Improving Our Classrooms (IOC) is a year-long accredited programme for class teachers. It is one of three in the West Partnership’s Improving Our… set of programmes. The other two are Improving Our Schools which works across a whole primary school and Improving Our Departments and Faculties which is being piloted over session 2023-24. All three programmes have the same focus on high quality self-evaluation at classroom level, leading to:
IOC has been running in the West Partnership for three years but the programme itself is 13 years old, originating in Glasgow City Council. In 2022-23, 143 teachers from eight local authorities participated in the programme.
Principal Teacher
Improving Our Classrooms
IOC has two accredited routes, both routes are assessed on the same set of learning outcomes.
Option 1 – IOC Masters – 30 Masters credits and GTCS Professional Recognition
Participants complete a 5000 word case study about their practice and learners they work with. This is an academic assignment that is accredited by Glasgow Caledonian University (GCU) and successful candidates are awarded 30 Masters Credits (SCQF level 11). In addition, participants receive GTCS Professional Recogntition. The is fully funded by the West Partnership.
Option 2 – GTCS Professional Recognition
Participants submit a poster and presentation and give a structured presentation to peers. This is also a case study about their practice and the learners they work with.
IOC is for class teachers in the primary, ASN and secondary sectors who are clearly and consistently meeting the GTCS Standard for Registration. It is aimed at effective teachers who wish to further develop their skills in using data and self-evaluation to raise attainment and improve outcomes in their classroom with a focus on both the curriculum and learning and teaching. All participants are required to have the support of their headteacher before applying. This is a required part of the application process.
The structure and content of Improving Our Classrooms is outlined below. It is worth noting that, because this is an accredited programme, attendance at and engagement with all elements of the programme is required to pass.
A blended approach to delivery is used – some sessions are in person and some online. There will also be opportunities to work with colleagues in different local authorities. Sessions focus on different aspects of practice and draw on a variety of professional reading and research. There is also an IOC Journal which allows participants to prepare for discussions before sessions as well as reflect on the content afterwards. Session dates and times will available in term four. The table below lists the sessions, delivery and format. Almost all sessions are available a minimum of four times so there is a choice of dates to allow flexibility for participants.
Content | Delivery and format |
IOC day one – Practical arrangements and expectations – The Big Picture | – whole day – cohort groups – in person |
Learning intentions and success criteria | – after school session – cohort groups – in person or online (decided locally) |
Effective questioning | – after school session – cohort groups – in person or online (decided locally) |
Feedback | – after school session – cohort groups – in person or online (decided locally) |
Differentiation | – after school session – cohort groups – in person or online (decided locally) |
Metacognition and the creative classroom | – whole day – cross-authority – in person |
Towards your case study of improvement | – after school – cohort groups – in person |
Academic Skills | – after school – cross-authority – online |
Assessment and moderation | – after school – cross-authority – in person with possible online option |
Example presentations from previous participants | – after school – cross-authority – online – themed to areas of participants’ interests |
Planning and implementing improvement beyond your classroom | – 2.5 hours – cross-authority and sector specific – in person |
Check-in – section 1 of assignment (Masters credits only) | – focus on section 1 of 5000 word assignment (NOT for option 2 / non-Masters group) – in person – 2.5 hrs (timings arranged locally) |
Check-in – section 2 of assignment (Masters credits only) | – focus on section 2 of 5000 word assignment (NOT for option 2 / non-Masters group) – in person – 2.5 hrs (timings arranged locally) |
Check-in – section 3 of assignment (Masters credits only) | – focus on section 3 of 5000 word assignment (NOT for option 2 / non-Masters group) – in person – 2.5 hrs (timings arranged locally) |
Check-in – content of poster / presentation (GTCS PR only group) | – content of poster / presentation for option 2 / GTCS Professional Recognition only (NOT for option 1 / Masters group) |
Collaboration and professional discussion are fundamental in IOC. At the start of the programme each participant is allocated to a trio and each trio is supported by a mentor. The mentors are IOC graduates and experienced teachers who provide another source of support and guidance across the year.
In term three, all trio members visit each other’s classrooms to share good practice, discuss learning and teaching and challenge each other to improve. Each teacher takes part in three visits, one of which each teacher will host. The first part of the visit is spent observing learning and teaching in an area of strength. The second part focuses on high-quality professional discussion facilitated by the trio’s mentor. This does require class cover and all participants are asked to arrange visit times in such a way to minimise the need for time out of class.
The assessment of IOC culminates with either of the two options outlined previously. For both options, participants are required to:
For those undertaking IOC Masters, academic writing support is provided by GCU and feedback is given on draft sections of the case study as they are written. Formative feedback is given on the 5000 word assignment. In addition, all IOC Masters participants are allocated a candidate number and guidance is given on de-identifying the case study text. Case studies are then allocated to a marker out with the candidate’s local authority.
Please speak to your headteacher/ member of your senior leadership team in the first instance, then you may wish to contact your local authority IOC lead.
You can also email Alison.Drever@eastrenfrewshire.gov.uk
Applications open after the Spring break each year and close at the end of May.
