Leadership coaching – yesterday morning and later that s afternoon, I was able to benefit from not one but two fast paced, frank and insightful leadership coaching session with Tony Stephens. Tony doesn’t mix his metaphors, or talk in edubabble. It plan talking, fact usually followed up with, so what are you doing about it?
It started with a deconstruction of Raiseonline. With ruthless efficiency our report was curtailed to just seven key focus points. Processing each point, Tony first probed and then pitched ultimately the same question each time, rarely disguised or heartfelt, “So what are you doing about it?”
Where I had evidence, I used it. Where Tony accepted it, he swiftly moved on. Where he did not, he went on the offensive taking the stance of an accomplished HMI. Despite the offensive, I did not feel mauled, far from it, if anything I felt the conversation left me armed, forewarned. I felt I understood our strengths, and now I understood I needed to defend our vulnerabilities.
In the afternoon, Tony reviewed our ‘Lesson Observation, Professional Development and Support Form (Yes it is a long name but for good reason) and processes. Our conversation focused on ‘who, when and how’ to support teachers professionally, develop their pedagogy and how to better use the information collected through lesson observations.
Keys words missing from the lesson evaluation statements; for Outstanding Teaching and Learning, challenge must be explicit. For Outstanding or Good ‘Engagement, behaviour and safety’ targeted praise, must be explicit. The restricted two focus areas for professional development was returned to cover all four if necessary.
Next we discussed the dispersed observation model we have employed at The Wellington Academy whereby the leadership team pair with Senior Heads of Curriculum, who in turn lead the observations within their team. Importantly the observation form is the ‘Professional Development,’ with areas for professional development recorded and shared through feedback. What Tony added was first, that Grade 1 and 2 teachers pair and promote development. Second, an analysis task, where by not only is the grade recorded but also the professional areas for development. In turn, this analysis drives the CPD offering whole school. Very joinedupthinking.
Finally, Tony wanted to ensure that the lesson observations process was anchored Senior Heads of Curriculum and that the development of good pedagogy was fundamentally focused within departments. Hence observation grades 1, 2 and 3 are handled by the Senior Heads of Curriculum for at least the first two observations. That Senior Heads of Curriculum are responsible for teaching and learning in their areas. In the case of an observed lesson recording a requires improvement judgement, the expectation is, this teacher will be observed again with 10 working days.
It is only in the case of an observed lesson recording an inadequate judgement, that a senior member of the leadership team is alerted. As they should be. Tony offered minor redirections and subtle redefinition, to the benefit of The Academy. Personally, Tony modelled ‘matter of fact,’ depersonalised coaching and left me keen to get on with the job.
A complete post on school improvement and not one mention of Ofsted.
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