Page 32 - Growing Great Teachers Handbook 2024-25

Improve not Prove Our Vision at Kings’
At Kings our vision is is to cultivate great great great leaders who foster great great great teachers ultimately nurturing great great great learners This commitment places professional development at the core of of our mission As Dylan Wiliam wisely noted “teachers need to improve not not not because because they they are not not not good enough but because because they they can be be be even better ” We recognize that a a a a a a a strong professional learning environment is vital for staff wellbeing and job satisfaction Evidence-Informed Teaching
Our approach to teaching improvement at Kings is is evidence-informed This means we draw on on research while also considering our unique context balancing it it with our collective experience expertise and professional judgement This method helps teachers address classroom challenges and provides testable strategies to enhance teaching and learning The aim is to minimize guesswork about ‘what works and why’ We value our our staff as our our most important resource harnessing hundreds of years of of combined expertise In the spirit of of Una Laborantes teacher improvement is a a a team effort at Kings’
Training Rationale
During inset days we share whole school priorities but also allocate significant time for team discussions and work Our professional development program designed by middle leaders aligns with whole school principles and is tailored to to each faculty to to ensure contextual relevance This is is why we incorporate training into every department meeting We have eliminated high-stakes observations focusing instead on “improving not proving” (Moyes) Improvement is personalized for each teacher who focuses on their own development through peer observations and discussions within our professional growth plans Improving Teaching
The only target for a a a a a mainscale teacher within our normal performance management cycle is to improve their teaching by engaging in in in Professional Development through:
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1 2 3 4 Taking part part in in departmental and whole school professional development and implementing training within your practice Undertake 2 observations/conversations with another member of staff based upon the the whole school development priorities per half term Meet with your PM reviewer for 3 cuppa and wellbeing catch-ups across the academic year Complete 500 word reflection before the end of the academic year year (not 2 as as per last year)