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Reposted by Nick Pointer

Nick Pointer @nickpointer.bsky.social · Sep 4

🧠 ResearchEd National this Saturday!

My session is straight after lunch in Room M07:

🎓 14.00-14.40 | Session 5: Consistency Is Killing Us: Reclaiming teacher professionalism and agency through PD at scale

Leaders, teacher educators, professional development leads and mentors - see you there!

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Nick Pointer @nickpointer.bsky.social · Sep 4

🧠 ResearchEd National this Saturday!

My session is straight after lunch in Room M07:

🎓 14.00-14.40 | Session 5: Consistency Is Killing Us: Reclaiming teacher professionalism and agency through PD at scale

Leaders, teacher educators, professional development leads and mentors - see you there!

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Nick Pointer @nickpointer.bsky.social · Sep 3

Am I the only one who's looked back at the title for their upcoming ResearchEd National talk and thought "oh cool, that session sounds interesting... I wonder what it's going to be about!" 😅

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Nick Pointer @nickpointer.bsky.social · Jul 3

EdFest Session 4: Professional learning and teacher agency to improve recruitment and retention panel

NFER’s @jackworth.bsky.social:

- UK teachers rate CPD experiences as area they have lowest degree of influence over.
- PD experiences are v.closely associated with teacher retention (or lack of)…!

Nick Pointer @nickpointer.bsky.social · Jul 3

A great session with tons of concrete tips and important principles 💯

@valentinadevid.bsky.social @rkneyber.bsky.social

#EducationFestival

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Nick Pointer @nickpointer.bsky.social · Jul 3

Link to curriculum design - we want to avoid an instrumentalist approach, and ensure that teachers are making high quality choices and when and how to enact formative action in their teaching.

Through: constructive alignment - linking goals to teaching activities to formative action approaches.

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Nick Pointer @nickpointer.bsky.social · Jul 3

The final step? Checking and monitoring to see whether the action has made a difference.

This is important not just for the teacher, but for pupils to self-monitor their progress, and to feel more successful following the formative action!

This might be done using a “mirror question”.

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Nick Pointer @nickpointer.bsky.social · Jul 3

Valentina:

- Considering our learning goals clearly in advance, and using these to anticipate misconceptions allows us to respond quickly and accurately at the action stage ☝🏽

- Less experienced teachers might benefit from collaborating w/ more experienced colleagues to draw on their knowledge too

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Nick Pointer @nickpointer.bsky.social · Jul 3

And, there are a range of actions we might take off the back of the information gathered, but, in any case, René says we have be able to respond quickly!

How to do this? A pre-requisite first step - predicting problems.

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Nick Pointer @nickpointer.bsky.social · Jul 3

And now back to @rkneyber.bsky.social on the active ingredients of formative action that makes a difference.

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Nick Pointer @nickpointer.bsky.social · Jul 3

@valentinadevid.bsky.social making it clear that these formative action processes need to be top-and-tailed with a) ensuring pupils have a really clear sense of what good looks like, and b) a focus on how meaningful and useful feedback is given.

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Nick Pointer @nickpointer.bsky.social · Jul 3

Other important differentiators:

- A focus on the difference between *learning* and *performance*.

- Increased discussion around the relevant points in lessons/curricula where teachers might best deploy these approaches.

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Nick Pointer @nickpointer.bsky.social · Jul 3

Why reframe to ‘Formative Action’?

- Increased emphasis on teachers acting - doing something - with the information elicited, as opposed to a misplaced focus on the idea of assessment.

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Nick Pointer @nickpointer.bsky.social · Jul 3

EdFest Session 3: Formative Action with René Kneyber @rkneyber.bsky.social and Valentina Devid @valentinadevid.bsky.social

Intro - formative action is another way of talking about formative assessment!

#EducationFestival

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Nick Pointer @nickpointer.bsky.social · Jul 3

Phenomenal provision clearly happening at all levels of the school, with some incredible stories of the impact this has had on the young people Derby Moor work with ⭐️

#EducationFestival

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Nick Pointer @nickpointer.bsky.social · Jul 3

Thrive - ARP largely for SEMH needs

Nurture - Y7 transition provision for pupils identified as needing support

Innovate - ARP for pupils working significantly below age and with multiple and/or profound needs

- All supported by a key multi-disciplinary/agency team:

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Nick Pointer @nickpointer.bsky.social · Jul 3

- Discrete space in the school
- Highly experienced teachers, HLTAs, and a primary-phase teacher and SENCO.
- Ratio of 3:1 to support pupils with a range of profound needs
- Again families & pupils supported by multi-disciplinary team
- Working with local FE provider to support transition beyond

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Nick Pointer @nickpointer.bsky.social · Jul 3

Third element: age-not-stage provision for pupils with multiple needs/working at significantly below their age.

- Thematic learning - drew on local specialist school - but also with alignment to main school curriculum where possible
- Age not stage

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Nick Pointer @nickpointer.bsky.social · Jul 3

Other element of EP: Nurture transition for pupils with additional support needs coming in from Year 6.

- Again, re-aligning teaching with main school curriculum, to allow reintegration as a time appropriate to pupil.

- Run by assistant SENCO, decision making about gate keeping by wider SEND team.

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Nick Pointer @nickpointer.bsky.social · Jul 3

One key impact? 0% of pupils who have attended the ARP in the last 3 years have gone on to be NEET!

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Nick Pointer @nickpointer.bsky.social · Jul 3

- New and well resourced facilities.
- Bringing in specialist teachers from mainstream to teach subjects at both KS3 and KS4 - these teachers handpicked as the most effective and most skilled, not just those in time free on timetable.
- QA of T&L same as in mainstream part of school

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Nick Pointer @nickpointer.bsky.social · Jul 3

Moved from having a small internal AP, to an ARP provision with intentionality at every level:

- Careful decision making about who attends ARP and why, through an internal multi-disciplinary team and panel
- Intentional plans for reintegration with mainstream from the start, for all

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Nick Pointer @nickpointer.bsky.social · Jul 3

EdFest Session 2: Sarah McAneny-Vincent and Scott Doyle from Spencer Academies Trust on inclusion-by-design.

Starting off by setting out their aspiration - to live the slogan of “Once Derby Moor, always Derby Moor” for all children in the care of the school.

#EducationFestival

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Nick Pointer @nickpointer.bsky.social · Jul 3

And finally @douglemov.bsky.social sharing a great starter kit for how we can use cold call in a way that’s warm, invitational and inclusive 🙌🏽
#EducationFest

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Nick Pointer @nickpointer.bsky.social · Jul 3

Back with @bradleybusch.bsky.social, explaining how incredibly warm and inclusive use of cold calling can increase pupil volunteering of answers over time and reduce “social loafing”!

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