Advanced skills teachers

Advanced skills teachers in Bedfordshire

At present he Advanced Skills Teacher programme is funded by the DfES through the Standards Fund or through individual schools. The DfES has indicated that ASTs are an important aspect of developing good practice in teaching and learning and that funding will continue in a variety of ways: through schools and communities of schools, as well as through Standards Fund grant until August 2008.

The Local Authority's commitment to Advanced Skills Teacher is recognition of the value of identifying excellent classroom practitioners and using their expertise in leading best practice within their schools and beyond. In Bedfordshire ASTs are involved in promoting and developing good practice in a number of ways: coaching and supporting teachers and subject leaders in schools, working with Strategy Consultants and School Improvement Advisers to support the implementation of National Strategies, and with the Bedfordshire School Improvement Partnership on research and development to disseminate good practice in clusters, Learning Communities and across the LA. In particular, Advanced Skills Teachers have much to contribute by supporting improvements in schools causing concern.

Whilst school leaders will have responsibility for the day-to-day management of their AST colleagues, LA Advisers and Consultants will identify the priorities for AST outreach work.

Bedfordshire has made a significant investment in the AST programme through the Standards Fund Grant and therefore is committed to measuring impact on good practice in our schools. The AST initiative helps put the leadership of teaching and learning and the career development of excellent classroom teachers at the heart of our drive to raise standards.

What is an Advanced Skills Teacher?

An Advanced Skills Teacher is an excellent teacher who achieves the very highest standards of classroom practice and who is paid to share his or her skills and experience with other teachers. Here are indicators of excellence:

• High level skills in teaching, classroom management and maintaining discipline.
• Quality of planning, assessment and evaluation.
• Up-to-date command of subject knowledge.
• Understanding of pupils.
• High expectations of themselves and their pupils.
• Excellent progress.
• Ability to give high quality advice and support to other teachers.

Who can become an Advanced Skills Teacher?

Teachers who meet the assessment standards. Assessment will include:

• A classroom observation
• An interview
• A discussion with the candidate's Headteacher and any other staff familiar with the candidate's work
• A review of documentary evidence including the application form and a portfolio of evidence

Teachers who are:

• Full time
• Part time
• Peripatetic
• With management responsibilities
• Existing heads and deputies

School leaders will need to consider carefully whether the AST role is compatible with a teacher's existing management responsibilities.

What does being an AST involve?

• Excellent classroom teaching- 80% of time is teaching their own classes.
• Sharing good practice with other teachers.
• Supporting wider professional development.
• Providing support in their own school - 'inreach'.
• Providing support in other schools - 'outreach'
• Being involved in developing good practice locally and across the LA

Career development

Many ASTs are happy to continue with the role of AST as it offers never-ending stimulation and variety. However, as with any group of very talented people, ASTs often progress into other careers as Headteachers and Assistant Heads, Advisers and Consultants.

Reflections of ASTs

Hugh Black-Hawkins, Redborne Upper School

I have worked in the English department of a Bedfordshire upper school one day a week helping with English literature being taught in the sixth form. My time was spent working both in and out of classrooms, supporting staff as they managed the demands of the Curriculum 2000 initiative

Over the course of the terms I was involved in approximately 120 lessons. In each of these I took the role of one of the following:

• Non-participatory observer of classroom teacher
• Team-teaching in the classroom
• Teaching of the lessons with classroom teacher as observer

Decisions about the nature of the support I provided were made in consultation with the members of staff concerned. These discussions primarily focused on teaching technique : methods of presentation, pace, clarity and the learning that had gone on. We also used these opportunities to discuss the texts taught in detail. I was also available for the head of department to explore management aspects of running an English department.

Curriculum 2000

A focus of the discussion of the English department was the impact of Curriculum 2000. I was able to draw on the substantial changes that have affected A level literature teaching. I have been able to emphasise the critical importance of assessment objectives and how these influence every aspect of the new syllabus. I have shared my experiences as an examiner for OCR. I have shown how essays are marked by the board and set up a standardisation exercise in the department to support its marking schemes in which I marked and double-marked a sample of essays. I have read and verbally commented on all 6th form English lesson plans and, in so doing, helped identify areas of individual and collective weakness which departments inevitably have when confronted by a radically new syllabus.

