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Committed To

Brilliance

    Teaching and Learning

    Teaching and Learning

    At King Edward VII College, we recognise the vital role of high quality teaching in enabling students to make outstanding progress.  With their unique skills, abilities and aptitudes, we believe that all students are entitled to access a broad, challenging and appropriate curriculum.   In order to maximise their potential, it is important that students are exposed to a variety of teaching styles. Our college strives to develop the whole child, through effective teaching and learning, our Art of Being Brilliant programme and our pastoral care.  We nurture our students to become lifelong learners, who instinctively evaluate their performance and their wider contributions to society.

    A reflective, self-evaluating learning community is key to developing the quality of teaching and learning. This in turn informs our cross-phase development, ensuring the best outcomes for all our pupils.  Teachers have a responsibility, collectively and individually, to contribute to the effective delivery of the curriculum. In addition, they have individual responsibility to deliver lessons where the teaching and learning is of the highest quality and the learning needs of all pupils are met.

    It is the responsibility of staff and students to evaluate their own performance.  Through a process of rigorous monitoring and review, staff at all career stages are required to build on their strengths, share good practice and identify areas for improvement.   Central to our college’s improvement strategy is a comprehensive programme of professional development, tailored to the needs of individuals.  At King Edward VII College, we are committed to equipping our teachers with the skills to deliver the highest quality provision of teaching and learning.

    Quality improvement cycle

    At King Edward VII College, we constantly strive to maintain the highest standards of teaching and learning.  Our rigorous monitoring and evaluation processes involve triangulation of key evidence from lesson observations, scrutiny of student work and student voice.  Outcomes of faculty review feed directly into our CPD programme, which seeks to address college development priorities through coaching, workshops and professional training.  The integrity of our improvement model is ensured through incorporation of performance management (appraisal): staff are set challenging targets linked to pupil outcomes, appropriate for their career stage, and necessitating impact of CPD.

      

    CPD and Professional Training

    King Edward VII College believes in fostering a community of professionals, who aspire to develop their careers in pursuit of excellence for their students.  High quality professional development at all career stages is critical to improved outcomes for learners.  We offer a wide range of professional development and training opportunities supporting staff to become expert and innovative classroom practitioners.  In our programmes, we subscribe to the following principles of effective professional development:

    • Development intent focused on students’ needs/aspirations for them
    • Sustained peer support to refine new approaches
    • Structured professional dialogue rooted in high quality evidence from trying new things
    • Opportunities to learn from looking intently at learning
    • Developing theory and practice side by side
    • Support, challenge, modelling, investment, quality assurance from leaders

    NQT Programme for Secondary School Teachers

    A programme of workshops delivered on behalf of the Forest Way Teaching School Alliance by Senior Leaders from King Edward VII College and the other colleges in the alliance.  The workshops focus on practical support for NQTs on a wide range of topics including behaviour for learning, assessment, questioning and differentiation.

       

    NQT + 1 Programme for Secondary Teachers

    A programme of workshops for teachers in the second year of their career.  The programme covers a range of topics including analysing data within the context of the school, preparing for subject leadership and strategic career planning.

    Art of Middle Leadership

    A programme delivered through Forest Way Teaching School Alliance for staff in the early stages of their career who aspire to middle leadership positions.

        

    National Professional Qualification for Senior Leadership

     The NPQSL is a qualification that provides participants with national recognition of their leadership development and professional achievement as a senior leader.   It is aimed at individuals who not only have responsibility for leading a team, but are also involved in leading across teams on a range of issues that affect the whole school or organisation.  It is aimed at experienced middle leaders looking for further professional development and who aspire to senior leadership.  The programme is delivered by senior staff from King Edward VII College in conjunction with Forest Way Teaching School Alliance and the George Spencer Teaching School Alliance in Nottingham.

    Coaching Programme

    The college coaching programme is a professional development tool offered to colleagues at all stages in their career who have an interest in improving their classroom practice.

    Colleagues work in trios.  Within each trio, one member of staff has the role of coordinator, and is responsible for ensuring that each stage of the coaching process takes place in a timely manner and that the associated documentation is completed.  In all other respects, irrespective of position within the college, members of coaching trios have equal status.  Each cycle of the coaching programme comprises three components:

    1. Planning – a discussion between the coach and “coachee”, to decide on the focuses of the cycle (aspects of classroom practice or groups of students whose progress is causing concern)
    2. Observation – coach and observer (the third person in the trio) jointly observe the coachee teaching a lesson.  The purpose of this is not to evaluate the quality of teaching, but rather to record objective observations in relation to the agreed focuses.
    3. Feedback – coach gives feedback to coachee in a meeting following the lesson observation.  During this phase, the coachee is prompted to evaluate their own performance in relation to their chosen focuses and decide on the next steps.  The observer (third person in the trio) assumes the role of critical friend to the coach, and provides feedback to the coach.