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Hayes Park Primary School. Hayes Park Primary School London Borough of Hillingdon NCETM small grants research project London region. Research proposition Can coaching contribute to the effective embedding on CPD in teacher’s classroom practice? Time scale

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slide1

Hayes Park Primary School

Hayes Park Primary SchoolLondon Borough of Hillingdon NCETM small grantsresearch projectLondon region

Research proposition

  • Can coaching contribute to the effective embedding on CPD in teacher’s classroom practice?

Time scale

  • Three terms – Spring, Summer, Autumn 2007

Focus

  • Mathematics CPD –introducing the PNS Renewed Framework with a focus on assessment for learning
using this powerpoint

Hayes Park Primary School

Using this PowerPoint
  • The first part of this PowerPoint presentation will take you through a summary of the project and show the research findings and conclusion. All the slides in the summary are denoted by a in the bottom left corner
  • To explore specific areas of the project in more detail, please see the sections in the Appendix
context

Hayes Park Primary School

Context
  • Hayes Park is a highly successful school classed as outstanding in all aspects by the OFSTED Report carried out on 20th June 2007 (www.ofsted.gov.uk)
  • Coaching has been established in the school over the last five years and is part of their standard practice
  • Dr Neil Suggett, the head teacher, is the project sponsor
  • Deborah Barlow, the deputy head, leads on assessment and curriculum
  • The maths subject leader, Susie Singh, was on maternity leave when the project began, came back for the middle part and then left the school to take up a new post in September 2007
context1

Hayes Park Primary School

Context

Alison Jones ( Y5 and AST) took the role whilst Susie was on maternity leave and now shares it with Caroline Marshall (Y6 and AST), who has taken on the main maths responsibility.

Jennie Pennant, the Professional Development Manager at BEAM, has acted as an external consultant for the project and carried out a number of the activities: devising the questionnaire, classroom sweeps, delivering some of the INSET, undertaking some interviews, analysing data and co-writing the report.

Initials will now be used to refer to people involved in activities.

methodology

Hayes Park Primary School

Methodology
  • teachers and TAs to be divided into two groups by year group
  • half (Years 1, 3 and 5) to receive coaching
    • three sessions as a year group of teachers and TAs
    • three additional sessions individually for teachers and as a year group for TAs
  • the other half (Years 2, 4 and 6) will receive no coaching
coaching

Hayes Park Primary School

Coaching

Features

  • sessions run by the coaches from the school
  • the sessions were 45 minutes long
  • the GROW model for coaching was used
  • the participants were familiar with the coaching approach, as it is regularly used in the school
summary of timeline

Hayes Park Primary School

Questionnaire

Classroom sweep

Summary ofTimeline

Spring 2007

INSET – half day

Coaching sessions

Review and discussion

Coaching sessions

INSET - twilight

Interviews

Summer 2007

Review and discussion

INSET - twilight

Coaching sessions

Classroom sweep

Questionnaire

Autumn 2007

Interviews

Review research and compile report

insets one whole day and four twilight sessions over the year

Hayes Park Primary School

INSETs - one whole day and four twilight sessions over the year

These focussed on introducing aspects of the Renewed Framework, looking at strategies for prior learning and other aspects of the assessment for learning agenda.

They were run by Jennie from BEAM and Alison and Susie, the MSLs from Hayes Park Primary School.

data collection

Hayes Park Primary School

Data collection
  • questionnaires, with an assessment for learning focus – prior to the research project and then again in the final term
  • teacher and TA interviews
  • classroom sweeps before and after with a focus on the questionnaire
  • teacher and TA feedback from various training and feedback sessions
  • year group leader interviews
questionnaire

Hayes Park Primary School

Questionnaire

The questionnaire was devised for this project and the classroom sweeps were also based on the questionnaire.

Teachers filled it in at the beginning and end of the project. BEAM analysed it and compared the findings to the classroom sweep findings and other evidence.

findings

Hayes Park Primary School

  • Classroom sweeps suggested that many initiatives were whole school and longer and more focussed observations would be needed to detect differences in progress between the cohorts.
  • Interviews pointed to the fact that coaching offered the following advantages:
    • dedicated time
    • opportunity for reflection
    • a whole year group focus
    • a coach to move you forward and keep you on task
    • an agreed strategy to go away and trial and report back on
Findings
slide12

Hayes Park Primary School

Findings

  • Questionnairesindicated the following:
    • both the participant groups and the non- participant group reported progress over the time of the project
    • the participant group reported more progress, in the majority of areas
    • the non-participant group had less room for making progress as their initial scores were higher than the participant group
conclusion

Hayes Park Primary School

Conclusion

The findings suggest that the coaching may have contributed to the embedding of the CPD.

