Key

Core activity
Optional activity

Please remember that the outlines below are for guidance only and we would encourage you t

Best for…

How much PD time do you

have?

Staff inset week

Staff inset week
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Holiday
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Holiday
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Holiday
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Holiday
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Holiday
Week 31
Week 32
Week 33
Week 34
Week 35
Week 36
Staff inset
Ideas for activities in the
workshops

Notes
er that the outlines below are for guidance only and we would encourage you to adapt them to suit your teachers' needs

Film Club Model

Schools with only very limited time for Professional

Development.

Teachers who are still shy to share their practice with

their colleagues.

1 session of 2 hours every 6 weeks

Optional: Up to 5 hours of self-guided learning around

each session

Look through the "Teaching Skills Roadmap - Overview" document. Teachers highlight actions they are already doing cons
MentorsGroup
organise 1:1 conversations
Introduction with teachers
to the Roadmap about
and the their
model. self-assessments,
Setting expectations the support
for the year they might need
and booking forin
dates the year a
diaries.
focuses for growth.
Read Skill 1 overview
Skill 1 Workshop (see notes below for ideas)
Make Skill 1 Action plan and discuss with mentor
Implement action plan
Implement action plan
Discuss results with mentor

Read Skill 2 overview

Skill 2 Workshop
Make Skill 2 Action plan and discuss with mentor
Implement action plan
Implement action plan
Discuss results with mentor

Read Skill 3 overview

Skill 3 Workshop
Make Skill 3 Action plan and discuss with mentor
Implement action plan
Implement action plan
Discuss results with mentor

Read Skill 4 overview

Skill 4 Workshop
Make Skill 4 Action plan and discuss with mentor
Implement action plan
Implement action plan
Discuss results with mentor

Read Skill 5 overview

Skill 5 Workshop
Make Skill 5 Action plan and discuss with mentor
Implement action plan
Implement action plan
Discuss results with mentor

Read Skill 6 overview

Skill 6 Workshop
Make Skill 6 Action plan and discuss with mentor
Implement action plan
Implement action plan
Discuss results with mentor
Final reflection with mentor on progress this year
. Read through the Teacher Actions together.
. "What do you already do?" "What are some
examples?" "Which colleagues have you seen doing
this well?" "How?"
. Watch the video examples and discuss them - "How
else could the teacher have done this Teacher Action?"
. Watch an Extended Case Study with a focus on your
chosen skill or discuss one of the reflection questions at
the end of the video.

Rather than looking at 1 Skill per cycle, teachers could

be invited to vote on which skill they want to focus on. It
is more important to empower teachers to follow their
needs and interests than rushing through all skills in 1
year e.g.: Teachers may vote to spend 3 cycles on
classroom management but not cover Planning or
Active Learning as they already feel more confident with
this.
ould encourage you to adapt them to suit your teachers' needs

Learning Together Model

Teachers who enjoy working collaboratively and learning through

discussion.

1 session of 2 hours, every 2 weeks.

Optional: Up to 3 hours of self-guided learning around each session.

- Overview" document. Teachers highlight actions they are already doing consistently
chers about
and the their
model. self-assessments,
Setting expectations the support
for the year they might need
and booking forin
dates the year and their
diaries.
focuses for growth.
Read Skill 1 overview
Skill 1 Workshop (see notes below for ideas)
Implement action plan
Skill 1 Workshop 2
Implement action plan
Skill 1 Workshop 3

Read Skill 2 overview

Skill 2 Workshop 1
Implement action plan
Skill 2 Workshop 2
Implement action plan
Skill 2 Workshop 3

Read Skill 3 overview

Skill 3 Workshop 1
Implement action plan
Skill 3 Workshop 2
Implement action plan
Skill 3 Workshop 3

Read Skill 1 overview

Skill 4 Workshop 1
Implement action plan
Skill 4 Workshop 2
Implement action plan
Skill 4 Workshop 3

Read Skill 1 overview

Skill 5 Workshop 1
Implement action plan
Skill 5 Workshop 2
Implement action plan
Skill 5 Workshop 3

Read Skill 1 overview

Skill 6 Workshop 1
Implement action plan
Skill 6 Workshop 2
Implement action plan
Skill 6 Workshop 3
Final reflection with mentor on progress this year
Workshop 1 in the Cycle:

. Teachers read the indicators together and discuss what they already do,
sharing good practices.
. Teachers watch all video examples together and discuss how they can
implement them in their context.
. Teachers prepare their actions plans together and browse the Roadmap
platform website for ideas.
. Teachers draft their action plans and present back to the group

Workshop 2 in the Cycle

. Teachers share back how the first week of implementation went – what
they tried and how it went.
. As a group they discuss what might have gone wrong and what they can
try next.
. They organise times for peer observations. It may be a good idea to
explicitly train teachers on how to do peer observation:
(https://www.cambridge-community.org.uk/professional-
development/gswpo/index.html).

