St George's Group, Spain
NOTES FOR HEADS OF SCHOOL AND MIDDLE LEADERS – PLEASE READ IN
PREPARATION FOR THE TRAINING SESSION IN FEBRUARY 2014.
The next middle leaders course is on Wednesday February 5th in the Boardroom/German Room in
Malaga.
The following notes are a precursor to the learning walk that will take place between 10.00 and
12.00 and should be read and considered before the course.
The Guidance on Learning Walks has also been amended to firm up protocols and is attached in a
separate document. The protocols have been discussed thoroughly by staff at St George’s, Malaga
and it is important that they are adhered to fully. Whilst there is an expectation that this is a Group
approach and the general principles hold, in keeping with the distributed leadership model, other
schools in the Group may wish to amend to suit their school context.
Following the experiences and discussions with teachers and middle leaders during the Autumn
Term, a number of important points have emerged:
1. There is overwhelming support for the principle of learning walks from teachers and school
leaders.
a. The walks gave participants useful insights into a range of approaches to learning
across phases and across the St George’s Group (Sevilla and Malaga, with Madrid to
follow in May 2014 and Roquetas in the autumn 2014), both affirming and challenging
their own practice.
b. Being part of a larger family group of schools became more evident and was
commented on positively by participants.
c. In many cases this was either the first time participants had visited another St George’s
school or indeed the first time they had visited another class/phase in their own schools,
in operation.
d. Learning walks are seen as an inclusive staff activity. They should be open to all staff
involved in teaching and learning. The involvement of students was also discussed and
seen as a positive approach to developing student ‘voice’.
2. In a small number of cases, classroom teachers reported a negative experience. This was
either because they did not feel sufficiently briefed on what was happening or because
‘walkers’ were not rigorous in observing agreed protocols – see below.
3. The focus of visits so far has been relatively broad – covering the St George’s Group key
development targets. In order to provide more insightful and constructive feedback to senior
leaders, future visits should have a more specific focus. The focus should be highly relevant to
current school targets for improvement – i.e. something senior leaders have identified as
important through their own evidence gathering. Examples might be drilled down from the key
group targets around technology, challenge and language development; or could simply be an
AfL area such as teacher questions, marking or oral feedback…or lesson starters...
The following areas were identified by SMT and discussed with staff in Malaga for discussion
about a focus for walks during this academic year in Malaga. The process in reaching that
specific focus is a useful and inclusive model:
Key St George’s target: How can we ensure sufficient challenge for students so that all make
appropriate progress in their learning?
Recent observation findings (evidence): Not all students in observations engaged
during Q and A sessions and there were some passive learners.
(Linked to recent T and L formal observations and feedback, and based on main findings in
secondary and primary from inspection),
Drilling this down specifically:
How can we use teacher questioning and the involvement of students in dialogue
and debate to ensure all partake in the learning?
In what ways can we evidence and measure progress over a lesson or series of
lessons in both student engagement/challenge and in oral language development?
‘How is questioning used systematically to draw pupils in the class into discussion
rather than focusing on just those who put their hands up?’
To what extent can we improve starters and plenaries to engage and maintain
context, pace & challenge?
What are teachers doing to elicit challenge through questioning?
Are students encouraged to be independent learners and be involved actively in
their learning, for example through questioning and group work (such as posed
questions to enable thinking skills as individuals or in groups)?
What examples of developing students’ language skills are observable – e.g.
developing vocabulary, correcting grammatical errors, opportunities to sustain
fluency…?
Are these questions sufficiently focused to enable walkers to gather evidence?
Do these questions need to be refined so they are appropriate cross phase?
What other questions would you suggest?
What other factors do we need to consider in order to maximise evidence gathering and the
experience productive and constructive?
Please consider, reflect and be prepared to respond during the first session of the middle
leader training in February 2014.
4. Clear communication to all staff about the purpose and process involved in the learning walks there was some debate about notice or no-notice drop-ins but the main points were around:
a) Knowing that a learning walk was taking place that morning/day and that 3-4
teachers/visitors would be dropping into their classroom for no more than 10 minutes;
b) Making sure all participants took into consideration lesson contexts such as timings –
when might be the best time to arrive: observing students on entry to the classroom,
starters, plenaries, middle bits…avoiding school events that interrupt observations and
don’t show teaching at its best (e.g. photographer visit or a dozen other regular
interruptions!).
c) Understanding what the purpose of the walk was – a general overview of the school in
operation and/or a specific focus identified by SMT and notified to all relevant staff;
d) Knowing what was expected of all participants – visitors, teachers, students…Being clear
about the protocols for the visit.
5. Feedback - although we decided that individual feedback was not a requirement due to the
nature of the short visit, it is important to produce a concise report on what was observed and
present/discuss this with senior leaders as soon as possible after the observations. A more in
depth consideration of feedback will take place during the course in February – see Programme.
Heads and Middle Leaders may wish to consider a school/Group aim to involve all T and L staff in
a learning walk during 2014. This would be a particular strong feature to support the principle of a
self-evaluating, self-improving school group and would be a positive note in any inspection.
Phil Whitehead
Chief Consultant
St George’s Group
With the continued help, support and input from Heads, Middle Leaders and staff, January 2014.