About 15 weeks after the rounds team observed lessons, a few team members visited again to celebrate the steps the school had taken. They also discussed issues and recommendations to support the next stages of change.
Below are details of the Oakhill Drive PS's learning journey to date.
The ODPS team had begun by celebrating with all staff the many positive findings from the round. Each teacher who was observed shared something successful they had done during their lesson and in this way the leaders acknowledged that all teachers and students had done really well.
A beliefs chart was in place and is evolving as leaders and teachers learn more about the complex skill that is teaching reading.
Below are details of the Oakhill Drive PS's learning journey to date.
The ODPS team had begun by celebrating with all staff the many positive findings from the round. Each teacher who was observed shared something successful they had done during their lesson and in this way the leaders acknowledged that all teachers and students had done really well.
A beliefs chart was in place and is evolving as leaders and teachers learn more about the complex skill that is teaching reading.
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An ongoing structure of support was used for the professional journey. This included key leaders engaging in the learning first, then APs delivering to their teams in the "Spirals" learning sessions. Additional support was provided through shoulder-to-shoulder modelling, beginning teacher support, and expert in class support.
The questions about "where to next" developed during round were used to guide the first steps in implementation. An example of these questions is, "What kinds of thinking do we want our students to develop?" .
Finally ODPS posed the question they were most puzzling over at the moment, "How can we support teachers to structure lessons in a meaningful, integrated, structured and sustainable way?"
The questions about "where to next" developed during round were used to guide the first steps in implementation. An example of these questions is, "What kinds of thinking do we want our students to develop?" .
Finally ODPS posed the question they were most puzzling over at the moment, "How can we support teachers to structure lessons in a meaningful, integrated, structured and sustainable way?"
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