[PPT] - Staffing Update Mrs Taylor Acting Head Crichie House 5 th November PowerPoint Presentation

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Staffing Update

Mrs Taylor – Acting Head Crichie House 5th November Dr Davis – Fixed Term Biology Teacher 12th November

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Study Stress & Anxiety Mental Health Session for Students 26.11.18 – 12.30 – 13.15

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Common Room Improvements

Thanks to Ben Cunningham, Parent Council, The Fintray Community & Chevron!

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Social Media Awareness Session for the Community – 15th Nov.

6.30 – 7.30 p.m.

Sign-up http://bit.ly/CLCSocialMedia

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Future Parent Council Topics Homework – 5th June 2019 Philosophy, Policy, Consistency and Communication Equalities Policy – 7th February or 16th April 2019 Update and Next Steps from Mr Johnston

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https://www2.gov.scot/Resource/Doc/268906/0079936.pdf

Over 16 – Some school related principles

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Support at Inverurie…

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Why focus on Learning & Teaching?

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Why focus on Learning & Teaching?

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Why focus on Learning & Teaching?

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Why focus on Learning & Teaching?

Planning for Follow Through (excerpt from Inspection Letter June 2018) Coordinate strategic priorities to focus on ensuring continuing improvements in outcomes for all young people. In order to raise attainment and achievement for all, develop a more rigorous system for monitoring and tracking the progress of young people which is based

n reliable evidence.

Improve learning, teaching and assessment to ensure better motivation and engagement of young people. Ensure appropriate pace and challenge for all young people to maximise progress in their learning. Review proposals for curriculum development, taking account of national advice, to provide appropriately flexible and progressive pathways for all learners. In designing learning pathways ensure all young people’s entitlements are being met in line with national expectations.

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The Visit Processes

Classroom Visits to Improve Teaching and Learning LNCT/16/ 01

1. Collaborative Learning Rounds / Learning Walks

As part of a school’s plans to focus on improving learners’ experiences Collaborative Learning Rounds or Learning Walks may be planned as part of the agreed catalogue of CPD activities. These are events where a group of professional colleagues engage in a collaborative study of learning across a range of lessons and contexts. The focus will tend to be on what it is like to be a learner in those places. They do not make evaluative judgements

n particular teachers.

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The Visit Processes

Learning Walks: Classroom Teacher/PTF/SLT http://bit.ly/IAlearningwalks Learning Walks (optional): students e.g. S6 Peer Support http://bit.ly/IAStudentLearningWalks

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The Visit Processes

Classroom Visits to Improve Teaching and Learning LNCT/16/ 01

2. Classroom Visits by Peer Professionals

As a supportive measure, peer professionals may informally agree to visit each other’s lessons to observe and subsequently discuss aspects of learning and

teaching. Such engagement has often resulted in

significant growth in capacity and is being seen more and more in schools.

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The Visit Processes

Proposal Faculties would be able to ‘choose’ to follow Model 1 or Model 2, both of which would be operational during Session 2018-19.

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The Visit Processes

Classroom Visits (Model 1 – Modern Languages/ Maths)

Faculty organises classroom visits based the following

statement “The lesson will be successful for every student”. These visits may be peer or Faculty PT led. As in the Learning Walks, the key themes will be ambition (pace), inclusion (differentiation) and respect (student voice). Learning visits will be recorded.

In addition, two hours will be removed from Staff Meetings

and divided into half hours where a mini TLC discussion will be held as a faculty focusing on differentiation, pace or student voice. The faculties will include the Link DHT in these meetings.

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The Visit Processes

Classroom Visits (Model 2 – everyone else)

Faculties opting for this model will encourage their staff to

divide into learning trios. These trios will meet (1) to identify an activity at the beginning of the year which has a focus on differentiation, pace or student voice. The first teacher will teach using this activity and be observed by the other two teachers in the trio. The trio will then meet (2) to discuss the successes of the activity and how the second teacher might improve / adapt the approach. The second teacher will then be observed by the trio before a further meeting (3) will take place to further reflect before the final teacher will be

bserved delivering a lesson including the activity. A simple

sheet will be used to keep a note of reflections.

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The Visit Processes

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