Literacy among both staff and pupils and allow staff the forum to share good practice through

participation in a working group of staff Literacy Champions.

Another aspect of my role is to help deliver whole school CPD to teaching staff and LSAs in liaison with

CFL, with areas of focus closely linked to the School Development Plan. Along with the other Lead

Practitioners, we will also have a coaching role to help identify areas of teaching strengths and offer

support and advice where appropriate. I will be part of the Steps to Excellence programme being offered

to staff and contribute to the rounds of lesson observations and learning walks.

I’m looking forward to another year of working together in order to give our pupils the very best

opportunities.

Jon Bonnet Profile

As Lead practitioner for Athletic performance I have two main responsibilities. Within the faculty, I am

head of the ‘Elite Player Development (EPD)’ programme. The EPD programme is for our elite sportsmen

and women who are aspiring to play at the highest level and my role is to oversee their sporting and

academic development, providing them with a range of opportunities to ensure they fulfil their

potential. I believe that sport has a huge part to play in creating a well-rounded individual, instilling

dedication and discipline, and I will encourage our EPD pupils to exercise these qualities in all subject

areas. I would thus welcome any staff member to contact me with any issues/queries they have in

relation to our EPD pupil I am mentoring. Within the faculty, I also have a responsibility to monitor pupil

teachers and RQTs, something in which I have vast experience of, in a variety of schools.

My whole school focus is to promote independent learning in the classroom. In order for our pupils to

be successful learners, and to prepare them for their time after Woodlands, it is crucial that pupils

develop the necessary skills to learn independently. I feel that this is a particular strength of mine,

having carried out research into ‘flipped learning’ and would be happy share good practise with any staff

members wish to develop in this area.

I look forward to working with you all.

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Karen Conran Profile

I am starting Woodlands as a Lead Practitioner for Raising Aspirations/University, coming from Belfairs

Academy where I was Faculty Leader for ICT/Computer Science, Business, Economics, Health and Social

Care, Child Development, Media and Modern Foreign Languages.

For this new exciting role I will be combining previous experience as a Careers/Connexions Advisor,

Entry 2 Employment Development Manager for Cheshire and Warrington Learning and Skills Council as

well as Curriculum Manager for Palmers 6th

Form College. I’ll be promoting and embedding aspirational

thinking to enable and encourage pupils to work to the maximum potential in school, by opening their

minds to the possibilities available through an understanding of how university degrees link to possible

career pathways to ensure pupils understand the value of attending university and the benefits of

Higher Education. I’ll be working closely with tutors and tutor groups setting up tutor reps and tutor

time activities to consistently embed the ethos as well as working closely with the Careers and PSHE

programmes. I’ll be developing links with universities and inviting them into the school as well as

arranging visits and coordinating aspirational days of insight into university life for year 7 and 8’s.

Lots of fabulous work already goes on in the school with links with Universities and I’ll be centralising

the recording of all these activities so the whole picture can be captured, recorded and reported.

I’ve been responsible for developing staff in my previous leadership roles and in supporting and

mentoring staff as a Leading Edge Teacher. I’m looking forward to continuing to support the

development of staff and pupils in this new exciting role as a Lead Practitioner.

Kim Gibson Profile

I am currently working as a Lead Practitioner in the Science department, with links to design and

technology.

My whole school focus for this academic year is to lead on improving the use of questioning in lessons.

Linked in with this, I will also be supporting Gill with whole school literacy. I look forward to assessing

the impact of initiatives and training though observation and learning walks. I am grateful to staff that

have already allowed me into their classrooms; I have seen some great practice. I am very impressed

with the willingness of all to develop to be the best practitioner that they can be.

My department responsibilities are to mentor teachers completing their NQT or ITT. In my previous

schools I have really enjoyed mentoring and coaching a variety of staff in order to help to identify

strengths and offer support and advice where appropriate. I find that being a mentor helps me to look

at things with a fresh pair of eyes year on year and leads me to evaluate and improve my own teaching.

I have really enjoyed my first half term here at Woodlands; I look forward to meeting and working with

more of you.

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Jonathan Newby Profile

I joined Woodlands as Lead Practitioner in Mathematics in September 2014. My recent senior leadership

experience included line-managing Science and Design Technology curriculum areas but I have also

worked closely with Heads of Year to implement strategies to promote high attendance and pupils’

welfare. I continue to participate in Ofsted training ad inspections, to better understand what makes

high quality teaching and learning and how to benefit our own staff and pupils.

The role of the Lead Practitioner is a supportive one and I shall continue to help to raise standards

across the school. One priority will be to sustain a positive dialogue with staff to promote excellence in

the classroom leading to improved outcomes for our pupils. A further responsibility I hold is to

administer the school timetable. I very much look forward to working with staff to help us meet our

goals this year.

Nicola White Profile

In my role as Lead Practitioner for Humanities, I will be working both within my faculty and across the

school to improve the standards of teaching, learning and assessment.

