 I'm going to be walking around and get lots of slides to go through. I'm really excited to be here. When I was given which shot, I chose right after them. Typically I'll teach you nine at this time. So I'll just have to do lunch. So I hope I'm going to get you active, just like more than my year-night. Cutting through the waffle. I've got a lot of slides to go through. So I hope I haven't set myself up to fail here. I'm going to just start with a bit of context of what I want to share and a bit about the school first of all. I want you to think about common sense approaches, workload and worldviews on everyone's agendas, and that's my takeaway really. Teach your toolkit, please tweet. I will put my presentation online at the weekend, so don't worry about trying to write everything down now. I want to have this rolling question for you. If you could observe someone teaching you what it would be and why, and we'll get you to think and share later in the session. So characteristics are in London, central London actually, in the north of Westminster, it's actually the street next door, it's Camden. Our local landmarks, the Beatles, Zebra Parsons, thrown biscuits away in London Zoo, Sherlock Holmes, and the American School for London are our closest school neighbours and the most expensive school in Britain. So that kind of puts you into context. Some figures. We have capacity for 1,500 students, 95% ethnic minorities, 83% AOL, 61% pupil premiums, so challenging circumstances. We hit the highs for those quintals on the after-bed dashboard, so hopefully that puts you into context. Our school, just like your school with great kids, we all deserve the best opportunities in life. This time last year, we saw the buildings as a design technology teacher, it's a fantastic project to actually watch this process take place during my time since I've been at the school in the last year. So it's been very interesting watching the school getting demolished onto a new site. This time last year, we packed absolutely everything away. I remember at one point, you were having to work out a strategy in terms of deploying remote controls for a new clever touch screen, so absolutely every aspect of new buildings are a brand new building, needed some kind of strategy. 35 million pound PSF, one of the last to get through, so we're very lucky, our kids are very lucky. In the little plot of green grass at the bottom was a sixth form centre that wasn't part of the original plan, but thankfully 350 by six form, we've got a nice space for them too. Teach Me London, we did last March last April, it didn't coincide where everyone's different holidays, but essentially most people's Easter holidays are 350 people from all over the country from 20 to 20 today. So it's an invitation if you're there in London, Wednesday, 23 of March 2016, it will be the greatest teacherlet to see if you can do that ever. Straw fold, so hands up, who I'm an avid blogger, hands up who blogs, hands up who's tweeters, hands up who doesn't do either, let's see them face a good split. Primary teachers, secondary teachers, FE, consultants, companies, just a classroom teacher, any classroom teachers, no leadership responsibilities. OK, one, two, fantastic, thank you. So characteristics of a waffle, this was in the TS last week, I don't know about you, but it made my blood boil. Members of the government appointed groups to investigate how to reduce teacher workload and believe the burden could be eased if teachers understood the benefits of what they had to do. I don't know how you feel about that, but that's the headline, so it's very frustrating to say the least. So how are we losing sight of what's important? Are we doing things for off-stead? Are we managing rather than leading? Are we evidencing rather than teaching? Don't get me started on that one. Knowledge versus skills, textbooks versus iPads, we're losing sight of things of what we want to do. So here's an image, what do you see? Are you looking at or looking for? David, the damage from this was a bit of a handbook, he was a primitive con-de-scene, a bit of terminology, and the change of act towards four totally changes the perspective of observing teachers. And we need to move from this model from the top left to the top of our bottom right, where things that we do are reliable and valid. So to cut the waffle, improve and teach your wellbeing, teachers and learners should trump everything that we do, everything. It's simple, so easy to overcomplicate things. So I'm going with a model Mark-Plan teacher, which I'll explain later. But we need to demand high expectations to remove bureaucracy, evidence trails. I'm going to share some of the things that I've done too. What can off-stead source in two days? You know? Well-being a priority is a challenge. It's a big priority in my school. It's a big priority for everyone. Consolidate. All the different curriculum reforms, exam changes, there's so much that the teacher needs to do that after we get the head out. We need to consolidate and slow down. And it's certainly the case where I work. And then, you know, we've all got experts in the school. We need to look more inside rather than outside. The current landscape was divided when I talked about this a year ago. Off-stead or ourselves, I've only believed that part of you have a lot of blogs to do with this. We've freed the burden of lesson graders. But one day in the room where we all sit, so, do we grade or not grade lessons? I showed this to you a year ago, and you can see it's from a national conference. And there's been various other things since. But essentially, you can see the vast majority of people, about 26% of the time, where schools went to no grade models. I believe it's approximately 50%. So you can have a hand-up in the room. A hand-up in which schools do not grade lessons. OK. So I would say that's the vast majority. OK, thank you. If you could observe someone who would it be and why, I'm going to take it back through a timeline. So just before I start working for in February, what we may have been used to in the past, feedback would have been based on this. The vast majority of the focus in the teacher's life would be putting it on the observation. That one off performance. The full-time class teacher would need to remind themselves that we work typically 20 hours a week, 38 weeks a year, 760 hours. I'm going to take it back through a timeline. 