Additional support

• I have produced booklets of support material on amongst others, William Blake, post-colonialism and "Measure for Measure".
• I have liaised with the library staff to ensure that relevant supplementary texts are available.
• I have advised on appropriate choice of course-work including strategies for students who have difficulty with sustained writing tasks.
• I stimulated debate about ways of teaching Shakespeare at A level, how to sell poetry and approaches to the novel.
• I introduced the department to critical theory which, as the newest aspect of A level literature studies, is crucial for exam results success.

Conclusions

None of this would have been effective if I did not have the trust and support of colleagues who appeared eager to share everything with me. All the members of the department with whom I worked were either new to the profession or new to the country. I understood that if I were to do anything it would be to increase confidence.

One story serves to show what I did, and the impact I had on a member of the staff and also on the students' learning. Two sets were starting different novels on the same day. In the morning I taught a lesson on one text analysing only the first page. In the afternoon my colleague approached the first page of another text adopting my tactics. It was the best lesson that I had seen him give in two terms.

I may be contacted through Chris Gill at County Hall.

---

Christine Lock, Sharnbrook Upper School

I have been an AST for the past 3 years. My subject specialism is Art and Design which includes the way new technology can enhance existing good practice.

I have been running training courses for teachers since 1999 and over the past 12 months compiled (with a sixth form student) an interactive training CD showing examples of over 70 projects. Copies of this CD, plus sample printed projects, are currently on their way to all the upper schools in Bedfordshire.

The support I offer in new technologies for art education includes everything from the high end, fine art and design applications, differentiation and assessment and monitoring, through to the basics of budgeting and classroom management.

Another area of my AST work involves supporting other subject areas on a very practical level. I help to produce resources or provide training in using general visual material, either on the intranet or as hard copy, for general teaching and display.

My work also involves offering advice on improving the general or specific areas of the school environment, working on a very low budget, targeting key areas such as foyers, staff rooms, etc. through to working with architects on issues specifically to do with education.

I have also been involved in our CASE project and particularly how a whole range of thinking skills are promoted through the teaching of the arts. In April 2002, in conjunction with Carolyn Yates (CASE) and Ken Gough (ARTS Arts Reasoning and Thinking Skills director) a successful conference was organised and run at Sharnbrook.

I may be contacted through Cheryl Salmon at County Hall.

---

Clare Ogden, Harrold Priory Middle School

Support Available

• Geography KS2/KS3
• Teaching and Learning Approaches
• Transfer/Liaison
• N.Q.Ts

Background

I have been teaching for almost 20 years now and still enjoy the challenge and reward of being in the classroom. I have taught in Secondary and Middle Schools and have been Curriculum Governor in a Lower School. I have been involved at Senior Management level both in my past and present school.

Examples of Work completed

Initially l was involved in working within the North Bedfordshire Pyramid across Upper, Middle and Lower Schools working with Heads, Staff and pupils' researching liaison and transfer issues. This led to Changes in Upper/Middle Transfer, a completely new system of transfer documentation being implemented across the pyramid, pyramid inset sessions on accelerated learning and cross- phase staff exchanges.

I am able to offer support within Geography Departments in terms of developing successful teaching. For example, l have helped teachers and NQTs by helping with lesson planning, classroom observation and support, differentiation, target setting, class layout and management, display, demonstration lessons.

I have delivered inset sessions on a range of teaching and learning strategies, such as thinking skills, whole class teaching, accelerated learning techniques. The emphasis is always on the practical application in the classroom and can be to a department, school or group, eg NQTs.

I have continued to develop resources for use in the classroom. 'Geography Challenges' a pack of tested starter materials for use in the class, were made available to all Middle Schools in County, along with twilight sessions on how to use them in the class context. I am continuing to develop modules for this pack.

I have put a system of Pupil Tutorial Time linked into target setting in place that has been running successfully for two years. This has been evaluated by staff and pupils and changed accordingly. I am able to share this with other schools looking at ways of promoting pupil target setting that is meaningful within the school.

I have recently, through Bedfordshire School Improvement Partnership, organised a Geography Thinking Group that will be meeting on a half termly basis starting in September 2002 to share best practice and develop materials to try in schools. There will be a clear focus for each session and geography staff will have opportunities to develop techniques and KS3 Strategy ideas.

