Books to support writing development

I was fortunate to be able to share a couple of books from Bloomsbury Education with practising teachers in the school where I am a Governor and to get some feedback, which I thought I would share.

Teaching for Mastery in Writing, by Mike Cain had the greater impact of the two. The English lead used this extensively in looking at the writing process at the school, using extracts to supplement a broader PowerPoint presentation that had been supplied through an authority training opportunity.
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Jacqui Hyde wrote; This book is a useful resource when reflecting on current school practice in the delivery of writing. It has clear guidance on the importance of feedback, self and peer assessment and how this helps to improve children’s writing. There are clear steps in learning, for each year group, which emphasise the importance of building on current skills and, if there are steps missing, how this will impact on a child’s progress in writing.

The steps for each year group were shared with all teachers at the staff meeting on mastery in writing and were particularly useful for NQTs who were not so familiar with the whole writing process. There is clear guidance on how to embed grammar and some interesting ways to edit and redraft writing. The staff meeting helped staff to reflect on their current practice and the broader school approach.

From the 100 Ideas stable, Rob Smith (@redgierob) and Katherine Simpson’s book on Literacy was seen as providing some useful reminders of activities that could be incorporated into discreet lesson planning. The teacher who used this book identified some of the ideas as having been shared on courses, so the book was seen as a distillation of very useful prompts, collated into one volume.

In combination, the two books would provide a very useful basis for any developing teacher to get to grips with the process and also to have a well-rehearsed set of practical ideas from which to be able to plan over longer and short terms.
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The books were certainly recommended by the teachers.
 

Build a high-quality teacher; structuralist to holistic. Putting some flesh on the bones...
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Much of my working life is spent working alongside developing teachers, at different stages in their careers. In 2012, the Teacher Standards changed, from 33 statements to 8 headings. It still surprises me that, after nearly six and a half years, many teachers still cannot identify all eight standards, even though they are supposedly working within them each day.

However, in my developmental roles, they can be very interesting, as it is possible to play with permutations of the standards that exemplify what it means to become a complete teacher, especially during university degree, PGCE or School Direct (shorter) experiences.

One of the things of which I am very proud is that, for the 2012 teacher standards, I created what has become known as the “Dartboard” at Winchester University and forms a part of every student record of progress. It is useful, in that it’s a dynamic and embeds action in a holistic framework which can be unpicked to individual needs. You may need to click and make the picture full screen.
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​It did lead to much reflection on how the teacher standards are considered and whether the language might lead to isolation rather than purposeful combination. Teachers have to be good at a wide range of reflective, reactive and communicative behaviours, often exaggerated further when working with younger children or with children with SEND.

For information, the eight standards are

1)      Expectations
2)      Progress and Outcomes
3)      Subject Knowledge
4)      Planning
5)      Adaptation
6)      Assessment
7)      Behaviour management
8)      Professionalism

Plus there’s a part 2, which describes further the professional standing of a teacher within the broader community.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/283566/Teachers_standard_information.pdf

Behind these headings are many lines of exemplary materials. Click to link to pdf download, with a shortened version.

However, the headings are quite useful, in themselves, as supports for a narrative that seeks to describe teachers in development. I’ve given them nicknames where they might suit.

Presenter approach

34 – Not necessarily the ultimate age for a teacher, but this could describe, say, a wildlife expert, or similar, who knows their stuff and can put it across in a clear narrative to an audience, using age appropriate vocabulary and language structures. The chances are that children in the audience are with parents taking control of behaviours. As a local leader and County organiser for Watch Wildlife Groups, I often invited such people to present their specialist knowledge to the children. It's similar to inviting  special speaker into a classroom. They share their knowledge.

To some extent, it also describes some television presenter approaches, although they can take for granted that their core audience is watching. If people are also looking at a mobile phone, making a cup of tea, or are in any other way distracted, it’s not the presenter problem.

873 – A person of professional standing, who has the skills to control an allocated group, for a period of time, who can be trusted to get across some subject knowledge in an ordered manner.

This could be used to describe a teaching assistant, or other adult whom a head deems appropriate to lead an activity. They can work within any prescribed approach to behaviour, dealing with issues that arise appropriately.

