INSPIRED TO TEACH Primary & Secondary NQT Conference 21 - - PowerPoint PPT Presentation

INSPIRED TO TEACH

Primary & Secondary NQT Conference 21 September 2018

Gail Holmes Director of NDTSA Jan Baker Director of VTSA Sara Jacobs Director of WCTSA

INSPIRED TO TEACH

Primary & Secondary NQT Conference 21 September 2018

Our 2018 annual conference offers NQTs a unique

• pportunity to come together, to network, learn, find

inspiration and discover how they can ensure the successful completion of their NQT year.

INSPIRED TO TEACH

Primary & Secondary NQT Conference 21 September 2018

“The thing to hold onto, though, during the tough first year, is that you can make a real and genuine difference to your children’s lives. And at some point in the future they may look back and remember you as someone who really mattered to them. What other career could offer such a wonderful reward?” ― Sue Cowley, How to Survive Your First Year in Teaching

Advice to an NQT

Friday 21st September 2018

6 things I wish I’d known

Congratulations

5 10 15 20 25 PGCE NQT NQT+1 NQT+2 Paperwork Lessons Planning Time

• 1. You got the job (for a reason)

• 2. Steal everything….but not everything

• 3. “Don’t take the kids home with you”

• 4. There is no such thing as a stupid question,

but don’t be that person.

• 5. Build relationships…but not just in school.

• 6. Always self reflect

Other Miscellaneous Tips

 Organisation is key to an easier life.  Be disciplined enough to use your PPA time wisely.  Look after yourself.  Try new things.  Know your schools policies (and dress code!)  Be willing to say yes.

Session 1 Developing pupils’ oracy skills

Promoting Oracy in the Classroom

Friday 21st September Ciara Moran

Executive Headteacher Plymouth Woodfield Primary School Age 2-11 1 form entry + 52 place Nursery 42% Pupil Premium Salisbury Road Primary Age 4-11 3 form entry 26% Pupil Premium 30% EAL

Why?

Closing the Gap

In school-aged children the likelihood of being identified as having SLCN is 2.3 times greater for children eligible for free school meals and living in areas of disadvantage. Gaps evident by 18 months At age 3 children are on average 17 months behind At age 5 children are on average 19 months behind

Poor communication skills impact on...

Educational achievement Behaviour/vulnerability Mental health Employability Criminality Disadvantage Cycle

Early spoken language skills are THE best predictor of literacy at 11 2/3 of 7-14 year olds with serious behaviour problems have language impairment 40% of 7 to 14 year olds referred to CAMHS had a language impairment that had never been suspected 50% of businesses not satisfied with school leavers’ skills in communication 65% of young people in young offender institutions have communication difficulties Children from low income families lag behind high income counterparts by nineteen months in vocabulary at school entry

“over 20 major international studies that make it clear that the quality of talk within classrooms raises standards”

Employers rank verbal communication as the most important skill for employees

In areas of deprivation 50% of children start school with below average language skills

“Over 20 major international studies make it clear that the quality of talk within a classroom raises standards”

• Prof. Robin Alexander

On average, teachers do 90% of the talking with individual students saying approximately four words per lesson

• R. Page 2005

“Our research shows that when students learn how to use talk to reason together, they become better at reasoning on their own”

Prof Neil Mercer

Three in four people suffer speech anxiety

By the age of 3, children from privileged families hear 30 million more words than children from underprivileged backgrounds

“The capacity to display strong communication and debating skills, and act in a confident manner at interview” SMCP Commission: ‘Non Educational Barriers to Elite Professions’ "Leaving education without adequate speaking skills is a serious blight on young people's lives & a major handicap when they're looking for work." Katja Hall, D. Director CBI

The 10 Skills Employers Most Want In 2016 Graduates

• 1. Ability to work in a team structure.
• 2. Ability to make decisions and solve problems.
• 3. Ability to communicate verbally with people inside

and outside an organisation.

• 4. Ability to plan, organise and prioritise work.
• 5. Ability to obtain and process information.
• 6. Ability to analyse quantitative data.
• 7. Technical knowledge related to the job.
• 8. Proficiency with computer software programs.
• 9. Ability to create and/or edit written reports.
• 10. Ability to sell and influence others.

