WIGT – What is Good Teaching?

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A framework for observing and improving teaching and learning, fully aligned to the Ofsted inspection process – By Heather Clements

Why WIGT? At least 25 per cent of Ofsted’s judgement on your school will officially be about your quality of teaching and learning. In fact this is an underestimate. The inspectors’ view of teaching and learning in your school, and as importantly,  what systems you have in place to monitor and  improve it, will colour the whole Ofsted report.

The WIGT (What is Good Teaching?) Toolkit is more than just a lesson observation tool, it’s a system for monitoring and mentoring for improved teacher performance and can be used at classroom, department or whole school level. The WIGT has been developed over many years and used in schools and local authorities across the country.

This is precisely what  WIGT is! A unique quality standard for teaching and learning that models what teaching will look like if it is outstanding, good or requires improvement.

Uniquely however, it manages to make the implicit qualities of excellent teaching and learning explicit (what outstanding teachers do, often without realising or being able to relate to others) and enables observers and the observed to recognise strengths and areas for development. The skills of these teachers can then be used to inform other teachers in the school.

Used consistently it enables everyone to have a clear understanding of Ofsted’s expectations and support the drive towards outstanding teaching and learning for every child.

Going beyond Ofsted!
If you are striving towards being outstanding you need, in Sir Michael Wilshaw’s own words: “…a clear and demanding criteria for a school to be judged ‘good’ or ‘outstanding’. A good school should have at least good teaching, and an outstanding school should have outstanding teaching.”

What do people say about WIGT? “We recommend the What is Good Teaching? Toolkit  to all of our schools. It has become a key tool in helping schools to look more closely at learning in the classroom and to identify next steps for improvement. It is a rigorous and versatile framework which can be used to support teacher self evaluation or for leaders to identify whole school areas to work on.”
Principal Adviser for School Improvement – West Berkshire
”The WIGT family has been a key component in our school improvement strategy. The shared criteria have given us a common language, a moderation framework and clearly defined expectations.”

Headteacher –
Cippenham Primary School

What is in WIGT?
The toolkit includes a series of formats which allow for easy recording of insightful ‘judgements’ about the observed teacher/s’ performance. The system is based on what teachers can do rather than what they can’t do and is therefore very unthreatening. However, it makes very clear how far they have to travel to reach the next standard level.

In detail the Toolkit includes:

Teaching quality standards for all Key Stages including the Foundation Stage
Formats for teacher self evaluation
Formats to enable pupils to evaluate their own learning
A framework to support student/pupil support work scrutiny
Materials to support the development of a whole school policy for teaching and learning
A manual to guide the lesson observer
A pen drive/USB with all the pages so that they can be easily photocopied and a Powerpoint explaining how WIGT should be used
The toolkit will ensure that the Senior Leadership Team (SLT) are confident to make judgements on the quality of teaching and learning. It will enable paired observations to moderate judgements, ensuring the school achieves the consistency that Ofsted expects, leading to sustained and embedded good practice.
”The inherent strength of the WIGT family is that these tools provide unequivocally clear criteria by which to benchmark and evaluate practice. The progressive criteria give leaders and practitioners the tools by which to evaluate current practice and the clarity by which to identify and target improvement action. In a world in which we are all asked for measurable evidence of progress, these tools provide the means by which to quantify improvements achieved.”

Ann O’Hara – Director
Society of Education Consultan

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By sonsonite

I grew up in the beautiful island of Saint Lucia. Migrated to Toronto Canada since 1988 and has resided in Toronto ever since. I studied at Seneca College and graduated with a Diploma in General Arts and Science (GAS). Afterward, I started an under graduate at University of Toronto majoring in English. I am still still registered as a Woodsworth Student. I went on to pursue a degree in Adult Education at Brock University where I graduated in 2009. Now I am presently a Niagara University student enrolled in the Teacher Education program (BPS).

I currently work as a Teacher's Assistant at the Toronto District School Board (TDSB). I am also actively working as a Security Guard, and I also work as a Sales Associate at the Bay occasionally.

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