Anyone in a professional role in a school is highly likely to have at least GCSE level education, while teachers will have a degree plus a teaching qualification. I would also expect Primary teachers to have at least five GCSE good grades and three GCE A levels, so they will have some subject experience across the Primary curriculum.

If they don’t, they can be expected to address this; teacher standard 8 talks of the proactive self-developer.

Structuralist approach; eg a trainee still making sense of the longer term organisational and learning needs.

8731 – Having appropriate expectations of behaviour and learning (TS1) raises the expectations of the adult, as the conduit through which some level of progress in a subject area might be accomplished.

It is often the case that these standards are the first and easiest to be evidenced for a trainee teacher, as, by and large, they describe the personal, professional persona of the adult, who knows their subject and can organise a classroom to get information across in a coherent form over time.

It is also likely to describe a teacher confident in their professionalism and ability to get what they know across to a range of school audiences, within an overall planning approach. 

The limiting factor from this point is embedded in standard 2, progress and outcomes; in other words, how well are the children known and how well does the adult understand the learning outcomes appropriate to different year groups?

Holistic approach

432-65-2 - You’d want the person described above to have a wider range of skills; 432, being able to organise their subject over different timescales, so that the subject requirements were built up appropriately and checked on the way, with the intention that children should embark on a journey towards an expected point.

It can depend on how you understand children making progress (TS2) and how you determine whether they have. If the definition is coverage - then test for memory, it might preclude analysis of the needs of specific individuals (TS6), leading to further engagement with them, undertaking adapted approaches (TS5). 

Interaction with learners, engaging with the ongoing learning and making subtle or more significant alterations to the expectations of some, responding to evidence within the classroom, TS6&5, are probably the key to ultimate teacher success, in that it is the sum total of progress of each child (TS2) in a class or cohort, that ultimately is the signal that the school is doing well by every child, whatever their needs.

See also 24652 blog

Teacher standard 2 also covers the full range of needs likely to be encountered. If, for example, a teacher has experience limited to one year group, as can happen in some organisations, knowledge of achievement in years above or below enhance and extend the outcome knowledge base, enabling the teacher to make more nuanced decisions about challenge and intervention needs. Mentoring and moderation are key elements in this area, to allow the less experienced teacher to benefit from the wisdom of more experienced colleagues.

Teacher standard 2 is also the area that is currently causing concern, in looking at assessment and tracking needs for teachers. It’s the one area where experience provides the basis for personal development, in making accurate judgements about children as learners, leading to better planning, interaction and adaptation; TS 465. The bottom line question; “How well, breadth and depth, can you show that you know your children?”

It takes time, and is a stage in a progressive development, based on analytical reflection, from reading and first-hand experiences on behalf of the developing teacher. Self-development is a constituent of teacher standard 8; developing yourself into the best possible professional, as a team player and a team leader, is key to long term success in teaching.

Teaching, in many ways, is an investigative role, based on an original hypothesis that the planning is pitched at the right level, with in-lesson evidence showing the need to alter course, or to provide additional scaffolds to support individuals.

Thinking takes time and that can be a rare commodity in a busy school room. So it is incumbent on each teacher, especially trainees, to make best use of available time to think and talk about the role. It is a job where it can be difficult to switch off, too.

Many will use holidays as time to catch up on thinking. As a head, I often thought of the job as 24/7/365.
 
Getting better at getting better… personal development or CPD?

Building capacity breeds capacity

Variations on success breeds success? Or “Love the ones you’re with”, Dylan Wiliam.
Building Professional Capital, Hargreaves and Fullan?
This view was first put into print by Sir Arthur Helps, in Realmah, 1868: "Nothing succeeds like success." [Rien ne réussit comme le succès.]
And apparently even earlier in a different form: Success nourishes them. They can because they think they can...Virgil

The most damaging thing a teacher can say is “I can’t…” There is a need to consider the problem being faced and to come up with a solution within any available constraints. In my book, teachers are paid thinkers and solution finders.

