Accountability or Responsibility

triad4

 

Turton Triads, CPD/Performance Development

My inquiry question: Can individual responsibility be truly intrinsic within the culture of school, thus completely removing the requirement for a top down structure of enforced accountability? Through the culture of the school, can teachers effectively reflect and develop their practice and hold themselves and each other to account without an enforced structure from senior leaders?

When we embarked on our Triad process, we had a collective imperative to transform teaching across school. Our intention was to re-focus our attention on what students were learning in the classroom, the content and sequencing of the curriculum and how well students were learning it. We undertook a good deal of research and analysis into the culture of teaching at Turton, the effectiveness of our taught curriculum, current pedagogy and the extent to which students were learning what was being taught and how we knew (assessment). We combined this with extensive conversations about current educational research outside of school and our personal values in relation to the purpose of education at Turton.

Subsequently, our school priorities were threefold:

  1. Our Hive Switch ensures that all students develop good character through a strong work ethic and excellent learning habits.
  2. Embedding the three ways of the Trivium (grammar, dialectic, rhetoric) into our curriculum to ensure that we deliver a world-class education for our students.
  3. Teachers as experts in their subjects who provide a broad and deep learning experience for students.

Moreover, our mechanism for meeting these priorities was through the Triad process for professional development and performance development. We established the Triads as a way of developing this together, and there was much work to be done!

A culture change in teaching had to be brought forth with a requirement for all teachers to immerse themselves in their own professional development and supportive of the development of others. We began working on developing a reflective, transformative culture, where everyone sought to improve their practice and invoke school improvement through each of us getting a bit better, year on year.

As part of the triad process, each member of staff set out three intentions for developing their practice for the year. Intentions rather than targets because targets has implications of a straight-line path towards an immovable goal, whereas intentions can set you on a curious and exploratory journey to improvement that is flexible and varied, with many possible routes.

These intentions link to school priorities but are crucially decided by individuals and Triad groups. Teachers firstly reflect on and assess their current practice, then discuss their intentions for the year with their Triad group and their Triad lead.

Now in our third year of the Triad process, I am highly impressed by the work that all teachers are doing within their Triad groups. The research, evidence-informed developments, the collaboration and collegiality and the notable improvements and excellent practice that is taking place in classrooms, tell me that a real culture shift has occurred. A culture that is now embedded in the practice of every teacher across school.

Once the culture change has occurred, there is no longer a need for the same rigidity in structure. I am now confident that teachers reflect, develop, collaborate and improve as part of their yearly practice. Thus, this year, we will move to each teacher setting just one intention in September. This will be set up as an inquiry, leading to evidence-informed improvements to practice. If appropriate, a second intention may be introduced at the review stage in February.

The teaching profession suffers from accountability overload, forcing people into practices that can destroy the fundamentals of great teaching: supportive relationships and self-growth. Our Triad structure provides the guidance needed to ensure that everyone can flourish in a collaborative community. It is a move away from accountability towards responsibility and integrity, values that better align with our culture. We value teacher professionalism, trust, collaboration and community and I hold a strong belief that my teachers want to do their very best for the students on a daily basis.

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Vision and Purpose 3 years on

I began working with my Leadership team 3 years ago this Christmas. Our coming together as a team was a meeting of minds; we are all passionate about the same thing: the power of education to transform life.

We keep our intentions simple: we want to provide the best education possible for our students.

Turton is the place where our passion and purpose come together. We believe our students deserve our very best on a daily basis, the best teaching, the best care, the best education.

Our vocation, and that of all Turton staff, is to transform the lives of our students through education, enabling them to make their mark. We believe that students from the north of Bolton, in the NW of England, can compete and succeed in making the NW area a significant global success.

Proud of our Lancashire roots, our goal is for students to make their mark in the world, keeping one foot rooted firmly in a heritage to be proud of; thus removing any sense of geographical disadvantage.

Education is the vehicle for social justice and a fairer society. Our students will contribute to over-coming the North/South divide, towards a better future for everyone and to an end to discrimination and poverty.

Our shared vision and purpose is the means by which we achieve our intentions, summarised in the diagram below:

vision and purpose

Knowledge, relationships and hard work are what we value.

The Touchstones are how we articulate our values to the students and wider community. They are the six elemental values that we want students to develop and leave Turton with; values that enable them to lead a good life:

Knowledge & wisdom, relatedness, community & belonging, creativity & expression, self-awareness, seeing the good in others.

The Trivium is the philosophy and methodology that forms the bedrock of our curriculum and the three ways of the Trivium – grammar, dialectic and rhetoric – inform pedagogy. The Trivium embodies the pursuit of wisdom from a knowledge-rich foundational curriculum.

