How do the staff in the maths department
featured in this account of practice continue to develop their subject
knowledge? How does the Head of Maths support them?
Passion for the subject- enthusiasm,
interest, curiosity
Staff modelling discussion of the subject
Good post-16 uptake
Student
questionnaire - subject knowledge important
Delegate and
trust staff
Play strengths
of staff
Avoid sounding
panicked
Break things
down and pass on to your team in a manageable form that they want to do
Decisions made
and initiatives discussed as a team
Quality
assurance but recognising a range of teaching styles
Same teacher for a class over the two years
of GCSE or AS
Staff are
encouraged to attend their colleagues’ lessons, not to judge but to learn. As
Rebekah says, “It doesn’t matter how long we’ve been teaching, we’re always
learning.”
Learning
snapshots - 10-15min drop in agreed by participants and looking at student work
and getting student views on written feedback
Organisation of
looking after resources strategically delegated to department members
Two thirds of
department meeting time focuses on teaching and learning with everyone expected
to contribute
Association of
teachers mathematics
Database of
staff strengths and areas for development following observation
Maths society
Open door policy where students can ask any
teacher
Student
ambassadors
Peer mentoring with sixth form volunteers
7 features of
outstanding teaching and learning document
Key word
booklets
16 Q cards to
select from and answer the question on
Easter revision booklet
In what ways do you support members of your
team to continue to develop their subject knowledge, individually and as a
team? What, for you as a leader, are the greatest challenges, and how do you
overcome them?
Anything highlighted in bold above is something that we
already do in our department in order to support members of the team in
continuing to develop their subject knowledge.
ACTION POINTS:
In our department I think the greatest challenges are:
1.
Delegating to and trusting staff to complete
tasks. If I make expectations clear and, as described in the account of
practice, "break things down and
pass on to your team in a manageable form that they want to do" and then
follow up then hopefully we will create a culture of colleagues taking
responsibility for the tasks given to them.
2.
Encouraging staff to observe each other to
learn, not to judge. I will try to model this myself with other colleagues and
set up informal learning observations for members of my team.
3.
Dedicating department time to teaching and
learning. I will liaise with the Head of Science to ensure that structured time
(with useful outcomes) is dedicated to teaching and learning in department
meetings.
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