760 hours. But we only judge them on 3 of those hours. Or typically. So how do we do that? And then we put them in a box, then we share that with Ofsted. We give them a grade, we give up a percentage. But maybe we should start to look at quality in different ways. So I'm going to suggest different models to you today. And as a result of that dialogue online, Tom Sheridan who was here yesterday, David Dow, Tom Bennett, and Sheena Lewis. And we were invited to Ofsted, I think online, and we were called The Famous Five, which was far from it. It was a landmark. Ofsted, but if you start to get teachers into the boardrooms around the tables, we'll start to hear our views. And from that point, Mike Cavamog was the ex-director, suggested no more braids on the evidence trail falls. So we had no more braids, and it was great. There was a pilot in the Midlands in 2014, a report they've still yet to publish, so I hate to add. And then in September 2014, we had no braids. So I like to think there's no, this is the predicted model now, where we're looking at overtime rather than the one of performance. And in school, Thascin did an imposition as a point on the deputy head, September 2014, we were brave, we removed lesson grades straight away. However, there's no silver bullet in this presentation. I don't know all the answers, but I do. And what just works for me, might not work for you. Things you might want to take away, things you might want to just think a load of nonsense. An open versus closed model. What is a good teacher? Other things to yourself. What is a good teacher? This crushed it harder. How do you know? So here's some suggestions. Open versus closed formative versus summative, to develop, to inform, to support students, and closed, to measure teachers, to report on teacher quality. So how do you evidence a good teaching? So we've got the open, closed model. So Government, give or take a million pound here or there, 80 billion pounds across the country. We're always going to be held to account with the teacher standards. We've got a framework for appraisal capability. Then we've got this open model that we're trying to start towards in schools on the ground. So how do we know how do we evidence? So we're in a bit of a dichotomy all the time. The impact it has on individual teachers and classrooms. So I'm going to be starting to share and compare with each other. How do you evidence quality of teaching in your school? So it's complicated, and there's probably lots of different models in the room. So here's my suggestion. Progress over time. So again, a bit more terminology across the nation. I move away from one of classroom performance towards more valid sources. So I'm going to explain some of the things that I've done in my leadership role. But here's a diagram. You can see teaching is one part of it. Student books, a lot of the work samples, talk to kids looking in the books. The teacher owned data, so you've got a document that I'm going to come back to in a moment. Our learning policy. I've talked about the open and closed model at the bottom right, but we use the term technicality, so schools might do it differently. We have senior leaders in the Middle East who are all the time supporting and challenging where needed, and kind of getting a feel for the school technically. Especially your hotspots and your cold spots, bright spots, whatever you want to call them to see how your teaching is typically. And then most of all student conversations. So those are things that we're looking at and I'm hoping that this term to come out of the source. But what it's not, it's not a single lesson and it's not one-off judgments. It's certainly not in my opinion. And here's a great quote from Kevin Barthle's Canada's art head teacher Dan Westlund. There is no progress with the lessons there is only learning. After framework, it talks about skills and understanding that inspectors will be looking to see from the students. Where progress is mentioned, it's not something inspectors look at from the students, but it's about effectiveness of monitoring and looking to see from the teacher. So hence the data. And you'll notice in the learning course that you hopefully picked up the door, you'll see in the mark section a secure overview. So September 2017, 2014, I would call it my lottery day to come up after a lot of blogging. I was very happy that Ofsted strangely came to visit. It was my third week in post in a new school and we were with the information we were to share it's very interesting. So there's an impact on achieving versus teaching and learning. And given the new landscape that we're in, it's very interesting. It's very significant. It's often liked what we saw in our classrooms but our headline results didn't determine the overall teaching and learning grade. And if our results would have been higher then so would our agenda on teaching and learning. Fair enough. I'm looking at a qualitative or quantitative model here of teaching. Not just within schools but also externally. Outcomes require improvement and teaching and learning cannot be better. So the question is what significance would actually no-brain have anyway on an overall judgment. Tom yesterday, he didn't say this but he said this to me in the past he once attended a conference where I've seen and either said that 85% of his lessons are good or better. So are we losing sight of our professionalism? So in the room it looks like we're moving to our new model which is good. And then he said this, lessons are more normal you see more regular lessons, people tend to sow the fret less and more open to cultures and you start to see a typical pattern of what's going on around the school and it's a much more supportive model. So just briefly, 30 more seconds if you can observe someone who would it be and why. Share teacher. Thank you very much. Who would you observe? Good teacher, bad teacher. 