' The secret of teaching is to appear to have known all your life what you just learned this morning. ' - Anonymous
Leading Primary Practitioners
Support To Schools
You may have taken advantage of the Leading Teacher/Practitioner scheme to provide support for
individual teachers in the past.
This is an update on what we consider to be the most effective model of Leading Practitioner support that we can offer to schools.
Introduction to the Leading Practitioners Scheme
A group of about 40 Leading Practitioners (former Leading Maths or Literacy teachers) are available to support schools, working to a wider
brief within the context of the Primary Strategy.
5 Firemen rhyme for the interactive whiteboard |
These teachers have been identified as good primary practitioners and work in a wide range of schools in the county, from Reception to
Year 6, including some mixed age classes.
Their work with School Improvement Service colleagues focuses on improving the quality of teaching and learning and raising standards.
They are supported by the School Improvement Service and the quality of their work is regularly assured by the service.
We also have 3 leading behaviour teachers.
They can be accessed through the Behaviour Support Team who will be writing to you shortly to outline the necessary procedure for booking
their support.
Leading Practitioners can provide practical 'hands on' support to teachers or to subject leaders, ideally using a three part model of
support described below, which we believe will prove more effective in building the capacity of teachers than the one-off observations offered
in the past:
- Initial observation of the leading teacher’s lesson in his/her own school by the visiting teacher.
- The leading teacher visits the teacher to team teach and develop recommended approaches.
- The leading teacher will visit at a later stage to support evaluation of revised practice.
The dates for the series of visits should be set in advance, and a discussion should take place between the leading teacher and, ideally, the
visiting teacher or their Head Teacher.
Such contact should be by e-mail or telephone.
This would enable the leading teacher to have as much information as possible in order to make the visits successful.
(The leading teacher would also appreciate some feedback at a later date on the success of his/her support.)
The focus for this support will relate to specific areas of practice such as assessment for learning, modelling and demonstration, use of
ICT etc.
It will be available to teachers new to the role of subject leader, a particular year group or key stage or those who would benefit from
peer advice and support at this stage in their professional development.
Such support will be appropriate for teachers who have identified and agreed with their Head Teacher the need for peer support as part of
their ongoing professional development.
If you identify a need for Leading Practitioner support please contact Anne Smith at the Skirlaugh Admin office, using the proforma below.
Anne Smith, Administrator, Leading Primary Practitioners' Scheme
Tel: 01482 392435
E-mail: anne.smith@eastriding.gov.uk
Requests for support will be prioritised and arranged through the NLNS Primary Strategy team.
Requests for support, if appropriate, will be arranged promptly.
If it is not possible to arrange support, schools will be notified of this as soon as possible.
In cases were requests for support are arranged and completed, the funding for the release of the Leading Practitioner will be met by
the School Improvement Service through its capacity building budget.
The receiving school will cover costs for their own teacher.
Published below are links to documents useful to the work done in East Riding of Yorkshire schools for and by Leading Primary Practitioners.
Please click on a document's title to open it, and feel free to download, use, amend or repurpose as appropriate.
Any icons which are displayed to the right of the resources panel are indicative of the relevance and possible (but not compulsory) usage of the document.
Develop your own materials that are relevant for your own pupils
Like many East Riding teachers, the Leading Primary Practitioners have been working hard to develop their own use of the interactive
whiteboard.
From their experiences over the last year or so they would like to offer some advice on the ‘positives and pitfalls’ of using an interactive
whiteboard in the classroom.
The Positives
Do:
- learn how to develop your own materials and adapt other teacher-made resources to make learning relevant for your own pupils;
- experiment with coloured backgrounds for focus and clarity;
- make sure the children can all see and have easy access to the whiteboard;
- use the whiteboard as a tool to stimulate talk and develop children’s language ;
- display learning objectives on the first page and revisit these throughout the lesson;
- revisit pages to recap, reinforce and consolidate;
- take risks - have a go!;
- change the order and focus of lessons if needed - move back and forward or open other applications;
- plan for questioning;
- encourage teaching assistants, supply teachers (and the Head) to use the whiteboard;
- use websites - but always check them out first!;
- make connections in children’s learning by bringing up previous or linked work;
- display images - including photographs of (and by) the children;
- scan in children’s work for immediate feedback in plenaries;
- remember to save things;
- match the way you use the whiteboard to the purpose of the lesson;
- use the whiteboard for everyday classroom ‘jobs’ and involve the children in this;
- be selective - keep things you make clear and focussed;
- plan for practical activities and vary your approach to lessons - keep a balance of ‘real’ and ‘virtual’ activities;
- exploit ‘hide and reveal’ strategies to encourage thinking skills;
- plan for the children to use the whiteboard in whole class work, guided groups and as individuals;
- prepare a ‘concept map’ at the start of a unit of work, then revisit it and add to it regularly;
- engage the children as active learner;
- support visual, auditory and kinaesthetic learners;
- keep a smaller flipchart or dry-wipe board available;
- show variety of possible answers to a question that children can consider;
- use the mathematics Interactive Teaching Programmes (ITPs);
- make sure you are familiar with the whiteboard and software tools;
- ensure that children have individual ‘dry-wipe’ boards to make notes, draft ideas and try out answers;
- utilise children’s independent ICT work as exemplars on the whiteboard in lessons;
- plan for the use of the whiteboard for child initiated play in the Foundation Stage;
- set problems for the start of the day when parents are still in the classroom;
- learn and use one new whiteboard skill at a time;
- and make the sharing of resources a regular staff meeting agenda item.