The Trivium combines knowledge with hard work to foster learning.

The Triads is our performance development model, combining professional development with accountability. This model of performance development is formed on the principle that suitable collaboration ensures that everyone gets a bit better, year on year. The vision is of teachers as evidence-informed experts, leading the way to school improvement.

The triads is a collaborative process where teachers develop their knowledge and expertise through their professional relationships.

The Hive Switch supports learning by helping students to understand that this is the way we do things around here, making our expectations explicit to sustain a positive learning climate.

The Hive switch is where relationships and hard work combine to inspire learning behaviour. It contains eight elements that every teacher in every classroom commit to, thus provoking a group-related adaptation that creates a cohesive climate for learning at Turton which then enables everyone to be more successful than working independently.

The Hive Switch is a ‘one for all and all for one’ mind-set, similar to that of a team approach where the whole is greater than the sum of its parts.

Three years is an excellent point to pause and reflect. It is enough time to see the extent to which our developments are successful and how much the enacted daily experiences align with our vision and purpose. It is also enough time to gain confidence in the momentum of our work, which, with tweaks along the way, will provide the transport towards an even brighter subsequent three years.

 

Flunk and subsequently thunk

Year thirteen philosophy recently took a day off to attend our second Candle Conference by Dr. Peter Vardy, hoping to take notes and ideas to use in our study. An early start and a long day would seem to most a dreary way to spend their time for twenty five pounds, but not for us philosophers. Fully caffeinated at nine in the morning, all six of us were excited to see our old pal Vardy again.

sam armstrong

One of the most influential philosophers of our time, Vardy is one of the many thinkers whose ideas and criticisms are studied on the philosophy course, so a day of lectures on a variety of topics was incredibly useful in furthering our bank of scholars from which to draw upon in the exam. Covering the nature of God; Sexual ethics and gender; and secularisation, the Doctor solidified key ideas already in our heads alongside providing us with new ways to go about certain theological and philosophical problems. One such idea is the ‘problem’ of homosexuality in religion, particularly Christianity; while many idle folk would see this an incongruence, including some Christians themselves, Vardy explained how this is most definitely not true when we fully understand the teachings of the religion. In short, the Bible does say homosexuality is wrong, but so is wearing mixed fabrics, and nobody adheres to that, religion has evolved since then. Furthermore, what the Christian scripture really does is denounce sexual pleasure in its entirety, as this takes over and precedes God, which is wrong. Therefore, what the Doctor had shown is that when we truly understand Christian teachings, what it is actually saying we should watch out for is sexual pleasure overriding God, thus homosexuality can be as fully (fully!) coherent with religion as Polyester.

Now while this may sound like ancient nonsense, it is problems like this that not only are at the apex of theological debate in the modern day, but that we have to write about in our exam. Sexual ethics was just one example, and Vardy’s comments on gender represented highly modern views consoled with religion; they debased the flippant and uneducated notion that Christianity is intolerant or incongruent with modern ideas of gender and sexuality, and that in fact it is more encompassing than some modern figureheads portray.

Meeting and listening to Peter Vardy (for the second time) was not only curiously odd, since most philosophers we study have been dead for centuries, but an invaluable experience as part of our general lives and study. Accompanied again by Professor David Webster, Vardy gave us a useful and enjoyable day. Bailey’s Biscuit Bunch adore and abhor contemplation and closed-mindedness respectively, and are always ready for a debate; make our day and question the things around you.

Regards from Sam, Mia, Lucy, Sarah, Paige and Bailey.

Learning Behaviour

A reflection on one year of our Hive Switch, the aim of which is to build constancy and certainty into the heart of our daily practice.

The Hive Switch is a collective energy, which, when everyone works together on core consistencies, creates momentous change. In this case to transform the learning behaviour of our students.

hive switch

These are simple things that mean a lot when staff collude in their execution.

The strength of the Hive Switch is in its simplicity, yet it is deep in its ethics and purpose and in its impact on learning. All adults must be utterly resolved to stand together on these core consistencies for the impact to be sustained. It only takes one teacher to ignore a deviation from the core and this affects everyone, allowing students to play in the gaps between adults.

The effectiveness of the Hive Switch is a consequence of the communication that flows from the mouths of all the adults in school, classroom by classroom, day by day, repeated and strong. Holding tight to these rules through reasoning and tough love – never with anger, always with humanity – ensures that all students can access the best quality teaching that we can deliver.

When things get tough, we squeeze tighter together around our Hive Switch, with firmness and constancy and without aggression or shouting. The majority of students don’t need aggression, they respond to reason, and those who struggle have been punished for years with no positive impact.

