Case Examples

Explore what we can do.

Behaviour With Bayley

In this video Kevin Prunty, Executive HT at Cranford Community in West London describes a transformational project led by John Bayley and Eddie Gardner. Listen to how 180 students and 180 teachers worked together to create lasting change.

Brunel University ITE (Initial Teacher Education)

Brunel’s PGCE courses were rated ‘outstanding’ by OFSTED and the university is a highly regarded provider of Initial Teacher Training. With our help, Brunel University is currently using Iris Connect video technology to support the development of 24 trainee teachers in collaboration with their mentors and tutors.

Click here to read the case example

Why Brunel Bought Iris Connect

Brunel believes in the capabilities of Iris Connect technology in developing self-reflective, confident and impactful teachers by allowing them to record and review their own teaching before sharing with mentors and inviting review. They wanted to facilitate effective communication between trainees, mentors and tutors and could see the benefits of having meaningful conversations around their recorded practice on the Iris Connect platform. The PGCE programme developers at Brunel understand that their tutors’ involvement in their trainees’ development is helped greatly by the Iris Connect platform, where analysis, comments and meetings can take place without the barriers of time and distance.

How They are Using It

This year there are 19 schools hosting 24 trainees who are recording their practice to be shared with their mentor for discussion. Trainees, mentors and tutors have been trained in the use of the Iris Connect app for recording practice on any device and how to use the platform to review, edit and analyse their ‘reflections’ (recordings), as well as how to create and use in-platform tools and leave comments on key points of interest.

How Equis Help

Our Customer Support Manager, Emma Gardner, meets with the course providers initially to discuss their programme and plan the implementation of the technology’s use. A series of online training sessions are planned at intervals that will support and encourage users and give them the confidence to try the platform’s many features. Participants are surveyed to determine where further help might be needed. Online clinics are available to recap and refresh on critical. As trainee placements come to an end, the impact of the use of the technology is evaluated with the aim of improving and evolving for next time.

Primary School example – Video Technology for CPD

We had a really successful launch using IRIS last term. All of our teachers (17 of them) used the equipment, made film clips, created groups and started to share these clips with other colleagues. It was so positive. Most of our teachers then chose to use an IRIS clip as part of Performance Management and this facilitated in-depth discussions from them and SLT. Feedback indicated that this was a really developmental approach to build on teaching skills and pedagogical approaches. We are in a position at the moment where all our teachers are working off-site during lockdown. Teaching assistants are on site taking the key worker children. This means a postponement of the next phase of IRIS which was, for us, to use IRIS for:

Self-reflection & professional growth– focusing on key aspects of teaching or pedagogy. For example, this might be reflecting on use of questioning; engagement levels of PPG children; opportunities for building children’s vocabulary; assessment for learning; flipping a lesson (exploratory approach for children prior to short teacher input), metacognition.

Peer-reflection – as above, shared with a trusted colleague followed by using IC as a tool to create and experiment with new ideas and approaches together.

Subject Leadership – focusing on capturing elements of your own practice in your area of subject leadership, which can then be used as CPD for other colleagues: for example, shared writing in English; reasoning in maths; teaching chronology in history etc. Groups of children using IC to reflect on, analyse, evaluate and improve their own learning

Once teaching staff are back on site, we will head straight back into the above. I can’t see that we are going to be using IRIS until schools fully re-open.

Perhaps we can catch up once this happens as we are very keen to continue with our IRIS implementation plan.

I hope you are well.

Kind regards,

K. E.

Norfolk Primary

(Please ask us for contact details if you would like to discuss their work)

IRIS Connect is firmly established as the leading dedicated platform for the Professional Development of Teachers – at all stages of their careers. EQuis are IRIS Connect’s strategic partner providing schools who are considering investing in Video-enabled CPD with all the information needed to make a fully informed decision. Once installed, EQuis ensure successful implementation through training, project support and expert advice.

There are several dozens of in-depth case studies available – please contact us in the first instance so that we can provide the most appropriate access to case study schools, and most appropriate contact information.

Click here to read some feedback about a recent project. A letter from Kate Easlea from Eaton Primary School.

