00.cov. 0444-2004.vfinal

5 Building capacity in school

The table below explains the characteristics of a school or department with a
well-developed capacity for improvement in teaching and learning approaches.

18 | Key Stage 3 National Strategy| Pedagogy and practice
Unit 2: Teaching models

© Crown copyright 2004

DfES 0425-2004

Attribute

It routinely shares

its expertise

It uses external

support and

challenge to

enhance practice

It has a clear,

operational focus

It has a well-

developed set of

priorities

Examples at

whole-school

level

Staff meetings

regularly feature

teachers

demonstrating or

illustrating how they

teach

Teachers are

regularly

encouraged to

attend external

INSET. LEA school

advisers are drawn

in to contribute to

school self-review

processes

The SMT signals

clearly that certain

items in meetings

are significant in

improving teaching

and learning and

ensures they are

given significantly

more time

It has a clear and

operational (not

cosmetic)

development plan

which guides

resource decisions

and action taken

Examples at

department level

Collaborative

planning involves

teachers sharing

their ideas on how

work can be

delivered. The

department shares

demonstration

lessons with staff

The department

uses the LEA KS3

consultants to

observe lessons

and provide

feedback

Meetings are

focused on

teaching and

learning issues. The

team is clear about

which items require

only a little time.

Administrative

items are given

later slots in

meetings

The department

has an action plan

based firmly on an

audit of teaching

strengths and

weaknesses.

Resource decisions

are based on

declared priorities

of strengths and

weaknesses

How are you

doing?

Table continues