The National Association of Colleges and Employers (NACE), Autumn 2015

EEF Report

‘Spending more class time on meaningful dialogue that encourages pupils to reason, discuss, speculate, argue and explain, rather than simply give the expected answers can boost primary pupils’ Maths, Science and English results, a report published by the Education Endowment Foundation (EEF).’ [EEF Press release, 2017]

Education Endowment Foundation Toolkit

‘Pupils who participate in spoken language interventions make approximately five months’ additional academic progress over a year.’ A recent rigorous study for the Education Endowment Foundation (Jay et al., 2017) found a significant uplift to attainment in English, Maths and Science after teachers introduced dialogic techniques in their classrooms.

Recent polling (Millard and Menzies, 2016) found that only just over a quarter of teachers see spoken language skills as contributing ‘a great deal’ to pupils’ employability. In another survey, only one in five of 18- 24 year olds saw lack of communication skills as a barrier to employment (Reed in Partnership, 2010).

Little known to teachers … and young people themselves

Stark Social Disadvantage Differences

Vocabulary at age 5 has been found to be the best predictor of whether children who experienced social deprivation in childhood were able to ‘buck the trend’ and escape poverty in later adult life.

The Language Children Hear

616

words per hour

1251

words per hour

2153

words per hour

yes yes yes yes yes no no no no no no no no no no no yes yes yes yes yes yes yes yes yes yes yes yes no no no no no no no yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes no no no no no Hart and Risley, Meaningful Differences, 1995

Used most, taught least

Listening Speaking Reading Writing Learned First Second Third Third Used Most Next to most Next to least Least Taught Least Next to least Next to most Most

What?

Dialogic Talk – Robin Alexander

As we know, talk is the true foundation of learning and yet it has considerably lower educational status ascribed to it than other areas of the curriculum. We know that children construct meaning not only from the interplay of what they newly encounter and what they already know, but also from the interaction with others.

Discussion and scaffolded dialogue have by far the greatest cognitive potential. But they also, without doubt, demand most of the teacher’s skill and subject knowledge. DT deals not just with what is to be learned but how. It explores the learner’s thought processes. It nurtures the student’s engagement, confidence, independence and responsibility. And there are considerable overlaps with PSHE, Citizenship, Meta-cognition and AfL

Knowing this, do we provide and promote the right kind of talk? How can we strengthen its power to help children think and learn even more effectively?

The Five Key Principles of DT

Collective – teachers and students address learning tasks

together as a group or class

Supportive – students articulate their ideas freely without fear

• f “being wrong” or embarrassed – they help each other to gain a

common understanding

Reciprocal – teachers and children listen to each other, share

ideas and consider alternative viewpoints

Cumulative – teachers and students build on their own and each

• thers’ ideas and chain them into coherent lines of thinking

Purposeful –teachers plan learning that is meaningful to

students

Oracy Skills Framework

Cognitive

The deliberate application of thought to what you’re saying

Linguistic

Knowing which words and phrases to use, and using them

Physical

Making yourself heard, using your voice and body as an instrument

Social and emotional

Engaging with the people around you; knowing you have the right to speak

We have divided oracy skills into four categories: Shared Language and Expectations

Oracy Skills Framework – some games

“I like to eat bananas, mainly in the morning”

sad angry excited confused worried nervous

Oracy Skills Framework – some games

Oracy Skills Framework – some games

Oracy Skills Framework

Physical Linguistic Cognitive Social & Emotional

• Fluency & pace of

speech

• Tonal variation
• Clarity of

pronunciation

• Voice projection
• Gesture & posture
• Facial expression & eye

contact

Body language Structure

• Structure & organisation of talk

Vocabulary Language Rhetorical techniques

• Appropriate vocabulary

choice

• Register
• Grammar
• Rhetorical techniques

such as metaphor, humour, irony & mimicry

Content Clarifying & summarising Self-regulation Reasoning

• Choice of content to convey

meaning & intention

• Building on the views of others
• Seeking information &

clarification through questions

• Summarising
• Maintaining focus on task
• Time management
• Giving reasons to support

views

• Critically examining ideas

& views expressed

Audience awareness

• Taking account of level of

understanding of the audience

Working with others Listening & responding Confidence in speaking

• Guiding or managing

interactions

• Turn-taking
• Listening actively &

responding appropriately

• Self-assurance
• Liveliness & flair

Voice

How? Some quick wins to get you started

How can you encourage your pupils to engage?

