“It appears that life in school is toxic to adult learning. The longer one resides there, the less the learning.” Barth 1996
Is this your experience of school life? An environment where teachers see themselves as learners and where leadership teams support teachers to take risks and try new strategies is one where learning flourishes, with a strong focus on learning and outcomes. So, this package of support uses coaching to offer a tailor-made professional development approach to teachers and leaders to enhance their learning and reflectivity as teams and individuals.
Carefully structured learning conversations give teachers a chance to explore strategies, problem solve, and prepare to make changes,
- G – What is the Goal?
- R – What is the current reality?
- O – What opportunities are available to you?
- W – Have you the Will to overcome any potential barriers?
So, for example a classteacher may identify Guided writing as an achievable goal to improving progress in writing.
Goal – To establish guided writing within the classroom, working with a group to meet their needs, not based on rigid ‘ability groups’.
The current Reality in the classroom was that the teacher spent the majority of his time with one group of pupils who needed lots of additional support. Grouping within the class was static and based on overall attainment, rather than specific learning needs.
Through support and discussion, the classteacher to identifies a number of Options available to them, explores the resources available both in school and within the wider, global community. They identify what they could do to achieve success and make it workable. A clear set of actions was decided upon. The classteacher WILL
- Undertake joint planning to identify effective learning for other children not in guided group
- Attend a training event on Guided writing.
- Use Assessment information and writing targets to identify a suitable group and focus for a series of Guided writing sessions.
- Plan and teach collaboratively a series of Guided writing sessions.
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