Leadership stand alongside colleagues in a visible show of support. Our walkabouts signify that we are around for guidance and support and repeatedly reinforce our culture of hard work and personal accountability. In turn this helps us to infiltrate our aspirations for all students to flourish.

This is not a manual for behaviour management, it is a community culture that requires extensive communication and the training/coaching of teachers to become significant and caring, strong and engaged.

‘We can all be strict without being nasty, maintain boundaries without cruelty and correct children without aggression.’ Paul Dix

The Hive Switch weaves through teaching; teaching that is engaging and relational.

Steve Biddulph’s four Fs provide a good guide to teacher approaches that support our Hive Switch:

Friendliness settles and calms the class. Boys in particular can only learn from a teacher whom they feel likes them.

Fun engages students playfully in an environment of risk-taking and learning from mistakes, without feeling shame.

Firmness creates a relaxed but clear sense of who is in charge.

Focus comes from a well organised lesson with clear direction and a sense of progress and concrete achievement.

The evidence from the first year of our Hive Switch indicates that students are better at revising for exams, the work in books is demonstrably more sophisticated, hard work in class is the norm, we are seeing improved cooperation with previously disengaged students, parents are feeling better informed about their child’s learning, learning is embedded and students are making improved levels of progress.

As simple as the components of the hive switch are, as they become submerged into the daily ritual and routine of school life, they do in fact affect a culture change that enables sustainability.

IMG_1987All in all we are seeing a marked improvement in students’ cognitive and emotional self-regulation. Students are motivated to apply effort and continue when they find things difficult, as well as demonstrating an increased ability to respond to the demands of the experience. This is particularly evident in the excellent way that year 11 have approached the challenges of the new GCSEs, demonstrating great resilience, hard work and focus as they sit through (in some cases) 23 exams. But it is also evident as years 7 to 10 sit their end of year exams with immense personal accountability, recognising that focussed hard work leads to achievement.

 

Election fever hits Turton School!

Signpost, political parties

This General Election has been the most emotive political race that we have seen for many years. As the votes pour in many of us will be waiting impatiently to see how the balance swings. In order to use this event as a learning opportunity to educate our students about the importance of making informed choices and exercising their right to vote, Turton School held its own mock election today and the results are in! Today, Mrs Bali and her committed team of electoral officials set up polling stations around school following a number of form time activities to outline the major political parties’ manifestos.

Whilst we will have to wait until tomorrow to find our the results of the General Election, below you can get a feeling of how we voted in the constituency of Turton School:


As you can see, there was a resounding Labour majority in our election. Early reports from the General Election are that the Labour are gaining ground so perhaps the voice of the students at Turton is an echo chamber of the feelings of the young people of our nation. We shall have to wait and see what tomorrow holds….

Year 7 Year 8 Year 9 Year 10 Year 12 Teachers Total
Labour 79 82 95 38 93 38 425
Conservative 26 24 53 28 23 5 159
Liberal Democrats 1 7 22 2 0 2 34
Other 36 56 32 16 5 2 147
Turnout 68% 73% 86% 37% 84%

Revision time is here!

As we head back from the Easter holidays, and the sun begins to shine, and the days are so much longer, the summer does not seem far away.  However for a large number of our students we are heading into the busiest time of the year; exam time.  In lessons the last bits of the exam specifications are being taught to students in year 11 and year 13, and the emphasis turns to recall of previous content, linking key concepts together, to help students be able to answer whatever the exams throw at them.  Some students will have begun revising in earnest, while others are still being cajoled by parents and staff to settle into a revision routine.

revise

As I face my last summer of school exams as a parent I am secretly looking forward to a spring and summer not punctuated by revision. I have provided the mental support when the work gets boring, the cups of tea and food to keep my children going through these challenging times for the last six years.  Currently I find myself quietly sneaking out so that I don’t disturb my son who is studying for A levels this summer, and struggling to find a space to work myself, as he has taken over the desk at home.  Each child works differently; my house was covered in post it notes when my daughter was revising for GCSEs and A levels, with key points in the bathroom, the hall, her bedroom; anywhere that she might see each day.  She also made copious notes on cards, using colours to highlight key words, and used Quizlet when creating her own quizzes.  Her younger brother works differently, with some key notes made and lots of exam papers completed.  Both used myself and their dad as quiz masters at various times.  To be honest my heart sank each time one of them appeared with a revision guide or notes, and a wry smile to ask if I could just test them on a subject.  I learnt a lot about History, French, Food Technology, English and Geography that I had long forgotten as well as some things I had never studied.  Crucially, as well as feeling like I have been able to contribute, these times also gave me chance to check on their mental wellbeing, to offer positive thoughts and reaffirm the benefits of revising for exams.  As parents we help them see beyond the brick wall of the revision, especially when their favourite activities have to be put to one side for a while.  The short term hardship is made up for by the long term gains and everyone in the family gives up something when one child is completing exams.