As a headteacher entering my own school for the first time, one of the main tasks was to get to know the staff, as well as the children, to establish a view of the overall capacity of the staff and where each was in their personal development. This was an important first step, as I set to the task of creating out of the available “raw material” the future picture of the school.

This did involve a significant amount of reflection, from the staff and me, as each challenged the other to clarify thinking, so that meanings were clearer, enabling reflection that supported development. Some of that reflection meant that a few staff chose an alternative route forward. Living with challenge is not always a comfortable position. The school needed to be challenged. It was happy with itself, had create a comfortable existence for the staff, who did “nice things” with children. However, the general expectations were slightly too low and needed to be extended.

Challenge, time to reflect, within an articulated timetable, with resourced time, appropriate external support and internal evidence of momentum, through sharing improved outcomes, began the process of regular review, which ultimately was supported by release time for shared research, which further supported the collegiate approach and team development.

Internal moderation, or just sharing outcomes, became a regular feature of staff discussion, as illustrations of what was being expected and achieved.

Over time, the notion of success nourishing the staff led to deeper, sustained challenge, to staff and to children, with a further increase in outcomes, the achievement of which established much clearer expectations and benchmarks. The rich curriculum became richer, as teachers tried out ideas, with children feeling the pleasure of achievement, so improving their attitude and motivation.

Teachers had to adapt ideas to the context of the school. We were an open plan layout and areas were set aside for specialist activity at different points around the building, but each was within sight of a classroom, so every area could be overseen by a teacher, even if children were from another class. The “independence” being fostered could be put to good effect in supporting challenge in tasks, especially as the children got older. 

The past twelve years of school visits through a variety of organisations and for different purposes, have allowed me to see a broader base of evident practice. Improving outcomes, so that both the teacher and the child can see what the next step looks like is essential. For the teachers, this has sometimes meant advice to go and look at years above or below, to better understand what quality outcomes can look like.

Only by having a deep understanding of progression of learning within each subject, what success at different stages looks like and clarity in understanding where each child is in that continuum at any specific point, can a Primary teacher support incremental learning, as a combination of knowledge and capability.

Adaptability

It seems to me, after a lifetime in education, from the many initiatives passing my way, that every piece of education research is interpreted to the profession through a filter that comprises national and press reviews, personal interpretation of the original material, or the ensuing book and inference from an existing practitioner, as the original ideas are adapted to the circumstances of a classroom.

By the time a teacher presents “how it’s working for me”, in a staff meeting, a Teachmeet, or some other external talk, it has been through several layers of interpretation. It has been adapted to the particular circumstance of that classroom teacher’s views. Copying, by a colleague, in another context, may not get the same result.

There are three main variables in teaching in a teacher control, even assuming a common knowledge base; space, resources and time. A classroom has a set size and shape that determines furniture arrangement for ease of working and movement. Organisation and availability of resources, for ease of accessibility and return will affect practice, to a significant effect.  Limitations of timetabling, especially the need to move as a whole class for activity, is further compromised by grouping and setting for different aspects, all of which impact on working approaches, not least the need to complete tasks within a set time.

Personal self-limiting

An inability to adapt can lead to teachers saying “I can’t do…” which impacts on children’s development. Self-limiting should not be part of a teacher make-up. The teacher who “prefers” to stay in year 6, or EYFS, for example, if they do not then have opportunities to explore practice across the school, can become entrenched in their working methods and expectations.

Self-limiting can apply to schools as well as individuals, where they do not communicate effectively, especially if there is a form of “competition” between phases and prior judgements are not fully accepted. Collaboration and excellent communication between professionals enables smoother transition and transfer.

“Novelty children”; apologies…

Within the idea of adaptability comes the issue of “novelty children”, those with needs that the teacher has never encountered. The SEND specific need, the travellers, the EAL child with a never before met language, the extra-talented (gifted) learner, in a specific subject. How to deal with the new issue is likely to depend on prior experience and the base from which decisions are made. These will therefore range from rough-hewn, to refined. A self-aware teacher will admit to shortcomings and seek colleague advice, from within the school, as in the SENCo/ABCo, or through available language/specialist support, where the LA or Academy chain has access to expertise.