• Talk rules
• Protocols
• Groupings
• Talk Roles
• Sentence starters/stems
• Vocabulary
• Talking points

Talk Rules

Created by the class ideally with guidelines/non-negotiables from Oracy lead Created by teacher Evaluated and reviewed by teachers and pupils Used as a working wall Once these are introduced, the drip-feeding begins and I predict you will see an immediate impact Also, discreet sessions were used to teach Oracy skills prior to the drip feeding

Using ‘Talk Rules’…

Consider seating and ways talk is catered for with the physical environment

Using the talk protocols

Discuss the following Have an observer

According to Trump, American teachers should carry firearms.

Observer to feedback to the group

What went well? Even better if?

Scribe  We’ve got ... ideas so far.  One at a time please.  How do you write that?  Give me a minute; I need to write that down.  Can you just repeat what you said please?  If you don’t mind please can you speak louder.  I’m not sure what you mean; can you explain it again please? Reporter  Our group thought that ...  In conclusion ...  The majority of us believed that...  Initially we thought ... but our final conclusion is... Reflection on group work.  I feel our group...  In my opinion the group...  I found that... Time- keeper  We only have 5 minutes left.  You need to speed up because we do not have a lot of time left.  You haven’t made any decisions yet, and you need to make a final decision now, you

• nly have 1 minute left.

 You’ve had half the time now. Leader  Has everybody had a chance to speak?  Feel free to share your ideas and views.  That’s a really good idea!  Keep trying you’re doing well, there’s some super ideas.  It’s your turn to speak now, so have a go.  ... is asking for some help, so you should help.

The A-B-C of discussion

Thanks to Penn Wood Primary

Disney princesses are good role models for children.

Vocabulary

We know that vocabulary is a predictor of achievement and a way out of socio-economic difficulties etc so it HAS to be a priority

WHOLE SCHOOL STRATEGY

• Read ‘Bringing Words To Life’ by Isobel Beck and other research to inform next steps
• Introduce Words of the Week
• Ensure vocabulary was taught and unpicked every day by building in systems to our daily

reading sessions – fastest finger first

• Ensure that our teachers and their planning models high-quality vocabulary
• Boosts the profile of vocabulary across the school
• Appropriate tiers of words

Talking Points

Re-arranging children/furniture during a lesson is more hassle than it’s worth. Elizabeth Jarman – Communication Friendly Spaces

Classrooms - moving the furniture….

• Whole class: use organisation which

facilitates this - such as a circle or horseshoe arrangement

• Group: cabaret arrangement of tables or

working on the floor

• Paired / Triads : turn sideways or in a

triangle either on the floor or move chairs

What does Dialogic Talk look like in theory?

• Interactions between teachers and individual children are often sustained over a

sequence of several question- answer exchanges.

• Questions are designed to encourage reasoning and speculation, not just to elicit

‘right’ answers and children are given time to think things out and to think aloud.

• ‘Wrong’ answers are not glossed over, but are treated as stepping-stones to

understanding.

• Teacher feedback provides information and diagnosis on which the child can build,

rather than judgement alone.

• An emphasis on pace may actually frustrate understanding rather than promote it as it

can undermine the development of a more reflective and strategic approach.

• The idea that talk in learning is not one-way linear and leads to inter-thinking and a

reciprocal process in which ideas are bounced back and forth and take children’s learning forward.

• Children’s answers are not the end of the learning exchange.

What does a Dialogic class look like in real terms?

• Limiting teacher talk - no waffle – no imparting of knowledge
• Teacher becoming a facilitator – working less hard in the classroom and handing the teaching

and learning over to the children

• The teacher and children learning and exploring together, discussing opportunities and creating

a culture where everyone is a learner and there are often no right or wrong answers

• A purposefully noisy and active classroom, with high expectations of involvement where oral

tasks are highly prominent and no room for passivity

• Wait time is given as standard and everyone is comfortable and supportive with this
• Teachers model the four strands of Oracy and constantly refer to them
• Teachers and children talk about talk
• Informative, effective feedback – verbally where possible – is shared with the learners
• Different children are always chosen, using non-bidding strategies, so the expectation is always

there

• Where a teacher can develop and extend children’s thinking and learning through a range of

skilful questioning

• Children are able to articulate their thoughts and justify their reasons in a confident manner
• Children can actively listen, respond and challenge each other respectfully and purposefully
• Children are able to communicate for different purposes and increase their repertoire of talk
• The class layout is often changed and children are organised in different ways

Suggested Reading List

Neil Mercer: Various Publications. The Communication Trust – Progression Tools. Jean Gross – Time to Talk (Version 2 December 2017).