3, 2, 1. OK, I'm going to ask for the feedback. Stephen, any of those I know if I could spot who would you observe and why. I've gone to see John Thompson. John Thompson. Anyone else want to call out who would you observe and why? You. Excellent, thank you. Tom Bennett. Tom Bennett. One more please this side. Head of English at London North for this presentation. OK, great, thank you. The January. So one year, sorry, a term in. First term in post. Requires improvements. Lots to do. If you know Clinton kids we've had a lot of press coverage for lots of different things that have been very stressful on our staff. So we're trying to support our staff trying to encourage them to take more risks at the same time we've got external pressures not just the media but also in terms of how we're judged. So towards a landscape that lesson grade a challenge, a challenge for us all. Looking at rather than looking for is a much better model. But how do we train people to be able to do that to be reliable and valid? So a lot of investments needed and that we give sophisticated people not just to our students but also to our teachers so that they can actually improve and they've given time to do that and that we revisit that regularly. Not just three times a year. So the challenge, remove the fear. It's difficult when we've got a closed model where there's accountability as teacher standards we need to have some kind of standards. Risk taking. The learning policy that we're going to talk about briefly towards the end is risk taking. I don't want it to stifle creativity. We want staff to do their own thing but we want to have a common approach in certain aspects. And in the staffs and coaching ventures we invest in iRiskars Connect the video coaching system and we're going to want to stop it and we'll start them slowly and hopefully share and practice staff when the fear dissipates and we'll start to want to observe each other. So these are some of the tools we've used to help bring all the nuts and bolts together. Mint classes are seeding plans so you'll see that on our planning section of the learning policy for majors to help teachers get secure overview of their own data and Blue Sky for our teachers to record all their CPD events and their observations. The other aspect that you're familiar with is that it allows you to collect all your evidence and things like that if you're appraising. Lesson study, good model, a huge amount of time to be invested. Some models where I've seen it work is that staff are paired up in two to three's and they regularly meet every 15 minutes once a week to keep topping up all the different aspects of their observations and feedback. So it's a nut that I've yet to crack in my new skill but that's where we want to go with this next term is to start to develop some of their models for triangulating planning together, observing together and reflecting. In April, blogging again Sean, thanks for the game you're one to one very kind of him. For me this is evidence of what blogging can get so you can get to round tables and start to have discussions. These are some of the things we've talked about and my issue at the time when I blogged about an invalid judgment from us at the point of view was that they looked at a raise online this time last year, unvalidated data. When I met Sean in April there were schools in the same context same background, same results but out of total different officer judgment. His one sentence was this he said there will always be one percent of error because humans are involved and it's not reliable and is it, it's not 100% reliable. And there you have schools that a judge requires improvement for whatever reasons and we're still using a model that's not quite robust. So, what is good? Good teachers you'll have your views, these are mine are subject experts, okay? We need to top up our knowledge all the time for a kind of reform, we need staff time to consolidate the CPD in the past. We have some weekly CPD every Wednesday we'll have some time till about one period sometimes it's all together sometimes it's differentiated sometimes it's in faculties and we make sure that they get regular time to consolidate knowledge. So doors open, we have these signs around we have staff to kind of showcase or celebrate the things that they're doing and we want them to keep reflecting which is the next one. I firmly believe reflection is a default characteristic for all teachers and that's why I started to do online and in the room that Rubar God will know that I like to reflect properly and it kind of leads to you developing your own repertoire. Teachers accept no nonsense they cut through the waffle they've got high standards they own their territory even the most difficult kids. They don't jump through hoops they take risks, good teachers and there's no I used to have several thoughts about Maverick teaching and on by I would probably consider myself to be but through my