These “novelty children” extend the boundaries of teacher knowledge and expertise, which, over time, enables further adaptation to circumstance.

Adaptability and reflection are precursors to personal growth.

Adapting to new knowledge is a large part of how we learn, through reflection, adjustment to circumstance and a new balance point, based on knowledge and capability.
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The more adaptable you are, the more adaptable you can become. Seeing the need to adapt is the first step. Getting better at getting better takes thinking time and a bit of effort, but getting better is positively reinforcing, for everyone, as teacher self-esteem can be a fragile beast.
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In reality for around six years now, but the title scans with the “Wild Rover” first line, the second of which is “And I’ve spent all my money on whiskey and beer”, which probably doesn’t sit well with the idea of Governance or good management.

I became a Governor in one school after a few years of waiting until I reached 60 and effectively “retired” from the front line, having been invited onto the Governing body a few years before. It was a body in need of bodies, to ensure that meetings were quorate.

I’d like to think that it was for my lifetime in front line education and continuing involvement in specific areas, such as inclusion and parent partnership, as well as initial teacher education. Governors bring a wealth of expertise into a school and can act as critical friends as well as supporting the school in the development agenda.

Getting a “good” after an Ofsted inspection was testament to the hard work of the staff and management, including the Governing body. It also bought further time for necessary continuous development.

After a few years, a second school identified itself as being in even greater need of support, so I did a transfer having worked with the recently appointed Executive Head and Head of School in my ITE role. We had enjoyed many interesting exchanges of ideas, which they felt would help their new agendas, in a school with a very chequered history.

As Governor with particular responsibility for coordinating with SEND and inclusion, pupil premium and vulnerable children, I have been able to spend quality time with different staff, enabling them to articulate their developmental focus and actions, clarifying our joint understanding where necessary and occasionally offering areas where additional thought might be useful.

All visits to the school in any capacity as a Governor are written up and shared with the body, to ensure everyone is aware of what’s happening.

Where I am still involved in education, I also buy, receive and read a wide range of books. Where these could add something to the school, they are offered and have evidently been of value. I would especially mention Paul Dix, Jarlath O’Brien and Mary Myatt’s recent books on behaviour and ethos as having been well-thumbed. I have struggled to get the books back on occasion…

Twitter occasionally throws up interesting reads, too, so these are forwarded for information. This did occasion the school’s involvement with the Maximising the Impact of Teaching Assistants process, led by Rob Webster, which over the past year has developed significant conversations within the staff as a whole.

The Governor role is an interesting one, in that, while Governors are included in the Leadership and Management area of Ofsted, we are always at one remove from the day to day realities, which is why I feel that my school visits are essential, to fit the imagery with the reportage. It would be easy to take everything at face value, especially if you value the management and their work. I know that both the Executive Head and HoS value the conversations and the challenges that arise. This has been noted in discussion with the allocated LA inspector.

For all that, though, I am probably one of the quieter members of the Governing body, preferring to reflect before speaking. Governor meetings can become reactive in nature, and we all know that “stuff happens” in schools, but a reflective Governing body is more likely to support progress, avoiding creating “busy work” and distractions from the day job for already pressed managers. A reflective body is also more likely to look at itself and the roles, to add some value to the journey.

The education system is a bit like an Airfix kit; the bits have to go in the right place, with the right amount of glue, if the finished model is to look like the picture on the box. As in many reorganisations in education, there isn’t always a very clear picture on the packaging, so bits are in danger of being put in the wrong place.

With an emphasis in 2019 on the school curriculum, keeping sight of the school picture will be even more important.

Strong Governance needs to be a part of every school, but it needs a strong local base, supported by a supportive, easily available, local centre of information. I’m lucky that my LA still retains a Governor Service providing up to date training opportunities.

Like all school development, it never ends, simply because it is a human system, subject to human frailty as well as strengths. It only achieves through the efforts of others. It’s my pleasure to be able to continue offering support and occasionally some mentoring based on experience.
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An open book? How do you tell your story?

Do you offer children something to think, talk, read and write about?

