Improving Our Classrooms

1. Improving Our Classrooms

2. Background On its 6th run since September 2011 180 teachers have participated Reaching over 5000 children in 89 Schools

3. Background Planted the seed for Improving Our Playrooms and Improving Our Classrooms Secondary All participants now gain GTC Professional Recognition

4. The Learning City Our Team is Glasgow’s Teachers

5. The Learning City: What if… • What happens in the classroom became the main agenda for professional learning? • We empowered class teachers as major agents of improvement? • We showed teachers that in Glasgow they are highly valued and supported? • They opened up their classrooms and cooperated with colleagues in trios?

6. The Learning City: What if… • Teachers had opportunities to share, reflect, and interact over an extended course? • We asked each teacher to identify and work on a single worthwhile aspect for improvement in outcomes for children? • Improvement was based on a simple model of ‘before and after’ and the gains for children? • We recognised and celebrated their success in achieving improvement?

7. A Glasgow Initiative • Teacher quality is the key to meeting the needs of learners in the 21st Century and developing Curriculum for Excellence • The key to teacher quality is professional development • Professional development needs to support the important role of the class teacher in improving our classrooms - a neglected aspect of educational improvement • Glasgow has taken the lead in Scotland in providing CPD that caters in depth for class teachers: the only provision of its kind.

8. A Teacher's Story... • A Glasgow classroom teacher, participated in the course in 2013 • Focus on Self Evaluation - had to try something different with my class and my plans. • I had to adopt a willingness to change in order to improve

9. A Teacher's Story... • Picked science as a focus - led to improvement in dialogue. • Trio model had a huge impact • Trio model taken back to school • In-service training to my colleagues.

10. A Teacher's Story... • Plan ways to improve self evaluation in our school. • 3 teachers at different stages working together for one term. • Share ideas, plan together, give support. • Support of management.

11. What difference did it make? • Open doors • Peer monitoring, supporting environment • Greater respect for the work done in different stages

12. What difference did it make? • Never in my 25 years experience working in Glasgow primary schools has one course made so much of a difference. • Huge impact across our city • Significant improvements in self evaluation throughout our schools leading to an improvement in the learning experiences for children in our classrooms.

14. The sun goes round and round - Keiran It gets cold because the sun goes away and the moon is really cold. - Aiden The sun might play hide and seek. - Demi The sun might sleep in the clouds. -Demi

15. A Teacher's Story... • Explaining their thought process to others • Asking peers H.O.T.S questions to challenge their thinking • Joining a maths club after school

16. A Teacher's Story... • Leadership Roles: teaching games/activities to younger children • Applying their knowledge to new and unfamiliar contexts • Impact on learners across the city

17. I love maths now. It feels like we are not doing work but I know I am learning lots - I asked my teacher if I could teach the younger children some of the games and activities I have learned. I am now a maths leader The questions you ask me and that my partner asks me sometimes hurt my brain. I like that I have got to think hard I can use higher order thinking skills in language now and in other work