Leading Teachers
Hertfordshire currently have a very strong team of Leading Teachers who are judged as good or outstanding practitioners in Literacy, Mathematics or Early Years Provision. Leading Teachers are deployed to work with class teachers in partner schools supporting their professional development needs. Evaluations from schools supported have consistently shown that the work of these Leading Teachers is highly valued and has had a very positive impact on teaching and learning across the county.
Many Leading Teachers have taken part in Lesson Study research projects focusing on jointly developing aspects of pedagogy to secure accelerated progress for children. Every Child a Writer is a Leading Teacher project which has been very effective over the last year, involving a tailored approach to working with class teachers to secure 2 levels of progress in writing across Key Stage 2.
Expectations of Leading Teachers' Practice
- Confidence in supporting colleagues in implementing good practice.
- A good understanding of how young children develop and learn.
- Effective relationships with children and adults.
- Planning and teaching which is driven by high expectations and a clear focus on objectives which are clearly matched to the learning needs of the children.
- Whole class, small group and individual teaching which is inclusive, engaging and interactive. In the case of the EYFS, an understanding and ability to demonstrate the impact a high quality learning environment has in supporting both adult directed and child initiated play.
- An ability to model fundamental elements of Literacy and Mathematics sessions or in the case of the EYFS an ability to model the principles and practice as advocated in the EYFS.
- Demonstration and support for colleagues in the effective teaching and learning of specific aspects of literacy and mathematics or in the case of the EYFS high quality teaching and learning in the EYFS with a proven understanding of the balance between adult directed and child initiated learning.
- The effective use of ICT to teach literacy/mathematics and its use in the EYFS.
- Using the information from day-to-day and periodic assessment to inform the focus of teaching. A deep understanding of the principles of observation, assessment and planning in the EYFS including an understanding of the early Years Foundation Stage profile.
- The effective deployment of additional adults. In the case of the EYFS an ability to work well as a team.
- The effective use of guided teaching in groups.
- The use of resources, other than commercial schemes, to support planning. Such as guided reading, the teaching sequence for writing, calculation strategies and problem solving.
- The effective teaching and learning of literacy/mathematics across the curriculum.
- Provision of a high quality learning environment eg working walls.
Additional expectations for Supporting Subject Leaders
- Using data and evidence from work scrutiny to support the setting of curricular targets and the effective targeting of resources.
- Engaging in a cyclical process of evaluation, audit and action planning in order to secure a clear focus for constructing and managing an effective continuing professional development programme.
- Effective monitoring and evaluation.
- Making appropriate provision for different groups of pupils and a whole school commitment to improvement.
Activities for Leading Teachers
- Demonstration of teaching, supported by a rigorous framework for observation and resultant action.
- Peer coaching and mentoring based on shared planning, delivery and analysis of impact.
- Support for core elements of the literacy and mathematics teaching.
- Support for training - centrally organised, cluster group or school based.
- Contribution to development work on LEA priorities.
Activities for Supporting Subject Leaders
- Providing mentoring and support to colleagues, e.g. for the process of analysis, curricular target setting and action planning.
- Effective management and delivery of intervention and 'booster' provision.
- Development of curricular targets leading to effectively targeted teaching and learning.
- Whole school organisation and implementation of guided reading.
- A whole school approach towards the teaching of calculation strategies.
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