It’s been a quiet Christmas break, which is how it is when you get a bit older. It’s usually making sure that younger generations have a good time; that they are fed and clothed and have presents to open. It has been interesting to drop in and out of Twitter to see what’s being discussed. It can be an eye opener, or occasionally a tablet shutter, as views pass that might elicit a type-delete response.

However, recent tweets about the curriculum suggest that Curriculum is the current hot topic, as Ofsted are putting it at the centre of their next round of thinking, and some commentators seemingly jumping on the opportunity to propound their “knowledge rich” agenda, as if it’s a new phenomenon.

My career in teaching started with training at St Luke’s College, Exeter, from 1971-74. Although Plowden was a high-profile element that was the new core of pedagogic reflection, the sharing of knowledge was central to the science course that I started and the Environmental Education course to which I transferred in year 2, providing a broad subject base for Primary, which became my passion.

It was based on knowledge, the interpretation of which into classroom narratives was left to us. We explored “programmed learning”, which was exemplified by exploring the stages of making a cup of tea or a piece of toast. This showed us the essence of embedded knowledge that is assumed in giving instruction or developing a narrative. It made us better “storytellers”; a mixture of substance and exploration. If you think of sharing a book/(his)story with children, their background knowledge inevitably impacts on their understanding of the whole; that’s Hirsch in a sentence.

We talked of challenge in tasking, with the challenge depending on our understanding of the knowledge that the children had already encountered; it was effectively tested through use and application. Within the task, when children encountered difficulty, it highlighted areas that had ether been missed or had not been assimilated effectively, so in-task teaching would occur. There were tremendous similarities to my own education experiences in the 1950/60s. It was also writ large in the available resource materials, such as Nuffield Science 5-13.
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Knowledge and challenge were intertwined.
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And, in my school experience as a teacher, it remained so throughout.

I still have a copy of the textbook that underscored my initial training; Environmental Studies, by George Martin and Edward (Ted) Turner, who was the course leader. For those who would wish to claim that knowledge-rich is a new phenomenon, I’d offer them this book, from 1972 as both a starter knowledge across subjects that sought to give an introduction to thinking practically about the world, supplemented in each chapter with an extensive bibliography for extended reading.

The premise of the course was to provide teachers with the background to introduce children into their world through three layers, Investigation and interpretation, communication, inspiration. Over time, this gave rise to my personal mantra of learning challenge as something to think, talk, and write about, leading to presentation, preferably to a known audience.

The course explored the living and non-living world; essentially chemistry, physics and biology with added geology; the past world around us, architectural features, local archaeological sites and using artefacts; rural and urban living, settlement studies, including use of materials for dwellings and other buildings; conservation, especially within an urban settlement; histories, especially from a locality perspective, but also within a national and international perspective. (Ted Turner took as his inspiration the notion of the Renaissance, especially Leonardo da Vinci. That allowed the summer field trip to be to Florence, at a time when it was possible to wander into galleries freely. However we also had to write about the other aspects too; planning how we would use the available resources to offer the broader curriculum.

Mathematics, of measures, counting and data, language, art and music were significant features.
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It was a good basic starter, to which I later added two part-time Diplomas, one in Environmental Sciences and the second in Language and Reading Development.
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Every school within which I worked, from 1974 onwards, had curriculum organisation, to differing degrees. Some had simply headings, of topics that had to be covered within each year, others had broad resource materials from which to develop the topic narrative, which was left to the classteacher to develop based on knowledge of their classes.

The 1987 National Curriculum was a 95% match with our existing curriculum; I was a deputy in a First School.
The subsequent Dearing Review gave a 95% correspondence.

When I became a HT in 1990, there was a need to create a firmer base for the curriculum, which could have been described as a little ad-hoc.

We had a mix of planning layers, starting with whole school and year group. This was premised on allocating topics appropriately.

Every topic had a “topic spec”, which was designed by the subject lead, ensuring that the NC expectations were clear, articulating essential knowledge, skills, challenges, available school and locality resources, plus reminders of quality outcome expectations (Level descriptors rewritten as descriptors of child capability).
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Every teacher received their planning file in July, before a half day of a closure that allowed them to organise their planning thoughts before the summer holiday. A copy came to me as HT, so I knew in July what the next year “learning map” looked like.