experience it's not to observe thousands and thousands of lessons that there is a place for teachers to be somewhat Maverick but not if it's going against what the whole school is trying to achieve. So there's a time and place all teachers if you engage with CPD but schools must give methods for teachers to be able to do that and we need to collaborate and share because there's so much expertise within our schools and sometimes teachers just need that and lots so that they can then get to be greater. Lots of this going on this was our national research this was our journal what works our first time we've probably had about 15 teachers right to publication we've had 15 different workshops this time in June this year sharing what works with our projects through MPQML, MPQSL, MAs, PhDs and things like that so that was fantastic I hope to get two of those out in this academic year. Run in thought again if you could observe someone else who would it be and why because if you could be pushing to our staff don't waste your time there are a lot of things that are wasting people's time staff that are working 56 hours 60 hour weeks so marketing is broken I think it's not between my school I think it's nationally and I've blogged about this before the funding formula seems a different aspect but until policy changes where teachers have less than 90% of timetable in a classroom you get more time to marketing plan nothing is going to change I just think it's going to be more waffle from the government so five key stakeholders are marketing parents, senior leadership inspectors, teachers and the child parents love the markets so they get their red lips senior leadership love the marketing too big peril lips inspectors get the biggest teachers cry in the corner child in the middle not really know what's going on doesn't get feedback doesn't have to improve and this came out through I think David's asking Locker online through blogs plan to teach Mark was the original model we all go to university trained to come and teach we go through these laborious lesson plans we were told we have to plan to the lesson stick to lesson then we teach it and then we mark our books afterwards but by flipping the model it totally changes how you approach your lesson planning so that's why I'm learning policy you should hopefully have a copy that works in that way so that's how you form your planning and then your planning to actually allow you to be able to teach one year ago I posted this tweet progress over time and the removal of lesson breaks has it been replaced and redrafted the frenzy of the market so I blogged a while ago about the market frenzy you can see the result for itself and it's an old tweet now but it's pretty conclusive it's the new thing it's the new workload frenzy so it's marketing and acting feedback so I'm trying to now trigger the market frenzy so how do we address this market frenzy up to focus on what's important here to get so priorities in my school here's our learning teaching and learner policy it's a one page summary behind it will be the detail now already this detail is 20 pages long and I know no one's going to read it so I've got to make it concise I've got to cut the waffle out and go straight to the point so if we've moved to Google we're a Google school it's superb for workload there's no more saving version 12 version 13 version 14 of different documents as you work it's there online and it's live and the first week I was using it in September you can see staff start to collaborate on the same presentation for kids too it's just superb so if you're not using Google I would highly advocate it for you you can see on this document you haven't got it on your cheap paper but the blue hyperlink leads to information behind so it's not as often things like that we hope the one page summary will be fashion displays and the staff will know it not our students necessarily but our staff and again I want to emphasise that we don't want everyone to do the same model we want to have some consistency to help raise standards we introduced an MER cycle it was unknown in the school but more importantly to study the workflow and the workloads so staff knew what would come in in terms of trying to improve the skills that we did so that's on my blog if you want to grab a copy but in terms of mark here's the first section of the mark policy secure overview teachers knowing their data inside out okay the student progress formative so we introduced the yellow box again it doesn't have to be yellow it's just a mechanism for direct feedback in student books and it allows the teachers I'll show you some examples it allows the teachers just to focus on one aspect of the work rather than marking everything marking should be regular before we edited this it said 6 and 12 and all different numbers if you're an art teacher versus a maths teacher because you show the students a different answer time so we just change it regular that's it if marking is not happening then it's not regular how you define that is up to the curriculum it's proportionate to the curriculum time then the marking code now on a recent work sample which I'll show you we found that the marking code is still developing and again we're not going to meet teachers over the stick we want teachers to mark books but more importantly we want students to act in the feedback that they receive so a reminder about marking after a feedback we know if it's meaningful, sophisticated, it can aid progress significantly and Mary Mayer brilliant, high quality, not chocolate at its fewer things done really well I looked at a couple of weeks a new marking policy and still I've got teachers just ticking ticking ticking absolutely wasting their time and no value to the student board