There were, however, a range of other factors in play as well including:

  • whole school initiatives
  • the content of the coaching was not insulated from the other teachers
  • the sharing ethos of the school

Further investigation is needed into the interplay of the coaching with these other factors.

appendix

Hayes Park Primary School

Appendix

Coaching

  • Click a button to go to the relevant section
  • You can return to this page by clicking
  • in the bottom left corner

Questionnaires

Return to

appendix

Classroom

sweeps

Interviews

slide15

Hayes Park Primary School

Coaching

Page 1 of 4

‘Coaching is unlocking a person’s potential to

maximise their own performance.

It is helping them learn rather than teaching them’

John Whitmore

Return to

appendix

slide16

Hayes Park Primary School

  • How does Whitmore’s coaching approach work?
    • the process is non directive
    • the coachee drives the agenda
    • the coaching session is goal-centred and leads to action
    • coaching focuses on the present/future
    • coaching helps people take responsibility for action and is an investment in their growth
  • What is the basic structure to the coaching session?
  • Goal (for this session and the whole project)
  • R eality (the coachee’s view of the current reality)
  • Options (the possible courses of action)
  • Will (the level of commitment to action)

Coaching

Page 2 of 4

Return to

appendix

coaching1

Hayes Park Primary School

Coaching

Example of Goal

  • ‘developing manageable/effective review sessions’

Example of Will from two different groups

  • ‘numeracy table, games, sandpit for when task is finished’
  • ‘reviewing the way we assess’

Coaching

Page 3 of 4

Return to

appendix

coaching references

Hayes Park Primary School

Coaching references
  • Whitmore J (2002) Coaching for Performance, Nicholas Brealey Publishing
  • Smith A & Thomas W (2004) Coaching Solutions: Practical Ways to Improve Performance in Education Network Educational Press
  • Powell G, Chambers M & Baxter G (2001) Pathways to Coaching, TLO
  • Creasy J & Patterson P (2005) Leading Coaching in Schools, NCSL Research Publications

Coaching

Page 4 of 4

Return to

appendix

slide19

Hayes Park Primary School

Questionnaire – sections A and B

Questionnaires

Page 1 of 9

Return to

appendix

questionnaire sections c d and e

Hayes Park Primary School

Questionnaire – sections C, D and E

Questionnaires

Page 2 of 9

Return to

appendix

questionnaire1

Hayes Park Primary School

January vs September 2007: Average Scores for all Aspects (Participants)

Questionnaire

Questionnaires

Page 3 of 9

Return to

appendix

questionnaire2

Hayes Park Primary School

January vs September 2007: Average Scores for all Aspects (Non-participants)

Questionnaire

Questionnaires

Page 4 of 9

Return to

appendix

questionnaire3

Hayes Park Primary School

January vs September 2007: Comparison of Increase in Average Scores for all Aspects (Participants and Non-participants)

Questionnaire

Questionnaires

Page 5 of 9

Return to

appendix

questionnaire4

Hayes Park Primary School

Questionnaire

Findings:

  • both the participant group and the non- participant group reported progress over the time of the project
  • the participant group reported more progress, in the majority of areas except for B2 -learning styles and B3 -modelling maths talk, where the gains reported by the non-participant group were slightly higher than those of the participant group
  • the non-participant group had less room for reporting progress as their initial scores were higher than the participant group

Questionnaires

Page 6 of 9

Return to

appendix

questionnaire5

Hayes Park Primary School

Questionnaire

Greatest progress was recorded in the following areas by both participants and non-participants:

  • A2 the nature of verbal feedback
  • B5 children assess and articulate what they can and cannot do
  • C2 assessing prior learning

Questionnaires

Page 7 of 9

These reflected areas that had been whole school foci during the project and also some aspects of these had been taken as a coaching goal by the participant group

Return to

appendix

questionnaire6

Hayes Park Primary School

Questionnaire

In two areas the participant group reported more progress than the non-participant group:

  • A3 marking of written work
  • C3 planning adjusted daily

In three areas neither group reported much progress:

  • B1 sharing the learning focus - see WALT in classroom sweep section
  • D1 creating a safe classroom for taking risks
  • E4 children have strategies to assess their progress

These were areas that were already well established in the classroom.

Questionnaires

Page 8 of 9

Return to

appendix

slide27

Hayes Park Primary School

Questionnaire

Both groups reported little progress with:

  • D2 measure successful learning by not only getting the right answer
  • D3 fostering qualities such as perseverance.

These were areas that had not been specifically addressed during the duration of the project.

