Professional Learning Community (PLC)
How will Trios work?
Each trio meets throughout the whole academic year during designated PPM/PPT sessions and on a Tuesday morning on set dates as outlined on the CPD calendar.
PLC (sessions A) are presented by Lead Practitioners. Teachers are given a choice of six sessions to attend every half-term; each teacher will choose the PLC in each half-term, which best suits their specific Teaching & Learning needs (which may mean revisiting the same area more than once).
Teachers will work with different trios each half term; this means that every member of staff will have joined six different trios and will have worked with a total of twelve different teachers from across the College.
PLC (sessions B) are collaborative meetings and Lead Practitioners will act in a mentoring/coaching role. Teachers will work together on their chosen area of Pedagogy and Practice.
Outline of Sessions A
Teachers sign up to and attend one of the six Lead Practitioner-led T&L sessions. They attend a PPM/PPT session to collaborate with and support the members of their allocated trio to develop the specific area of pedagogy. These sessions will include:
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critical appraisal;
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joint planning;
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observation and reflection.
Outline of Sessions B
Teachers attend a PPM/PPT session. In these sessions they will, with their trio, collaborate with other trios who have the same PLC focus area. In these sessions, teachers will:
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feedback on the impact of the specific strategy on pupil progress;
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reflect on how they have used strategies in their current practice;
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develop next steps and complete their individual learning journal.
In between Sessions A and B
In between Sessions A and B (approximately 3 weeks):
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teachers observe lessons within the trios. This could be using iRIS or observing a part of the lesson linked to their teaching and learning focus;
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teachers meet during the Tuesday morning session to discuss and reflect on the impact on pupil progress.
Consistency across the Classroom |
Strategies to promote positive learning behaviour across the College. |
Modelling and Explanation |
Techniques to improve the quality of teacher-led expositions, including strategies to promote independent learners. |
Questioning |
Strategies for developing questioning to deepen thinking and to challenge misconceptions. |
Differentiation and Challenge |
Strategies to support, challenge and motivate all learners to maximise progress. |
Feedback |
Techniques to develop student understanding and create meaningful pupil response. |
Practice |
Strategies within and between lessons to improve learners’ recall and understanding. |