server so it's just best not to do Ofsted does not expect to see a frequency Ofsted does not expect unnecessary written dialogue I've written about verbal feedback stamps it might work for you, my opinion I don't think they work verbal feedback should be verbal you shouldn't be sending books to prove something for someone else that's my opinion so should you be marking every work? no you shouldn't how often should I expect to see feedback when it's needed I think teachers are a bit trust we've got to let them do it so how would you reduce the marking burden for teachers in your school what ideas would you have 30 seconds please, go ok yellow box so a great idea yellow box indicates the area you're going to make your improvements so it's for the teacher and for the students size of the box can determine how many improvements can be made so here's some examples these are markings of two weeks ago from a work sample so you can see if the yellow box students put them to work no evidence that the teacher has acted on so that no evidence that the teacher has looked at that at the moment ok so interesting and again keep in mind evidence trails triple marking those kind of issues too here's an English example you'd expect lots of marking code or a marking code but you can see a stamp good work there's a green box I'm not going to be fussing what colour it is I'm not going to be going to different colour pens just common sense then you can see the space a bit of the marking code space of students to actually act on the feedback given so what we found is that no matter what we're asking ultimately we want to see the student act on that feedback this is an old form I've logged back a couple of weeks ago it caused a bit of controversy with a few people so this has evolved over the last five years from my point of view this is an old one this is the most recent one but now I'm going to actually tweak it further just to have question 2 is there evidence of acting on feedback nothing else is needed because if that's not happening there's no marking take place marking code would be pretty obvious and the other boxes are mechanisms to allow acting on feedback to happen then there's the issue of practical subjects that don't have books so that needs to be taken into account too so we've used this form we did another version so we did high and low this was for observations going into the room talking to the teacher getting the back story talking to the kids finding out what's going on why I just want this to work you've been here for six weeks we have another form we took 15 students across this A3 we did a sample of the teaching and learning team we invited middle leaders we've done it but they found it a very interesting and valuable process so the next stage is to introduce this into our minds tonight's CPD bring your best books, that's fine but let's have a look at how your marking is developing to help yourself your workload and also help the students we Irish the students so we're trying later we've gone to observations we've looked in lessons we've talked to the teacher and the students we've taken books out of class into a room so we're going to share the switches with our staff in January again, if you could observe someone who would be in Y so on to the plan again, keep telling staff don't waste your time this is my lesson plan example from about five, two thousand and eight so seven or eight years ago when I first started my new job sat down with inspector I opened up the file that I'd been given because I'd only been there three weeks and to my horror there was three page lesson plans in there why because it might have been the old model it's how we bring up our NQTs it's what we're told at university and there's an issue there I think because what happens there is not in reality what actually happens on the ground and the need to plan whenever we go away so if you look in the plan section evidence of planning doesn't mean a lesson plan I don't want to hover up lesson plans I don't bear a middle leader so five minute lesson plan five minute lesson plan so something I've driven a lot of you on the left you've got DKL so Jude N right depth of head in west London dawn of lessons on the right hand side you've got the three pages of the forest lesson plans and in the middle you've got the five minute lesson plan and what is widely the great fact is it focuses on what's important obviously the cognition in your head the thinking behind lessons there's a lot more detail for some kind of framework to write down to share with someone if you wish to do so it's a great model stickability I'll come back to later in the top right hand corner if I lost it tomorrow I'll probably tell my teachers not to give any lesson plans whatsoever I will make them hopefully consider this as an option but again I'll tell them not to waste the time so there's our planning be clear and precise Deborah appeared to me's wrote a book notes from a front line talks about lesson objectives students waste 30 plus hours a year copying lesson objectives lessons lesson but two we find quite important the Y test you're doing this Y it's amazing even when my head teacher Alex asked me why you're doing this in your lesson it makes you think and that's the part that needs to happen before the lesson takes place on the cognitive side evidence of long term planning so it's from schemes of work plans not one off lessons quality first approach what the teacher does in the classroom in the first instance is what makes the biggest impact differentiation over time not in a one off lesson seated plans of said mint class we want to know where our students are going to be sitting so we want them to build in some routines and some typicality but it's not free