Lyn Dawes: Creating a Speaking and Listening Classroom. Sue Palmer: Speaking Frames and Toxic Childhood.

Tower Hamlets: Progression in Language Structures. Website – School 21

Any Questions? Contact details ciara.moran@learningat.uk

Session 2 Research in Education

Session 3 Teacher Wellbeing

Wellbeing

Amanda Woodward

Amanda, so far…

3 divorces Mother died in car crash Diagnosed with Bi Polar Disorder in early 20’s Excluded from school Sister a drug addict Victim of violent domestic abuse Best friend committed suicide Daughter living with a life changing illness Nephew a registered missing person somewhere in Mexico Moved house 21 times since the age of 17 Pregnancy termination Job redundancy

Three Elements of Wellbeing

Physical Health Emotional Health Mental Health

Benefits of Positive Emotion

• Greater confidence
• More effective performance
• Deeper learning
• Increased engagement
• Improved relationships
• Increased resilience
• Greater creativity and interest
• More flexible coping strategies
• More likely to benefit from negative experience
• Less distress when dealing with challenges

Emotional Energy Quadrants – questions to consider

 Which quadrant feels most like you?  How is your time balanced across the quadrants: At home? At work?  Note down a time/situation (past, present, future) where negative emotion maybe dominant:

CTFAR Self Coaching Model

Based on the following truths;  We cannot control the world – stuff happens  It is our thoughts, feelings and emotions that create our experience  Being conscious and choosing our thoughts, feelings and emotions lead to better wellbeing Reasons to use the model daily;  To change negative thinking, feeling and emotion into positive  To create positive results  To enhance wellbeing

Circumstances

trigger

Thoughts

which cause

Feelings

which cause us to take

Actions

and those cause

Results

https://www.youtube.com/watch?v=fLJsdqxnZb0

Session 4 Your NQT year – what happens when?

Teacher Regulation Agency (TRA) APPROPRIATE BODY

(VTSA, WCTSA & NDTSA)

HEAD TEACHER SUBJECT MENTOR / INDUCTION TUTOR NQT

What should you expect from your school?

• Ensure that you have a suitable post for NQT induction
• Provide you with an experienced mentor and ensure they

have time to work with you

• Ensure that you have an appropriate and personalised

induction programme

• Monitor your progress through your induction process
• Ensure and sign off your 3 NQT assessments
• Act early to put in additional support it they feel you are at

risk of not completing your induction satisfactorily

The Head Teacher

• Observe you teach and provide feedback at least twice a term
• Puts in place a suitable monitoring and support programme,

personalised to meet your professional development needs.

• Provide pastoral support alongside mentoring you as a teacher
• Carry out regular reviews of progress against the Teachers

Standards between the key assessment points

• Complete the 3 formal assessments within the deadlines given

by NQT SW.

• Recognise when early intervention is needed if you are

experiencing difficulties and bring this attention to the Head Teacher and NQT SW

The Subject Mentor / Induction Tutor

The Your responsibility

• Share your CEDP with your Mentor and be open and frank

about the areas you want to develop.

• Discuss priorities for your personal development with your

mentor and keep these under regular review

• Agree with your mentor how to best use the reduced timetable

allowance and plan visits to see experienced teachers and to visit other schools.

• Provide evidence of your progress against the relevant Teacher

Standards and upload it to NQT Manager. The minimum expectation is for you to upload 2 lesson observations and notes from your interim review meeting

• Raise any concerns with your mentor ASAP

NQT Manager

NQT manager is an online database system that is used to manage your induction process online.

NQT Manager

You will receive an email which will provide you with your login details. Your AB will either be Ventrus Teaching School Alliance or West Country Teaching School Alliance. The logo

• f your AB will be shown when you log into NQT manager.

Assessments

Uploading evidence

I’m having trouble with NQT Manager, where can I get help?

You can either email your allocated AB Administrator or on the login screen, in the top right hand corner, is a button saying ‘help and support’. This gives you the option to re-send your username and password, access FAQ’s, User Manuals or the help desk

• feature. The help desk feature will go through to your AB

administrator but also NQT Manager central office.

• NQT Handbook
• NQT Manager
• CPD programmes

Support

Is there a deadline for completing induction after a teacher has gained NQT status?

• No. An NQT can complete induction at any time but can only

undertake short-term supply work of less than one term in a relevant school for a maximum period of five years from the point of award of QTS. How long is the induction? Induction is the equivalent of three full terms. You can find FAQ’s in the NQT SW NQT handbook