Session 1 - Starters and Plenaries

Session 2 - Thinking Skills

I may be contacted through Cheryl Salmon at County Hall.

---

Carol Parish, Grange School for Moderate Learning Difficulties

Background

• I teach Science to Key Stage 3 & 4, this involves preparation for : SATS, Unit Award Scheme, Asdan and G.C.S.E (Foundation)
• I have a keen interest in ICT
• I have an electronic whiteboard (Promethian)
• I have developed a wide range of teaching strategies to enable low achievers to access the curriculum.
• I am an advocate of 'Accelerated Learning' in particular using 'Visual Cues' with pupils on the Autistic Spectrum.

Examples of work completed to date

In the year since taking on this AST role I have been involved in the following :-

1. Audits of Key Stage 3 Science Schemes of Work.

2. Assessment and target setting.

3. Classroom management.

4. The pace and organisation of lessons.

5. Sharing Teaching/Learning strategies to encourage pupils to stay on task.

6. Support and ideas on resourcing/organising a new Science Lab.

7. Sharing strategies which may help 'Visual Learners', in particular by the use of Data Projector.

8. Introducing Unit Award Scheme for low achievers at Key Stage 4 by developing and sharing 'Unit Award Outcome Sheets' and Pupil Support in 'Powerpoint Presentations'

9. Reviewing use of ICT in Science including CD Roms, VHS and Digital Videos, Internet and Powerpoint.

10. Training on Electronic Whiteboards, in particular Activstudio

This year I am involved in the launch of the Key Stage 3 Science Strategy and will be available for support in individual schools.

I am usually allocated to a school for half a term, one day a week.

I may be contacted through Cheryl Salmon at County Hall.

---

Marcus Ray, Lark Rise Lower School Dunstable

I am able to offer support in the teaching of Numeracy and ICT in all areas of lower schools, with main focus on KS1 and KS2, but would be willing to include Foundation stage in this.

I can offer support in the following areas of Numeracy:

• Lesson structure ~ 3 part lesson.
• Classroom and lesson organisation.
• Planning of Numeracy ~ short, medium and long term
• Assessment ~ medium and short term.
• Target setting.
• Differentiation in all parts of Numeracy lessons.
• Use of vocabulary and key questions in plenary.
• Teaching of Numeracy to more able and talented.
• Teaching the mental and oral part of the Numeracy lesson.
• Coordinating the subject.
• Using ICT to teach Numeracy.
• Ideas for activities in all parts of the lesson.
• The use and production of resources for all parts of the Numeracy lesson.
• The production of a whole school policy for Numeracy teaching.
• Implementing the Numeracy Strategy Training Materials.

I have experience in providing support in all these areas to schools in a variety of situations with different types of catchment. I have provided this support to schools with varied staffing situations in terms of level experience, change in situations and level of previous training.

In past work I have worked with individual teachers, teams of teachers and whole staff. My input has been through:

Staff meetings and training

• Demonstration lessons with own pupils and those in focus school
• Completing medium and short term planning with individual staff and teams of teachers.
• Working with individual or teams of teachers to develop lesson structure and organisation.
• Working with coordinator on structure the practice and procedures for teaching Numeracy
• Observing teaching of Numeracy, giving feedback to staff and identifying areas for development, including ideas for doing so.
• Observing and assessing children's level of ability in Numeracy and possible areas for development.
• Demonstration of good practice strategies and ideas in all areas of the Numeracy lesson.

I am also able to offer support in the teaching of and use of ICT in all areas of lower schools. For which I can offer support in the following areas:

• Use, organisation and resourcing of ICT suites and computers in classrooms.
• Teaching of ICT skills and as part of single subject lessons.
• Planning of ICT ~ short, medium and long term ~ Use of QCA modules.
• Assessment of ICT skills ~ medium and short term.
• Coordinating the subject.
• The production of a whole school policy for ICT teaching.
• Guidance on effective resources, hardware and software.
• Ideas for ICT lessons and teaching specific ICT skills.
• Ideas for helping parent's involvement in children's ICT use.
• Staff training in use of ICT and developing staff skills in using ICT as a teaching tool and resource.

I may be contacted through Cheryl Salmon at County Hall.