for all until teachers get that place where they can start to take risks start to be creative we have time flying staff so hopefully we have time I'm going to introduce an idea that you can use as a flying start our teacher plan access our first version of this we don't want everyone to use it we have some staff that want to do online kind of planning that's fine but we want evidence off over time the teach doesn't matter who NQT or experienced teacher like myself which all we do we can our approach to teaching and learning this is the culture I want to establish keep telling them not to waste the time we're still fighting from the book sample the still teachers wasting the time adding to their workload we're all teachers of literacy so in our lessons and our teaching we accept teaching as a lifetime craft we want us to be razor sharp and we want people to be explicit about the outcomes keywords could just be one keyword it might be breaking down that keyword the definitions where the words originated from how it links to prior or future knowledge to go with the learning this is the risk taken side of things more important the learning plan if kids get stuck on something or you want to be off the lesson plan we want our teachers to do that and Jim Smith the lazy teacher working harder than the teacher I spoke to almost two of us who can send these trying to drill it into them you should be working harder than the teacher and then finally stickability, ensuring learning is stuck and testing it testing is actually safe to learn doesn't mean regular cleaners it just means that the student you actually know if something is coming back to the class in the next lesson so you should have a blank piece of fine playing paper with you if you don't you can grab on or use the back of the learning policy whatever you can and could you write numbers 1 to 10 on it this is an example of a flight art art in my class it works really well it's something that you can introduce to your own staff it certainly gets consecutive it helps them settle it allows them to focus on literacy it allows them to focus on prior knowledge or things to come so numbers 1 to 10 everybody be prepared to let go of your paper at some point you might want to write your name on it ok 1 to 10 want you to spell these words please spell them to me thank you for listening word 1 waffle word 2 workload word 3 wellbeing ok now what I'd like you to do crunch it into a snowball 10 seconds go 10 9 8 6 4 3 2 1 in my class if you don't have a piece of paper you're out ok open the piece of paper up can you spell check those 3 words bit of literacy spell check those words if they're incorrect go for the knocks and rewrite the prep spelling please 20 seconds get organized write your name on it where you're from should be two people's names on the paper now start to say hello to each other include the hashtag SSATN C15 to your photo word 4 simplicity simplicity word 5 priorities word 6 teacher 3 open it up words 1 to 6 please now we're going to do word 7 to 10 to finish off take it back to your schools a language teacher don't do this in class it's superb that's great ok you've got 6 words can you spell check those 6 hopefully they're pretty easy if they're not across the map if they're spelled incorrectly re-correct them last we're going to do four more words word 7 mark 8 plan word 9 teach and word 10 trust easy easy 10 seconds go 10 9 8 7 6 5 4 3 2 1 grab a bit of paper it's yours to keep between the photo later on so all I do in my class she might have a little visualizer I'm people who are really good for that on your desk get the kids to throw it into a bin I'll try and hit you on the head credit or points or stickers whatever you do in your school for the kids to get all the right words not everyone hits the bin it allows you a lot of time to focus on the ones that beat the target to break the activity for kids flying star so quality of teaching teaching clarity of stickability this is the solo line test what do you want students to learn and why stickability for me now in my lesson time what do I want students to stick what do I want to take away what do I want to bring back so to finally finish off if you could observe someone who would be in why they will give them answers but my answer is myself not from an egotistical point of view but if you have a mechanism in place such as iris coaching a manager where staff can have some kind of tool to be able to watch their own teaching that surely is going to be the best way that they can improve their own teaching there's no better feedback than watching yourself so I'm sure there's more cheaper than iris is expensive and there's other platforms out there and other tools but I'm sure we can all get away and give teachers the time to be able to observe each other teach and themselves more specifically so that's my answer to film yourself and if you look after your staff your staff will look after your skills so that's hopefully what we're aspiring towards and from a blogging point of view hopefully I can show a little bit of evidence that people at the blog will know that if we can organise ourselves we can move policy and we can start to see people getting to round the table which is great people expressing their views online the DfE I'll have three sorts of the DfE officer they do tell me again that the feedback was just great the DfE tell me that they find it difficult to connect to senior teachers across the country which is quite frightening really but SLT chat, the Twitter account is very good with a few people Trans on Twitter regularly why because teachers aren't to share or senior teachers specifically the key issues that are important for all of us so let's cut through the waffle thank you everyone