The first two weeks were always designated as “getting to know and settling” weeks, with a teacher designed topic. The second Friday was always a closure, half a day given to planning the detail of the next (few) topic(s), including resourcing from school stock. Topics ranged from a week to several weeks, depending on the needs. The interplay of topics with English and maths allowed for topic generated information to be used in writing or to create mathematical opportunity that offered measures, counting leading to data, or shape and space exploration.

Because the year was based around revisiting areas, especially in maths and English, revision of ideas, aka interleaving, was embedded.

In so doing, we had a curriculum with meat, two veg and a good helping of dessert.

It was planned longer term, so that it had substance. It was broad, balanced and relevant, drawing from the locality as much as possible, to fully immerse the children into their community, as well as drawing from wider opportunities; we did take the children on local trips, but also to London, to the British Museum for Greek, Roman or Egyptian exhibitions. However, time was always against us for day trips, with at least two hours each way on a coach and costs getting ever higher. The IWB did allow us to bring a level of experience into classrooms, taking over from the video or CD player.

While “bright ideas” might be imported, these were always evaluated against what was already offered. If they added something, they were incorporated.

It was a cycle of constant improvement, supported by every subject lead having at least a half day with a County inspector to review the school offering as a whole.

The 1997 National Curriculum with the accompanying strategies, did put some of this under strain, especially when we needed to replace experienced staff. It was noticeable that some applicants were used to a narrower diet. However, personalised CPD opportunities, eg shadowing colleagues, allowed insights into expectations. Staffing stability helped with this; we held onto the “tribal memories”… see blog…

The breadth paid off in national testing, too, where English, maths and science scored highly. Every subject was valued, with quality outcomes celebrated throughout the school, with displays or presentations opening learning to others.

The 2014 Primary National Curriculum was always a worry to me, even though I was not school based, but working in ITE and with parents and inclusion. It articulated English and Maths extensively, while others were diminished. Listening to Tim Oates, early in the process, saying that it was designed to be easier to test highlighted an underlying political agenda.

As we are now a couple of days into 2019. Perhaps a chance for reflection and refinement?

I have no problem with a conversation about what children should be exposed to through their school experience. There must be a clear narrative to learning; it is after all, the school’s internal book.

Every subject can be explored by a 2-year old, a 12-year old or a 22-year old. Their ability to interact with the experience will vary widely, from an initial exploratory phase, which I would see as “play”, through to accommodating, reflecting on and reacting to, ever more sophisticated information. We are on a constant journey, carrying with us, at any point, the accumulated wisdom of earlier experiences. So a “knowledge organiser” as our “topic specs” can be seen today, will vary considerably for each age group, and should do so. It should support a developing narrative approach, not become a knowledge dump which an inexperienced practitioner might simply regurgitate.

Order and organisation are key to teaching and learning success, over different timescales.

I would argue that annual plans allowed teachers to ensure coverage while also developing each topic at depth. Colleagues also benefited from collegiate sharing, either one to one or within practical workshops.

At classroom level, each teacher planned in ways that suited them. They were personal diaries, only considered if there were question marks over children’s progress. Classroom teachers are paid to think. They need to think clearly, on multiple layers, always with children and their progress in mind. That’s why it can be tough at times.

When teaching becomes top-down, teachers start to look at what is expected, to second guess what “those above” are looking for. That this has, on occasion been subject to the management or Ofsted rumour mill, can’t be denied; one local school or colleague passing on their tips from their own inspection, so others copy.

To hold to your own course can be challenging, but it is your own school’s journey that’s important.

It’s your narrative, your history, your present.

More important, it’s your children’s narrative, their history and their present.

That’s your data; what you do for them and what they get out of it. It’s a mix of the obvious, the displays and the books, but also their attitudes in school, their capacity to engage in talk with others. It’s a story, based on words, not numbers, so that children can engage with their own developing narratives.

Children’s pleasure in overcoming challenges and learning…led by teachers who enjoy teaching.
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