The Pitfalls
Don't:
- just use your whiteboard to write on or as a large electronic worksheet;
- rely too heavily on commercial resources;
- stick rigidly to prepared whiteboard resources;
- make the children a passive audience;
- do ‘fancy’ ICT with ‘bells and whistles’ for the sake of it;
- don’t just use your whiteboard as a presentation device.
It is called an interactive whiteboard for a reason!
Core Principles - Teaching and Learning
- Ensure every learner succeeds: set high expectations;
- Build on what learners already know: structure and pace teaching so that they understand what is to be learnt, how and why;
- Make learning of subjects and the curriculum vivid and real;
- Make learning an enjoyable and challenging experience: stimulate learning through matching teaching techniques and strategies to a range of
learning styles and needs;
- Develop learning skills and personal qualities across the curriculum, inside and outside the classroom;
- Use assessment for learning to make individuals partners in their learning.
Resources
A child discovers 'The Magic Finger'. |
The following resources hve been developed by the schools denoted.
Many thanks to the individuals involved.
Please feel free to download, save, customise and then use the resources in a way that you see fit with your class/child(ren).
For more resources created by Leading Practitioners for a specific curriculum subject area, please use the link(s) below:
PLEASE USE THE FOLLOWING PREFERRED METHOD TO ACCESS SMART NOTEBOOK FILES 
To download the SMART Notebook resources:
Right click on the document link and choose 'Save Target As...'
Save the file to a location on the hard disk of your computer, then launch the SMART Board software and open the saved resource using the correct procedure.
 To download SMART Notebook 9.5 please click here.
New file format for Notebook software 9.5
SMART have launched a new version of their whiteboard software. It is important to note that the new Notebook software 9.5 has a new
file format that may present some compatibility issues in mixed version environments, and we recommend that you upgrade all your computers at
the same time to avoid these concerns.
Notebook files now feature a *.notebook extension (they are no longer *.xbk files)
- Gallery files now feature a *.gallery extension (they are no longer *.xbc files)
Notebook software 9.5 users can open older .xbk and .xbc files. Simply open the file as you normally would. It will be converted to the
new format when you save the file as a .notebook version.
Notebook software 9.1 users cannot open version 9.5 files that have .notebook and .gallery file extensions. A Notebook software 9.1 user can open a file created in version 9.5 if the file has been saved in an older format.
To save a Notebook file to an older format, select Save As > Save as type > SMART Notebook 9.0/9.1 (*.xbk) or SMART Notebook 8.0 (*.xbk).
When you save a file created in Notebook software 9.5, the file contents are preserved, but function as a static image. Notebook software 9.1 users can open and view all of the content created in the version 9.5 file, but cannot edit the file.
Brandesburton Primary School
Hallgate Infants School
Thanks to R. Robinson for the following resources.
Hedon Primary School
Thanks to J. Richardson for the following resources.
Inmans Primary School, Hedon
Keldmarsh Primary School, Beverley
Thanks to Carole Tompkinson for the following resources.
A Picture of Britain, Beverley - Year 6, Term 3, Week 7.
Molescroft Primary School
Thanks to C. Baker and J. Hakner for the following resources.
Newbald Primary School
Thanks to Sue Wass for the following resources.
Quay Primary School
Thanks to L. Whitfield for the following resource(s).
Skirlaugh Primary School
The following information comes from Jo Ledingham at Skirlaugh Primary School.
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www.bfi.org.uk - British Film Institute website. Two videos are available which have short clips that are brilliant to support narrative writing: Starting stories and Story shorts. They can be used with pupils aged 5 - 11 and can be obtained from the British Film Institute website. |
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www.freephoto.com - An excellent website for just about any photograph that you’ll ever need!
Ideal for stimulating writing of story settings, poetry and inspiring a sense of mood. Used with the spotlight tool on an IWB, this can really
excite the children and fire up their imagination. |
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www.itnarchive.co.uk - This website has excellent resources which you can dip into when teaching a variety of genres. |
Recommendation - Cambridge Interactive Texts
We have also purchased the Cambridge I-read books for years 3 and 4.
They are great for shared, independent and guided work in literacy.
Willerby Carr Lane Junior School
Thanks to A. Hebenton for the following resources.
Contacts
For further details, or to submit resources, please contact:
Mike Furbank, Head of Improvement and Learning
Tel: (01482) 392402
E-mail: mike.furbank@eastriding.gov.uk
Gloria Reid, Primary Strategy Manager
Tel: (01482) 392408
E-mail: gloria.reid@eastriding.gov.uk
Lynn Kelsey, Teaching and Learning Consultant, Primary ICT
Tel: (01482) 392497
E-mail 1: lynn.kelsey@eastriding.gov.uk
E-mail 2: primary.ict@eastriding.gov.uk
Sarah Patton, Administrator, Leading Primary Practitioners' Scheme
Tel: 01482 392431
E-mail: sarah.patton@eastriding.gov.uk
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