Every child is different and every parent will have developed unique ways to support their child. Sometimes we need to remember to give up some of our favourite things to set an example and to provide time and space for our children to revise. To be honest this starts for most parents while the child is in primary school, as we listen to our children read, and help them to learn spellings and times tables. As our children enter secondary school parents can help by providing time and space to complete homework, and to keep helping the recall of key knowledge. End of year exams in each year allow students to practice revising, getting them ready for the exams at the end of year 11 and 13. This practice is so important as it develops the routines and habits of learning, making the exams at the end of year 11 less daunting. Our current year 11 students have between 20 to 23 exams this summer over 25 possible exam days, with A level students having around 10 exams. This means that revising in the run up to the exam period is essential. (As an aside, some suggested ways to help your child revise can be found here.)

desks

 

So, yes it is stressful for the students in year 11 and year 13, facing greater uncertainty in the exams for new specifications and an increasingly more difficult test for all subjects, and as parents it is our job to help our children use some of this stress to motivate them to revise, while doing everything we can to help absorb the rest of the stress.  In August we will be able to enjoy watching them when they collect their exam results, and see the doors that open as they move onto their future, and quietly congratulate ourselves that we helped them get through. And on a personal note I will be quietly celebrating the fact that next summer will be the first in six years when I don’t have a child at home revising!

 

Cathy Bach

Deputy Head Teacher

A heart-warming prefect application

This half-term year 10 apply to a selection committee to be given the opportunity to become a prefect, taking over from the year 11 prefect team as they begin their GCSE exams.

This process presents an opportunity for them to write one of their first letters of application for a position. It is a time for them to reflect on their years at Turton, their achievements both in school and out and to reflect on how they now contribute to school, society and the world of work as they mature.

Reading the applications is a heart-warming process that focusses our attention onto what wonderful people our students are developing into.

Below is an example of the many thoughtful applications that make us so very proud of our young people.

Prefect Application Form

Dear Turton Prefect application team,

I would love to embark on the journey to becoming a prefect and blossom from the effects of this role. This is because Turton has done so much for me and I would love to give some of that help and understanding back to the younger years. A prefect needs to have the qualities of someone who shows confidence when representing the school that I have come to love. They also need a strong understanding of our wonderful school environment and a desire to contribute to its continuing success. I feel I have these attributes.

As my three years at Turton have played out, I have become aware of the ‘Turton Touchstones’ and how much they represent the face of our caring school. To see the good in others, to be self-aware and witness our development, to be creative via the opportunities we are presented with, to belong to a loving and caring community, to have the relationship of teacher and pupil which Turton delivers to us. These are all things we take for granted. However, I have come to terms with how important they are for us as young people to help us to mature and grow. We are given opportunities others will only dream of, clean drinking water, a free education, and (in our school) a second family. I am unable to stress just how important these things are to us, it is easy for us to go day to day without even thinking about them. Yet there are many less fortunate young people who couldn’t imagine what it would be like to witness these events. I would love to be presented with the privilege of educating the younger years about these events and why they are important

Over the course of the three years I have been at Turton, I have received some amazing help through the challenges I have faced. One of these obstacles is my speech impediment (stammer) which I have suffered with from a young age. When people were mimicking my stammer and making fun of it I turned to my parents who contacted you. Within days the problem was resolved and I was capable to speak freely and confidently. It would be a privilege to help the younger pupils overcome hurdles like my own and strive for their best confidently and freely.

For the past few months I have been volunteering at 78th Bolton Walmsley Scout Cub group on a Monday night. I help out the three leaders organise activities and I have developed a strong bond with some of the cubs. From this experience I believe that I have learnt how to help and support these younger people. I think that I could carry out these skills to help some of the younger pupils and help them through times when they are struggling. As well as volunteering at cubs, I also volunteer after school at the school’s water polo and swimming team. I help the squad to train and set drills for them to complete, I also take one to one sessions while the others do different drills. This has given me a strong understanding on how to help and encourage younger peers. Finally, I also have a paper round. This means I get up at 05:55 Monday to Friday to deliver around fifty papers. I have learnt to work hard, be reliable and I have become a lot more motivated. I wish to pass these skills to my younger peers.

In conclusion, I feel that I would make a good prefect as I am humble, generous and kind. I feel that I’d be an asset to the prefect team and would try my hardest to become a successful figure in representing the school at events and in day to day life. I would be willing to go to events and it would be a privilege to represent the school and help the senior prefect team as well as staff. I will thrive to do my best and I hope you will accept and welcome me into your prefect team.

Yours sincerely,