As seen at the Academies Show in November 2014. Andy Newell and Ken Brechin share their experience on Achieving and Sustaining Outstanding Teaching Behaviours.

1. Achieving and
Sustaining Outstanding
Teacher Behaviours
Andrew Newell, IRIS
CONNECT
Ken Brechin CLV

2. About Cramlington Learning
Village
• We are a successful
comprehensive school
of 2000 students
recognised as
“Outstanding” by
Ofsted four times in
succession.

3. About IRIS CONNECT
• Founded in 2008
• Based on research into effective CPD
• Offer mobile camera systems and secure web
platform to contextualise and personalise
teacher learning
• Now in one in five UK secondary schools
• Operating in UK, France, Holland, Finland,
Denmark, Belgium, Australia, and USA
• Working with Cramlington LV since 2010 – a
two way learning relationship

4. Expert Planning
+
Effective Teacher
Behaviours
= Outstanding

5. Expert Planning
(14 years of collaborative planning
around a consistent model of T&L)
+
Effective Teacher Behaviours
(explicit development of ETB’s with
IRIS as the central tool in our
approach)
= Outstanding

6. Expert Planning + Effective
Teacher Behaviours = Outstanding
The cornerstone of our success as a
school is based on:
•14 years of collaborative planning
around a consistent model of T&L.
•The development of teachers through
the explicit development of effective
teacher behaviours – IRIS is the key
tool in our approach

7. Expert planning with the cycle
– real impact
• 14 years of collaborative
planning using the
Cramlington model
• 3000 lesson plans on line
collaboratively planned
• bread and butter quality
of lessons in the school
becomes ‘good’
• ‘Mocksted’ May 2012 –
82% lessons good, not
quite enough outstanding

8. Expert planning with the cycle
– real impact
• May 2012 – 82% lessons good, not quite
enough outstanding
• Focus on development of ETB’s with IRIS as
central development tool
• Ofsted May 2013 – 94% lessons good, with
very high proportion outstanding. 100%
lessons in the 6th form outstanding.

9. Expert planning with the
cycle
+
Effective Teacher Behaviours
= Outstanding
Still our formula for success!

10. Which Effective Teacher
Behaviours are key for
outstanding learning?

11. The language of Effective Teacher
Behaviours
Our language has developed mostly
through the work of Prof D Muijs /
D Reynolds

12. Delivering
outstandin
g lessons
- not about
personalit
y.

13. This is about
Specific.
Observable.
Teacher.
Behaviours.
These can be
learned,
developed,
emulated and
assimilated.

14. Our key – Effective Teacher
behaviours
• With-it-ness the teacher constantly and
actively seeks feedback from the students of
where they are in their learning and
‘changes the flight path’ of the learning.
• Teacher knows what is going on in terms of
dynamics and behaviours and can ‘head
things off at the pass’

15. Outstanding Teacher
behaviours
• Having good movement around the
classroom so the whole class is in your radar
• How you manage transitions smoothly and
calmly
• Loosen and tighten control of pace
• Always appearing calm and in control – your
word count, your tone of voice, your smile
etc

16. A Key Effective Teacher
Behaviour - great
questioning

17. Outstanding Teacher
behaviours
• You are ‘with –it’ with your questioning,
asking a blend of open, closed, higher and
lower order questions, and targeted so
participation is at a maximum.

19. Deepening Thinking through
questioning
• For Outstanding lessons, think
about an observer carrying out
an audit of the ratio of lower to
higher order thinking questions.
• The best teachers ask a good
blend of lower and higher order
thinking questions and often plan
who they are going to ask these
to.

20. Exploring understanding
through questioning
• While this can vary from
subject to subject, great
teachers offer a good
blend of open v closed
questions and can target
the right question at the
right time
OPEN CLOSED

21. Outstanding Teacher
behaviours
• Consistently high expectations and fairness
• Listen, listen sincerely listen when they are
talking to you
• Treat every class like it is you favourite class
• Where you stand throughout the lesson and
where you move from and to

22. Outstanding Teacher
behaviours
• Saying something positive to every student –
the colour of their socks even!
• Greeting them at the door
• Smiling (not plastically)
• Knowing their names

23. So how do you develop these
behaviours in all your
teachers?
• Share a language
• Show teachers what the key teacher behaviours
look like
• Help practitioners reveal blind spots and areas
for development - hold a mirror to their
classroom and lead them on the journey:

24. "O wad some
Power the
giftie gie us
To see
oursels as
ithers see
us!“
Robert Burns

25. Ways we use IRIS to develop
and sustain Effective Teacher
Behaviours
• Individual
coaching – a
much more
efficient process
of improving a
teacher than any
other system we
have used.
• “I see!”

26. Ways we use IRIS to develop
and sustain Effective Teacher
Behaviours
• Capturing best
practice and
showing other
teachers what
outstanding ETB’s
looks like – using
ETB rubrics

27. Ways we use IRIS to develop
and sustain Effective Teacher
Behaviours
• IRIS ‘triads’ plus Lead
practitioner - very, very
powerful!
• Year 3 of our CPD
programme is to operate in
an IRIS triad throughout the
year

28. Setting up IRIS ‘Triads’
Advancing
Teacher Group
with Darren

29. IRIS Connect: Teachers
Matter Most
• Factors Effecting Educational Outcomes

30. So that’s the top priority?
A snapshot of 75 training opportunities by
the TDA in 2011 showed that less 1% were
effectively transforming Classroom practice.

31. What the problem?
The most common form
of training attended in 2010
was listening to a lecture or
Presentation
Decontextualised, Depersonalised, Disempowered
If schools are to be centres of Pedagogical expertise,
should we not extend this to be centres of excellence in
Andragogy?

32. What does work?

33. Laying the foundations

34. Getting there

35. The whole nine yards
Each stage is required, but insufficient

36. What does effective
professional development rely
on?
Lesson observation!
Modeling - Observation - Dialogue
However:
•Obtrusive
•Subjective
•Expensive / hard to scale
•Debrief issues
•Dual purposed
IRIS Connect developing effective scalable lesson observation

37. Linking teaching and learning
behaviours with video
Strategy: e.g AfL
Learner Behaviours Video Learning
Community:
Hypothesise
Test
Validate
Share
Implement
Teacher Behaviours
Basic Basic
Intermediate Intermediate
Advanced Advanced
IRIS Connect Community Sharing

38. The Future:
• World Class Education needs world class
collaboration
• World Class Education needs Global collaboration
• What will a global network mean for Professional
development

39. Questions?

40. Questions?