Tag Archives: Coaching

Lesson observations: Would picking a top set get you a better grading?

Posted on 23/03/2016 by evidenceintopractice

Lesson observations: Approach with caution! For any measure of teaching effectiveness to be useful, it needs to be valid. To be valid, a measure also needs to be reliable. Reliability represents the consistency of a measure. A measure is said … Continue reading →

Posted in Education policy | Tagged , , , , | 7 Comments

The ‘artificial science’ of teaching: System vs Individual competence

Posted on 04/01/2016 by evidenceintopractice

Over the last two posts, I’ve been exploring the extent to which teaching is a natural ability and whether there is a formal or ‘professional’ body of knowledge or set of skills required for effective teaching. In summary: The ability … Continue reading →

Posted in Education policy | Tagged , , | 7 Comments

The ‘artificiality’ of teaching

Posted on 03/01/2016 by evidenceintopractice

In my last post, I argued that the universality and the spontaneous development of teaching leads to the conclusion that teaching is a natural ability. The post generated some really interesting responses, but one from @informed_edu made a direct attempt … Continue reading →

Posted in Education policy | Tagged , , , , , , , , , , | 6 Comments

How do we develop teaching? A journey from summative to formative feedback

Posted on 22/04/2015 by evidenceintopractice

researchED: Research leads network day, Brighton. April 18th 2015 The beginning of the new term means it’s taken a little while to get around to blogging about the great event on Saturday. This tardiness is additionally poor given that I … Continue reading →

Posted in Research Lead | Tagged , , , , , | 7 Comments

Talking about the behaviour in our lessons

Posted on 01/09/2014 by evidenceintopractice

With the start of a new school year, behaviour management is a worthwhile focus. Whether one is a new teacher or simply new to a school, getting to grips with the behaviour management system of a school is an understandable … Continue reading →

Posted in Coaching | Tagged , , | 7 Comments

What really improves teacher quality?

Posted on 14/05/2014 by evidenceintopractice

In an interesting article for the Fabian Society, Andrew Old discusses the problems inherent in the desire to raise the quality of teaching. “‘Focusing on teacher quality’ … sounds agreeable, but much of the detail will be impossibly difficult to … Continue reading →

Posted in Education policy | Tagged , , , , | 6 Comments

Using student surveys to measure the impact of coaching

Posted on 24/03/2014 by evidenceintopractice

Evaluating the impact of professional development is remarkably difficult. Typically it stops at evaluation forms at the end of an INSET session, but it’s difficult to know whether even highly positive ratings equate to any change in teacher practice or … Continue reading →

Posted in Coaching | Tagged , , , | 4 Comments

Investigating teaching using a student survey

Posted on 20/03/2014 by evidenceintopractice

In October I blogged on how student perception surveys might be used to provide a fairly reliable measure of teaching effectiveness. Since then, I have been piloting a version of the MET survey to investigate my own teaching (along with … Continue reading →

Posted in Coaching | Tagged , , , , , | 20 Comments

Lesson study

Posted on 23/01/2014 by evidenceintopractice

Here’s an interesting model of ‘Lesson Study’ that could be used within coaching: Lesson Study: Preparing for AS Essay Writing

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Student voice

Posted on 03/10/2013 by evidenceintopractice

Here’s a really interesting research summary where student voice has been used as part of teacher evaluation. I’m going to use it to help analyse my teaching and provide a focus for my coaching sessions. Asking students. Interestingly, it appears … Continue reading →

Posted in General teaching | Tagged , , , | 2 Comments