Workshop 3 in the Cycle

. All teachers report back on what they tried and how it went.
. All teachers watch an extended case study or even better - a recording
of one of their colleagues’ lessons and discuss how they could learn from
the case study to improve their practice further.
Lesson Study Model

Schools willing to prioritise Professional Development time in teachers’ workloads and give them space
to learn deeply alongside their core work. Schools with a member of staff who is confident facilitating
Professional Development.

1 session of 1.5 hours every week.

2 hours of self-guided learning around each session.

Identify Lesson Study group leaders and train them to be confident leading the process (See
recommended handbook: https://lessonstudy.co.uk/wp-content/uploads/2012/03/new-handbook-
revisedMay14.pdf).

Form Groups of 3 teachers and introduce them to Lesson Study and the the Teaching Skills Roadmap
platform.

Groups identify a shared problem

Groups outline a sequence of 3 lessons they will teach. They consider how to adapt the resources to
solve
Groupstheofshared
3 teachproblem. They use
the 3 lessons and the Teaching
observe eachSkills
other,Roadmap platform
with a focus on thetoshared
inform problem
these
improvements.

Groups of 3 discuss the findings

Groups of 3 share the findings with the other groups

Teachers are encouraged to use the content in the Teaching Skills Roadmap platform to continue
reflecting on how they might adapt their lesson to solve their key teaching challenges

Groups of 3 identify a shared problem

Groups of 3 outline a sequence of 3 lessons they will teach and how they will adapt it to solve the
shared
Groups problem.
of 3 teachThis
the includes drawing
3 lessons on content
and observe eachfrom the
other, Teaching
with a focusSkills
on theRoadmap platform.
shared problem
Groups of 3 discuss the findings
Groups of 3 share the findings with the other groups

Groups of 3 identify a shared problem

Groups of 3 outline a sequence of 3 lessons they will teach and how they will adapt it to solve the
shared
Groups problem.
of 3 teachThis
the includes drawing
3 lessons on content
and observe eachfrom the
other, Teaching
with a focusSkills
on theRoadmap platform.
shared problem

Groups of 3 discuss the findings

Groups of 3 share the findings with the other groups
For this model teachers work in groups of 3. Ideally they should teach the same subjects and grades.
Before the introduction session, we recommend that the Head of Department reads the following guide
Teachers
to Lesson are encouraged
Study. to use the content in the Teaching Skills Roadmap platform to continue
https://lessonstudy.co.uk/wp-content/uploads/2012/03/new-handbook-
reflecting on how they might adapt their lesson to solve their key teaching challenges
revisedMay14.pdf

First workshop in the cycle: Identify a shared learning problem e.g.: "There are a group of girls who are
hesitant to contribute" or "My class are struggling to grasp long division". Review your curriculum guide
for this and your teaching teaching materials in relation to the problem identified. Begin to research the
problem in depth using the research summaries, videos and ideas for implementation from the platform.
You can also supplement this with online research as well if desired.
Final reflection with mentor on progress this year
Second workshop in the cycle: Groups outlines a sequence of three 'research lessons' together in
which they are going to try out a new approach that the research suggests may address the problem.
They each identify a 'case' pupil in their class who should together represent the range of learners in
the three classes (or who are some of those children causing the concerns). They plan the first
research lesson in detail predicting together, agreeing and writing down what the case pupils will be
doing if the lesson is successful in helping the pupil achieve the intended learning. Teachers are
encouraged to use the content in the Teaching Skills Roadmap to inform the design of their lesson.

Third and Fourth week in the cycle: Teachers observe each others lessons with a focus on the shared
problem. During the lesson they focus on how well the case pupils are achieving the agreed intended
learning. After each lesson they discuss what they saw the case pupils (and other pupils) actually learn
compared with their intentions. The reflect together on how they could improve things in relation to the
problem area and plan the second lesson. They repeat exactly the same process of prediction,
observation and reflection and do the same for a third research lesson updating their shared material
ahead of the next "teach" of each lesson. Debriefs may include student interviews. Discussion records
and data can be collected and managed using the Research Lesson Study workbook also freely
available at www.lessopnstudy.co.uk

Fifth week in the cycle: Teachers meet to discuss their overall findings around how to solve their
learning problem and consolidate them ahead of sharing with the rest of the group. They agree what
changes should be made to lesson plans and curriculum guidance as a result.

Sixth week in the cycle: Findings are reported back to the other groups.

We strongly recommend reading the Research Lesson Study Handbook by Peter Dudley linked above.
It has detailed guidance about the process and has been developed with teachers worldwide over 20
years. In between cycles, teachers are encouraged to use the content in the Teaching Skills Roadmap
to reflect on their key challenges and how they could address them.

You may choose to do anything from 2-5 cycles in a year. Please note that to complete this model it is
essential that teachers have significant time allocated for them to debrief, research, plan and
consolidate findings from their lesson study cycles.