LinkedIn emplea cookies para mejorar la funcionalidad y el rendimiento de nuestro sitio web, así como para ofrecer publicidad relevante. Si continúas navegando por ese sitio web, aceptas el uso de cookies. Consulta nuestras Condiciones de uso y nuestra Política de privacidad para más información.
LinkedIn emplea cookies para mejorar la funcionalidad y el rendimiento de nuestro sitio web, así como para ofrecer publicidad relevante. Si continúas navegando por ese sitio web, aceptas el uso de cookies. Consulta nuestra Política de privacidad y nuestras Condiciones de uso para más información.
DAZ – Have we made a difference?
Findings from recent NTEN Staff Survey and external audit
• 80% of staff feel that they are able to make a difference to the quality
of learning across the school.
• Lead teachers take on a coaching role with a number of colleagues
who require support, this process has been given additional credit
through the removal of graded lesson observations.
• 54% would feel confident challenging a colleague and around half
regularly challenge their colleagues.
• 57% feel that their existing practices are constructively challenged or
• Peer observations are limited but an initiative (Blink Week) has led to
staff taking risks for peer observations when they do take place.
• 96% have opportunities to peer observe and be observed.
• 98% welcome teachers to observe them.
Yes, we have
• Most staff respondents felt that they had the
opportunity to regularly share practice.
• The focus for development is often based on research
led by the DAZ group or other focus groups. Around
two thirds of staff respondents recognised the focus on
‘best practice’ and evidenced approaches.
• There is a growing culture of risk taking, largely due to
the removing of graded lesson observations. 95% feel
encouraged to innovate in their teaching.
• 98% of respondents feel that ‘I have opportunities to
engage in projects to improve teaching and learning’
What could we do better…
• While CPD is based around overall pupil need, only
44% of respondents feel that their professional
learning is targeted at improving the learning of
specific pupils in my class. The focus on Learning &
Pedagogy varies from different faculties
• Fewer than half of staff regularly plan with colleagues.
• Staff recognise that impact is measured through seeing
progress of students due to the development in
pedagogy, however this is not explicit and baseline
assessments are not used to capture impact.