Using IRIS Connect to support peer-to-peer coaching - Simon Brown from Bosworth Academy shared their journey at the Midlands Community Conference.

1. USING IRIS TO SUPPORT
PEER TO PEER
COACHING
Simon Brown
11th December 2013

2. To Learn
To Achieve
Bosworth Academy
• Leicestershire Upper
School (14-19yrs)
• NOR = 1310
• Yr10 = 450, Yr11 =
455, Sixth Form = 405
• Comprehensive intake

3. To Learn
To Achieve
2013 Raise
Prior attainment at national average
• 5A*-C En/Ma increase by 16% in 3 yrs
• Best 8 Points Score 305352, groups sig+
• Value Added for majority of groups is sig+
• VA and attainment in Science sig+ (from sig-)

4. To Learn
To Achieve
Our 100% Pledges
• 100% of students reach or exceed their
potential
• 100% of teachers will teach good or
outstanding lessons; 25% of teachers will be
observed teaching at least 1 outstanding lesson
• 100% of teachers will have access to 6-10
coaching meetings per year
“No student will underachieve”

5. To Learn
To Achieve
Coaching
“Be better than you thought you could be”
• Initially used as a mantra for
our students
• Now used with staff
• Coaching supports L&T
improvement
• Driven by coachee
• Time allocated to coaching
• Iris a great tool to support

6. To Learn
To Achieve
Personal Improvement Plan
vs
Performance Management
•
•
•
•
•
Growth mind set – not fixed
Athlete centred coaching
Feedback driven
Coachee led
Supportive

7. To Learn
To Achieve
Feedback Cycle
• Cycle 1: No-notice observation (day-to-day)
• Cycle 2: Developmental, supported by coach
• Cycle 3: No-notice observation
Launched possibility of using Iris Connect to
support Cycle 2 at:
Iris Coffee Evening!

8. No-notice observations
To Learn
To Achieve
Cycle 1
• 55% observed as ‘good or better’ in Science

9. To Learn
To Achieve
Cycle 2: Improving Pedagogy in Science!
All teachers were asked to identify:
1. a particular strength to share
good practice.
2. an area for development.
• Asked to provide evidence of
progress towards their area for
development.
• Could staff IRIS a lesson at the
beginning and again at the end of
the process?

10. To Learn
To Achieve
Science Staff
Teacher
Strength
differentiated learning objectives
deals well with challenging questions
BfL and explanations
impressive plenary and engagement
student-led learning
questioning
starter to involve and enthuse students
AfL ( frequent high quality feedback)
varied activities that engage students
BfL and engagement
differentiated objectives, practical demo's
independent learning
engagement and resources
questioning techniques and engagement
stretch and challenge, differentiation
Area for development
ensure more students are involved in questioning
use differentiated learning objectives
questionning techniques
increase number of written feedback tasks
questionning techniques
use of more varied and imaginative micro-plenaries
plenaries that assess all students' learning
plenaries that assess learning of all against objectives
questioning that produces extended answers
differentiation for all lessons to make greater progress
Plenaries to assess all students progress/questioning
differentiated questioning
increase level of challenge
independent learning tasks
more frequent and regular feedback to students
All to identify a particular strength and an area of development so that we can share good practice and improve as classroom
teachers.
End of March deadline to show progress or development of key areas on lesson observation.
Provide evidence if using IRIS, showing progress has been made to RBA. RBA to inform missing colleagues of practice.

11. To Learn
To Achieve
Typical Process
Iris lesson 1
• Teacher 1 reviews and time stamps episodes
• Teacher 2 watches video and comments
• Teacher 1 & 2 meet and discuss
• Teacher 1 sets further steps for development
Allow 2 weeks for embedding new practice
Iris lesson 2 and repeat process
• Complete feedback form

12. To Learn
To Achieve

13. To Learn
To Achieve

14. Progress towards target:
To Learn
To Achieve
“Significant progress was made towards meeting
Cycle 1 targets, although many colleagues were
able to identify further areas for development.”
Name:
Area for development: questionning that produces extended answers
comment on how you were able to demonstrate progress from your first to your second lesson *
FIRST LESSON
Good tone and pace in asking / answering questions but need to give lots of wait time.
Asked lots of in depth questions that could have been structured / scaffolded more.
Some good questions from students which shows they are comfortable in their learning environment.
SECOND LESSON
Used 'probing questions' sheet & info from SBN to plan questions according to the flow of the lesson.
Was more aware of 'posing and pausing' - gave more thought time and this gave students more time to provide
thoughtful answers / in depth
After SBN training - use Blooms questioning - could be linked to learning objectives
Need to work more on scaffolding & the pounce and bounce of a question

15. To Learn
To Achieve
Name: JSC
Area for development: independent learning tasks
comment on how you were able to demonstrate progress from your first to your second lesson
FIRST LESSON
Lesson Outline: C2 Percentage Yield and Reversible Reactions – By the end of the lessons students
could define percentage yield and perform some differentiated calculations (most could complete the
higher level questions). Students could also describe a reversible reaction and investigate this
practically. Strengths: 1. Engagement of students was outstanding and BfL was very good; 2. Pace of
lesson was good and appropriate activities were selected. Areas for Development: 1. Too many low
level questions (need to focus on stretch and challenge); 2. Too much teacher talk – not enough
independent learning.
SECOND LESSON
Lesson Outline: C2 Catalysts – By the end of the lessons students could describe how a catalyst works
and plan an investigation to solve the following hypothesis (HSW): “The rate of decomposition of
hydrogen peroxide depends on the catalyst used.” All students produced a plan and self-assessed their
plan against the ISA marking guidelines. All students are now aware of what is required for a 9 mark
plan. Strengths: 1. Independent Learning task was well attempted and very much student led; 2.
Enthusiasm of teacher transferred to enthusiasm in students; 3. Much less teacher talk and students
BfL was good once more; 4. Literacy in Science – spellings board for specialist scientific terms. Areas for
Development: 1. Give more thinking time for questioning sessions (use Pose Pause Pounce Bounce
technique); 2. Give even more free rein by not giving any assistance next time? 3. Include more
students in homework/test reviews and micro-plenaries.

16. To Learn
To Achieve
Head of Science Feedback
“It was very pleasing that colleagues embraced
the use of IRIS Connect in order to assist in
the further development of their teaching
skills.”
“They are more aware of its possibilities as a
development tool.”
“The Science Team will continue to use IRIS
Connect for their own individual/pair
learning.”

17. No-notice observations
Impact?
To Learn
To Achieve
Cycle 3
• 73% of lessons observed as ‘good or better’
in Science

18. To Learn
To Achieve
Science Outcomes 2013
KS4
• Core Science 67% A*-C (Nat=60%), sig+
• Additional Science 75% A*-C (Nat=64.45), sig+
• VA at KS4 sig+
Sixth Form
• Biology ALPS=3
• Chemistry ALPS=3
• Physics AS ALPS=3

19. To Learn
To Achieve
What next?
• Over 120 lessons on Iris
• 56 users
• Widen project to other curriculum teams.
• Science to share with other Middle Leaders.
• Humanities teachers viewing videos in coaching.
“Be better than you thought you could be”