Building Capacity in School

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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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