Building Capacity in School/Table
From OER in Education
| 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 |