My primary responsibility is to improve the quality of marking and feedback across the school to ensure

every pupil is being offered personalised feedback allowing them to make rapid progress. This involves

partaking in feedback orientated learning walks and organising a range of different work sampling

exercises throughout the year, involving a variety of staff members, to assess the standard of marking

and feedback we are providing to our young people. Having analysed the data, my role will allow me to

offer specific feedback to different faculty areas before sharing examples of good practice and

organising directed support where necessary. This support will take a variety of forms depending on the

needs of the individual, however I also appreciate that effective feedback relies, in part, on pupils

engaging with marking and so I intend to raise awareness of our expectations of pupils with regard to

written feedback so that pupils’ response to marking becomes habitual.

In order to improve teaching and learning across the school, I will provide a supportive coaching role for

colleagues encouraging members of staff to continuously reflect on their practice. By jointly identifying

strengths and areas for improvement, I hope to share good practice and offer bespoke advice and

guidance to ensure success for our staff and pupils alike. Through constant dialogue, and an open door

policy, I intend to create supportive working relationships that I consider crucial in improving the

standards of teaching and learning throughout the school. I consider my personal strength to be

differentiation and stretching the more able, having previously fulfilled the role of whole school Gifted

and Talented coordinator and carried out research into the area, active teaching and learning and lesson

planning and would thus be happy to offer advice to any member of staff wishing to develop in these

areas to improve their pedagogy.

I am very excited at the prospect of working with you all to continue to move our school forward in

offering our young people the best possible educational opportunities.

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Samantha Winter Profile

As of September 2015 I will be working in the Art and Photography department. I have experience in

leading an outstanding department as HOD for 3 years that saw us consistently achieve higher than

national average in A*-C% and also above national in making 4 levels of progress. Along with this GCSE

success I have experience in A-level teaching and mentoring, taking our A Level class to see success at an

ALPs 2.

I am an OCR moderator for both A Level and GCSE and strongly believe in the importance of seeing your

subject beyond the classroom, seeing what other schools are doing and knowing what is ‘on trend’. It

can be easy to stick with what ‘we have always done’, but easy is not always our most promising or

exciting route. I thoroughly enjoy my time moderating and visiting other schools to share ideas, and also

gain new ideas.

Along with my curriculum experience I have also been fortunate enough in being an Assistant HOY for 5

years, seeing a cohort through year 7 to 11. A role I thoroughly enjoyed, helping raise attainment and

achievement.

I have been very privileged for the past 3 years in mentoring GTP/SCITT and ITT trainees, seeing them

gain their first external positions applied for.

I am very much looking forward to working as lead Practitioner, a role I hope I can be of support across

the whole school, working as a team to drive, push and instil excellence with the very best for our

pupils.

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Appendix 4

Lead Practitioner Meeting Minutes

Training Room, 8am

Friday xxx 2015/16

Present Apologies

Standing items:

• Learning walk schedule - All

• Literacy update - GAS (5 minutes)

• Marking and Feedback update - NWH (5 minutes)

• Transition to University – KCO (5 minutes)

• AOB

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Appendix 5

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Appendix 5

University Focus Tutor time Sept-Dec 2015

Tutor Allocation of days – University Focus

Yr 7 Tuesday

Yr 8 Wednesday

Yr 9 Thursday

Yr10 Monday

Yr11 Friday

Week commencing 14/9/15 Activity Resources

Yr 7-11 Survey monkey Arrange to use PC’s to complete

survey monkey questionnaire

Will involve swopping days/rooms

during this week so all groups get

PC access


Yr 7-11 What is a university/why go to

one. Introduction of University

ambassador – potential reps to

make an election ‘pitch’ for a vote

next Raising Aspirations tutor

period

Class discussion – capture main

notes and return to KCO


Yr 7 Election pitches and election of a

university ambassador for the

tutor group to attend meetings

with other ambassadors every 3

weeks

Ballot forms





weeks

Ballot forms





Ballot forms

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weeks





weeks

Ballot forms

Yr 11 Non pupil day


Yr 7 Research universities to choose a

university to link tutor group to

University prospectuses/internet

Check/task list – split form into

manageable sized groups and give

each group a research list to

complete







complete







complete







complete

Yr 11 Election pitch/election of

university ambassador for tutor

group

Ballot forms


Yr 7-11 Research universities to choose a

university to link tutor group to.

Contact universities for posters

and display materials





complete

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Yr 7-11 In form sharing of research from

groups and nomination of

university to align tutor group

with

Presentation of research from

groups


Yr 7-11 Creation of tutor display for

chosen university

Using display resources obtained

from universities


Yr 7-11 Creation of tutor display for

chosen university (KCO to decide

on winning forms per yr group –

prizes for these)

Week commencing 16/11/15 –

11/12/15

Activity – 4 week project Resources

Yr 7 - 11 In groups within forms, choose

favourite subject and then

research relevant university

courses at your form groups

chosen university including

careers that lead from this.

Groups to construct presentations

to make to rest of form. Form

tutor to choose winning group –

winning groups from each form

will present in Assembly

Access to PC’s/prospectus to

research

Will involve swopping days/rooms

during this week so all groups get

PC access

Pupils to write to chosen

university and get further details

on the course/to contact relevant

professional bodies – use

www.prospects.ac.uk to research

the careers


Yr 7 - 11 Presentations in tutor groups –

winning group names to KCO

PC’s if using PP


Yr 7 - 11 Presentations in tutor groups –

winning group names to KCO

PC’s if using PP

KCO August 2015

Lead Practitioner Handbook - Woodlands...

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