We had a really successful launch using IRIS last term. All of our teachers (17 of them) used the equipment, made film clips, created groups and started to share these clips with other colleagues.

It was so positive. Most of our teachers then chose to use an IRIS clip as part of Performance Management and this facilitated in-depth discussions from them and SLT. Feedback indicated that this was a really developmental approach to build on teaching skills and pedagogical approaches.

We are in a position at the moment where all our teachers are working off-site during lockdown. Teaching assistants are on site taking the key worker children. This means a postponement of the next phase of IRIS which was, for us, to use IRIS for: Self-reflection & professional growth– focusing on key aspects of teaching or pedagogy. For example, this might be reflecting on use of questioning; engagement levels of PPG children; opportunities for building children’s vocabulary; assessment for learning; flipping a lesson (exploratory approach for children prior to short teacher input), metacognition. Peer-reflection – as above, shared with a trusted colleague followed by using IC as a tool to create and experiment with new ideas and approaches together.

Subject Leadership – focusing on capturing elements of your own practice in your area of subject leadership, which can then be used as CPD for other colleagues: for example, shared writing in English; reasoning in maths; teaching chronology in history etc. Groups of children using IC to reflect on, analyse, evaluate and improve their own learning Once teaching staff are back on site, we will head straight back into the above.

I can’t see that we are going to be using IRIS until schools fully re-open. Perhaps we can catch up once this happens as we are very keen to continue with our IRIS implementation plan

Secondary Project Feedback

Hello Emma,

We have used it in a lesson for two ECTs

H…… had the pleasure of going first – here is her feedback:

· Really helpful to see myself and how I come across in front of the students (as I’ve obviously not seen myself teaching before!)

· Time-permitting would be useful to look at with my mentor but there has not been time to do this so far.

· Very distracting for the students, especially when phone is positioned on the arm. Would recommend more subtle placement without arm so they don’t notice it. Would also recommend not telling the students they are being filmed. I did tell them and this resulted in one student attempting to leave the room immediately and another showing off in front of the camera.

For J…..’s use of it, we put his phone in front of a black box on top of a cupboard. This seemed to produce better results as the pupils didn’t see it and therefore didn’t feel the need to show off. Here’s his feedback:

· Overall, I found using IRIS to be simple and unobtrusive.

· I particularly liked being able to use IRIS as an app on my iPhone.

· The entire setup from installing, registering, navigating and recording took less than 10 minutes.

· I was concerned that the boys would notice the lesson was being recorded and as such would affect behaviour. However, with some careful phone placement, the boys did not even notice!

· Having had such a positive first experience with the software I would be more than happy using it again.

I hope this is what you were looking for. I see this as being the future for lesson observations.

D. B.

Mentor

Herts Secondary

(If you would like to contact the leader or school for more information please ask for details)

London Challenge – Keys to Success

Unfortunately we are unable to relate specific examples from this important Govt. funded School Improvement Project which was subsequently taken nationwide. Ofsted concluded in 2013 that ‘one of the key drivers behind the sustained improvement in London schools was the success of the London Challenge programme’. Eddie Gardner supported John Bayley as a mentor and resource creator. John was the Lead Behaviour Consultant for the project.

Video library creation: Teachers’ TV

Launched in 2005 and funded by the Department for Education, Teachers TV was originally a television channel which aimed to provide support for both new and experienced teachers, school leaders, support staff and governors. Many of the programmes were filmed inside real classrooms, with teachers sharing good practice and ideas for lessons. There are also popular film clips for use as starters or class activities. Teachers TV ceased to operate in 2011 and left a legacy of 3500 videos of which John Bayley made over 100. His videos are still used in training settings all over the world. EQuis managed John’s related consultancy in schools and facilitated many of the meetings with staff and students. The current EQuis series ‘Behaviour with Bayley’ makes good use of classroom clips from his TTV work.

Discuss with Eddie on 020 8336 2488 or complete the enquiry form below.

6 + 10 =

Why not subscribe to The B.L.I.P. BUZZ Newsletter and receive professional learning resources, interesting news, views and blogs.

© 2022 EQuis In Education, all rights reserved  |  Equis Consulting Ltd 76 Adela Ave New Malden Surrey KT3 6LD