Last year in collaboration with a colleague I piloted an in-school Outstanding Teacher Programme with varying success.
The main aim was to move a group of competent teachers from “good” to “outstanding”. The principle was good, but the reality was that with limited time and budgets we had only been allocated five hours to achieve this.
While I still wrestle with the concept of judging teachers in discrete terms, in order to effectively develop a programme that is aimed at enhancing teacher practice, I had to begin by reflecting on my own interpretations of what an outstanding teacher was.
With schools and Ofsted no longer making judgements on individual lessons, we should be able to look more holistically at a teacher’s practice.
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