Questionnaires

Page 9 of 9

Return to

appendix

classroom sweeps

Hayes Park Primary School

Classroom sweeps

These were carried out by Jennie from BEAM in the Spring and the Autumn across both the coached and un-coached groups.

Jennie used the questionnaire foci on assessment for the observations and spent approximately 15 minutes in each classroom.

Classroom sweeps

Page 1 of 7

Return to

appendix

classroom sweep autumn 2007

Hayes Park Primary School

Classroom sweep Autumn 2007

JP observed in the Y1 classroom that children were encouraged to use these fans to show the teacher how they felt about their learning. These had been introduced over the period of the project.

Links to B5 on questionnaire: “children can assess and articulate what they can and cannot do”

Classroom sweeps

Page 2 of 7

Return to

appendix

classroom sweep autumn 20071

Hayes Park Primary School

Classroom sweep Autumn 2007

WALT (What we Are Learning Today) was present in every classroom in the Spring sweep. In all classrooms the children were now reading it out, discussing language in it and ensuring they all understood it. This was the result of a cross school focus on the language of maths.

Classroom sweeps

Page 3 of 7

Return to

appendix

classroom sweep autumn 20072

Hayes Park Primary School

Draw the bar chart using the information in the table

Classroom sweepAutumn 2007

Year 5 coached cohort

Spot the mistakes in these bar charts

These are two examples of laminated cards that children were annotating, to show their understanding of data handling. This was part of the strategy the teacher used to assess their prior learning.

Classroom sweeps

Page 4 of 7

Return to

appendix

classroom sweep autumn 20073

Hayes Park Primary School

  • Links to C4 on questionnaire: “My lesson plan is adjusted during the lesson according to the children’s responses”
Classroom sweep Autumn 2007
  • An excellent example of this was seen in a Year 6 lesson.

Well it could be buy one get one free

Two cartons of milk and a chocolate bar cost £1.30. If the choc bar cost 40p how much did each carton of milk cost?

Classroom sweeps

Page 5 of 7

So would that be better value?

Theteacher responded to the child’s suggestion with an open ended problem solving question for the class to investigate

Return to

appendix

classroom sweep autumn 20074

Hayes Park Primary School

Classroom sweep Autumn 2007

Classroom sweeps

This children’s self-assessment strategy was observed in both a coached and an un-coached year group. Children placed their name in one of the three columns that they felt best described their progress with the learning objective.

Links to E4 on questionnaire:“children have strategies to help them assess their progress”

Page 6 of 7

Return to

appendix

classroom sweep autumn 20075

Hayes Park Primary School

Classroom sweep Autumn 2007

The brevity of the visits meant it was difficult to assess differences in practice between the coached and un-coached cohorts.

For example, all classes were using the Renewed Framework and working on prior learning and assessment. However, DB thought that the coaching had contributed to the way that coached teachers had embedded the changes.

Classroom sweeps

Page 7 of 7

Return to

appendix

interview autumn 2007

Hayes Park Primary School

Debs Barlow, Deputy Head and responsible for the curriculum

Interview - Autumn 2007
  • raised the profile of assessment for learning in maths across the school
  • lot of progress on assessing prior learning – now need to focus on how to use that information in lessons
  • A4L rippling out from maths to pervade whole curriculum
  • teachers indicated several advantages of coaching: dedicated time, specific focus, commitment to action and feedback on progress.

Interviews

Page 1 of 3

Return to

appendix

slide36

Hayes Park Primary School

Interview - July 2007

Susie Singh, Maths Subject Leader

  • Susie taught in Year 1 – a coached year group
  • she felt that the coaching had created a pro-active atmosphere
  • ‘if people disagree they can express it in a non-judgemental way’
  • ‘coaching has provided opportunities to iron out problems’
  • ‘coaching made us very clear’
  • ‘coaching has deepened thinking’
  • she wondered if the coaching might have had more of impact in a less confident school

Interviews

Page 2 of 3

Return to

appendix

Susie left the school in July 2007 due to a geographical move

interview april 2007

Hayes Park Primary School

Alison Jones, Shadow Maths Subject Leader

Interview - April 2007

April 2007

Alison worked in the Year 5 team – a coached year group. She felt that the benefits of coaching were:

  • dedicated time to discuss issues
  • opportunity for reflection on practice
  • having the coach to keep everyone focussed.

A challenge was knowing what goal to choose.

Alison felt that PPA time would not have provided the same benefits as it tends to get used on pressing tasks.

Interviews

Page 3 of 3

Autumn 2007

Alison reiterated much of the above and felt that another benefit of the coaching was the opportunity to look at range of options if the year group was stuck.

Return to

appendix