Shofiquez Zaman’s Post

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Deputy CEO, Community Schools Trust. BSc Engineering. NPQEL. NPQH. PGCE. Co-Founder: Dynamic Progress Reporting (DPR).

China visit, part 3: Fostering a Culture of Collaborative Intellectual Preparation I observed teachers in their subject specialisms working together, analysing a recent assessment paper their students had sat. They were “intellectually preparing” by identifying high-frequency errors their students were likely to make, so they could anticipate and address them. I was told that they often debated their views, which I believe is a valuable professional development exercise. Now consider the following for your school: 1. To what extent do UK teachers come together to discuss curriculum and assessment compared to focusing on administrative tasks? 2. How often do teachers thoroughly review assessments, anticipating high-frequency errors to target interventions? And do they collaborate passionately, sharing and debating their insights? 3. What could novice teachers learn from experts as a result of such an exercise? 4. Where could this exercise be formalised within the school structure to maximise its impact?

Abdul Aziz Qayum MA FRSA

Aspiring Senior Leader | MA in Education and Leadership | FRSA | PGCE | BA | Head of Economics, Business and Enterprise | AI Educator | Apple Certified Educator

1mo

I love this approach. As a Head of Department, I’ve implemented a two-week department meeting cycle. In Week A, we focus on administrative tasks, and in Week B, we engage in discussions around curriculum planning, teaching and learning and assessment. During these sessions, we review exam questions, analyse exam scripts, and identify high-frequency errors, as you mentioned in your post.

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