Building Capacity in School

ORBITreading

• Aspects Of Engagement
• Assessment Overview
• Assessment for Learning Introduction
• Assessment for Learning Research Summary
• Building Capacity in School
• Classroom Management - Thinking Point
• Creating Engagement
• Developing Higher Order Scientific Enquiry Skills
• Developing Your Teaching
• Factors Affecting Lesson Design
• Fibonacci Project
• Group Talk - Benefits for Science Teaching
• Group Work - Practical Considerations
• Group Work - Research Summary
• Improving Reading - Research Summary
• Improving Writing - Research Summary
• Inclusive Teaching in Mathematics
• Inclusive Teaching in Science
• Modelling Introduction
• Purposes and characteristics of whole-class dialogue
• Questioning Research Summary
• Speaking and Listening in Group Work
• TESSA Working With Teachers
• Teaching Learning Developing Approaches to CPD
• Teaching Learning and Whole School Improvement
• The Importance of Speaking and Listening
• The Process of Lesson Design
• The educational value of dialogic talk in whole-class dialogue
• The impact of enquiry-based science teaching on students' attitudes and achievement
• Types Of Question
• Using Digital Video in Professional Development
• Whole Class Work - Research Summary
  

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Building capacity in school

The table below explains the characteristics of a school or department with a well-developed capacity for improvement in teaching and learning approaches.

Attribute	Examples at whole-school level	Examples at department level	How are you doing?
It routinely shares its expertise	Staff meetings regularly feature teachers demonstrating or illustrating how they teach	Collaborative planning involves teachers sharing their ideas on how work can be delivered. The department shares demonstration lessons with staff
It uses external support and challenge to enhance practice	Teachers are regularly encouraged to attend external INSET. LEA school advisers are drawn in to contribute to school self-review processes	The department uses the LEA KS3 consultants to observe lessons and provide feedback
It has a clear, operational focus	The SMT signals clearly that certain items in meetings are significant in improving teaching and learning and ensures they are given significantly more time	Meetings are focused on teaching and learning issues. The team is clear about which items require only a little time. Administrative items are given later slots in meetings
It has a well- developed set of priorities	It has a clear and operational (not cosmetic) development plan which guides resource decisions and action taken	The department has an action plan based firmly on an audit of teaching strengths and weaknesses. Resource decisions are based on declared priorities of strengths and weaknesses
It elevates professional development to a continual process	Individual teachers are enabled to watch colleagues teach on a regular and systematic basis	An audit of each team member’s skills is used as a basis for termly review discussions and lesson observations

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• This resource is part of the DfES resource "Pedagogy and practice: Teaching and learning in secondary schools" (ref: 0423-2004G) which can be downloaded from the National Archives http://webarchive.nationalarchives.gov.uk/20110809101133/nsonline.org.uk/node/97131 The whole resource (512 pages) can be downloaded as a pdf File:Pedagogy and Practice DfES.pdf
• The resource booklets, and many 'harvested' documents are available to download, generally in editable formats from the ORBIT resources, see Category:DfE.
• The videos from the accompanying DVDs are available: Video/Pedpack1 and Video/Pedpack2