---

Beth Smith – Livingstone Lower School, Bedford

I have a wide range of teaching experience. My first teaching experience was in a large Primary school in Scotland where I taught 11 year olds. Since then I have taught ESL in Saudi Arabia, traveller children in Bedfordshire and I am now teaching Year 1 at Livingstone Lower School in Bedford, where there are a high percentage of EAL children. I also taught part-time at De Montfort University for 10 years, supervising students on school experience and as a Visiting Lecturer in the English and Geography Departments.

Support available

I have been supporting schools with:

Key Stage 1 Literacy: emergent writing (assessing and targeting), phonics and reading.

Numeracy: planning lessons and differentiation.

I could also help with Geography - planning, resources and teaching.

I am also the co-ordinator for gifted and talented pupils in school and have delivered inset and developed a policy in this area.

I have been an AST for over a year and during that time I have supported a teacher from abroad, returning teachers and a school in special measures. The support given has included:

• Help with planning.
• Assessing children's work and setting targets.
• Demonstration lessons in the teacher's own class.
• Demonstration lessons in my class.
• Inset to staff on emergent writing and the teaching of phonics.
• Observation of teacher's lessons and constructive feedback given.
• Help with classroom organisation, resources and behaviour management.
• Help integrating ICT into Literacy lessons.

Working arrangements

The school first identifies an area for improvement and decides what the aim is. An approach for support is then made to Sally Dakin, AST Co-ordinator. My role is not to advise the school what to do, but to work in partnership with the teacher(s) to develop a programme, which leads to the aim being achieved. This will involve discussions initially to decide on suitable action and success criteria. A programme would usually involve a mixture of the activities listed above. I am released from school on Friday and can work in school with the teacher(s). If I am observing a session or giving a demonstration lesson, the school needs to make release time available for the teacher afterwards, to allow feed-back. I can also be available after school for planning sessions or inset. Support can be given weekly for a term, or less frequently over a school year, depending on the type of work undertaken.

I may be contacted through Cheryl Salmon at County Hall.

---

June Pressland, Beecroft Lower School - Early Years Unit

I have only recently become an AST but have worked as a practitioner in the early years for 20 years. I enjoy all aspects of the teaching and learning within this age range and have particular experience with the development of the provision for reception aged pupils in lower school.

AST experiences

I have supported a school in special measures to improve the quality of teaching and learning in a reception class. I have supported schools to develop the provision in the early years and worked with colleagues in other schools to develop their planning to enhance the children's learning.

I am able to offer support in the foundation stage:

• Planning and developing the early year's curiculum from the Curriculum guidance for the foundation stage
• Planning and developing the early year's provision in a lower school
• Planning and incorporating the Numeracy Strategy in the early years unit for reception aged pupils
• Planning and incorporating the Literacy Strategy in the early years for reception aged pupils
• Assessment and record keeping in the early years
• Full demonstration sessions for numeracy and literacy in the reception classroom
• Planning and developing the use of ICT in the early years
• The outside curriculum – the third classroom

I may be contacted through Cheryl Salmon at County Hall.

---

Debbie Adams, The Cedars Upper School, Leighton Buzzard

I became an AST in September 2003 and have enjoyed the aspects of my work which I have undertaken so far.

My outreach work has been really interesting and I have enjoyed going into different schools and sharing ideas. My initial work was in a middle school doing investigations with year 8 pupils. I wanted to show the expectations of GCSE coursework and set targets for improvement so that they could start to work on these targets as early as possible. I did demonstration lessons and worked with the pupils over a series of weeks to put together a piece of coursework which identified their progress in the 3 strands. I will be going into other middle schools to do similar work during the rest of this year.

I have also worked with teachers on schemes of work. We have identified learning objectives and success criteria and have suggested methods of delivery for each topic.

The "Thinking maths group" in Bedfordshire has been running for about 3 years and I have become involved in sharing ideas for this. This meets on a half-termly basis and always produces resources and ideas for use in the classroom which we have tried and tested on pupils.

My work in school has been linked to "Assessment for Learning" and we are developing ways of implementing this within each department.

I may be contacted through Cheryl Salmon at County Hall.

Advanced Teachers Skills - Directory|

The directory includes details of Bedfordshire Advanced Skills Teachers, their outreach focus and contact numbers. Schools planning to work with ASTs will need to contact their School Improvement Adviser for advice on outreach work and discuss the involvement of an identified AST.