Implementing the Teaching School Vision

Peter KentLawrence Sheriff School

Why we decided to apply

• Past experience• Where we wanted to go• Dr Who syndrome

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An initial Philosophy:

• Educational excellence and the development of the child will be at the heart of the work of the alliance.

• Collaboration and relationship building within the Alliance will flourish because of mutual trust and respect.

• We aim to develop a networked learning community, developing the quality of teaching and learning through bespoke training and mutual support

Benefits and challenges

• No two models the same• Helping us to be outward facing• Learning new skills• Capacity- new staffing structures• Building new relationships and partnerships• Being nimble• Strengthened HE relationships

ITT

• School DirectNQT Conference• Organised by 10 different schools• 45 schools send delegates• Over 60 attend

Partnership Plus

• Action Research• Conference• Lesson observation for Real

School to school support

• Types of support• Schools of different types supported

Leadership Curriculum

• ML, SL and H• Case Studies• Local consortia

Research and Development: Closing the Gap and ISV

• Evidence led practice• DFE priority• EEF• Shifting fashions in relation to ISV

Thoughts about research

• Priorities on the ground are not those at the centre

• ‘Clinical interventions’- nice idea, but do they exist?

• Teaching School links to HE need to be more organic- partnership plus

Some things we could do better

• Serious research through partnership with HE • Strategic deployment of SLEs, LLEs and NLEs• Play a part in achieving coherence within a

changing system (new school structures, emergence of Royal College, changing role of professional associations, new models of accountability)

Things that have gone well

• Responding to what is distinctive and exciting in our local area

• Forming partnerships and networking• Developing our role in ITT• Shifting mind-sets internally and externally• Research does have a higher profile• A renewed focus upon the centrality of

teaching