Professional Development
Leading a Collaborative Enquiry
The Plan…









In pairs or trios, teachers lead an enquiry
on an aspect of pedagogy they want to
develop.
Focus ...
The Plan


Making use of the Monday CPD
sessions for this purpose.



Working in clusters with a mentor –
regular input ...
“Every teacher needs to
improve, not because they are
not good enough, but because
they can be even better.”
Dylan Wiliam
...
Why are we doing this?
Effect of teaching on students in years of
progress
Average
student

Poor
teaching

Disadvantaged
s...
Genuine expertise
The problem with continuous
professional development is that the
continuous bit is too often missing.

Research shows that...
Ends…as much as means


Start by identifying a specific group of
pupils who are supposed to benefit
and pick an area of l...
Enquiry Questions
Refining and identifying cohort.
 Sharing.


GROUP
MEMBERS

ENQUIRY
QUESTION

FOCUS COHORT
Evaluating the impact of our
practice
Range of evaluation
FORMATIVE AND SUMMATIVE
ASSESSMENT

OTHER STATS
eg attendance fi...
THE PROCESS
Choose an Enquiry question / goal

Set up

Design your evaluation
Investigate the issue, get a baseline

Enqui...
Example: Lesson Study
1. Plan
•
•

•

Plan a lesson together.
Address each activity to your
Learning Goal and predict how
...
Evaluation


Important to
start with
evaluation
in mind.
What barriers can you foresee and
what possible solutions can you
suggest?

From Hunting English blog
Planning time
Next steps…



Next Monday CPD session: 2nd
December



Enquiry should have started in order
to fuel the next discussion...
Further reading and guidance



Please feel free to ask for specific
reading on your chosen topic.



If you would like ...
21 october Presentation
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21 october Presentation

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  • This is, frankly, bizarre…There is now plenty of research to show that every student gains a significant benefit from really good teaching but that students from disadvantaged backgrounds stand to benefit even more – they are generally much more sensitive to the quality of teaching. So why would we concentrate so much policy attention and resource on the first year of teaching only and neglect the following years? The research evidence is crystal clear – this is wrong.
  • What sort of change do we want? How to we connect it to the current demand for evidence-informed practice?Teacher learning could be likened to a student learning a new language, or a politician’s understanding of a policy area.If someone is not given time to properly learn a new skill or understand a new domain of knowledge before they are interrogated or observed then they will simply adopt a superficial approach. Where students are not properly prepared for an oral exam they will regurgitate pre-prepared phrases. The politician who has just picked up a new brief can do little but offer soundbites and platitudes.Our current systems of observations and inspections reinforces this shallow learning. There is now strong research evidence from the US to suggest that, no matter how competent an observer thinks they are, they are an unreliable judge of the quality of teaching taking place. Over in the UK we’ve taken it further to attempt to use a 30 minute observation to judge the quality of ‘learning’ of 30 different young people. There is little evidence to suggest that this is any more feasible or reliable and I would hazard a guess that it is significantly worse. What is the result? Teachers are learning superficial techniques that are easy to see, rather than engaging deeply with teaching techniques and ensuring that both they and their students genuinely master ideas.Similarly it is also clear that all of the one-off courses, advice guides and tips and tricks style professional development is nigh-on useless for improving teacher skill. Would you expect a surgeon to go on a one day course to learn a new surgical procedure? Would you be happy if your teacher thought all the CPD they needed was from twitter or from medic-meets giving 3 minute presentations?
  • We need a range of different types of evaluation rather than just one type.
  • This is an example of the enquiry approach we use in our National Teacher Enquiry Network. Teachers pick ideas they want to implement and cycle through an implementation approach.
  • In NTEN we use Lesson Study to help them refine and explore the ideas.
  • 21 october Presentation

    1. 1. Professional Development Leading a Collaborative Enquiry
    2. 2. The Plan…       In pairs or trios, teachers lead an enquiry on an aspect of pedagogy they want to develop. Focus on a specific cohort. Focus on gathering evidence of the impact of our practice on pupils’ learning. Collaborative planning, observing, recording, reflecting, tweaking, reviewing, evaluating… EMBEDDING what works. Sharing and DISSEMINATING.
    3. 3. The Plan  Making use of the Monday CPD sessions for this purpose.  Working in clusters with a mentor – regular input and discussion & planning time.
    4. 4. “Every teacher needs to improve, not because they are not good enough, but because they can be even better.” Dylan Wiliam Research suggests that the impact of teachers on students’ outcomes plateaus after a few years. We need to challenge ourselves to deliberately seek improvements in our practice.
    5. 5. Why are we doing this? Effect of teaching on students in years of progress Average student Poor teaching Disadvantaged student Highly effective teaching 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 Source: Sutton Trust (2011) Better teachers improve the life chances of students.
    6. 6. Genuine expertise
    7. 7. The problem with continuous professional development is that the continuous bit is too often missing. Research shows that only 1% of CPD has a transformative impact on classroom practice. But teachers can lead a transformation themselves through deliberate practice and collaboration.
    8. 8. Ends…as much as means  Start by identifying a specific group of pupils who are supposed to benefit and pick an area of learning to develop and then choose an approach.  Think of ways of evaluating impact from the start.
    9. 9. Enquiry Questions Refining and identifying cohort.  Sharing.  GROUP MEMBERS ENQUIRY QUESTION FOCUS COHORT
    10. 10. Evaluating the impact of our practice Range of evaluation FORMATIVE AND SUMMATIVE ASSESSMENT OTHER STATS eg attendance figures, number of comments/detentions/merits in contact book TEACHER’S OWN OBSERVATIONS – NOTES, PHOTOS OF WORK PRODUCED, USE OF STAR CAMERA QUALITY OF HOMEWORK AND CLASSWORK, INCLUDING PARTICIPATION / CONTRIBUTIONS TEAM MEMBERS’ OBSERVATIONS AND COMMENTS POST LESSON INTERVIEWS WITH FOCUS PUPILS GETTING A BASELINE FIRST?
    11. 11. THE PROCESS Choose an Enquiry question / goal Set up Design your evaluation Investigate the issue, get a baseline Enquiry, through Lesson Study Complete your evaluation Plan and try an intervention Interim review & expert input/research Refine your intervention Finish evaluation Write a summary Dissemination & Sharing Guidance Framework
    12. 12. Example: Lesson Study 1. Plan • • • Plan a lesson together. Address each activity to your Learning Goal and predict how pupils will react and how you will assess this. Pick 3 case pupils. 2. Observe • • • Teach the lesson with your colleagues observing. Pay particular attention to the case pupils Conduct any assessments and/or interviews during & after. 3. Reflect & Plan • As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why? FOCUS ON THE STUDENTS, NOT THE TEACHER
    13. 13. Evaluation  Important to start with evaluation in mind.
    14. 14. What barriers can you foresee and what possible solutions can you suggest? From Hunting English blog
    15. 15. Planning time
    16. 16. Next steps…  Next Monday CPD session: 2nd December  Enquiry should have started in order to fuel the next discussion / planning / reflection session.
    17. 17. Further reading and guidance  Please feel free to ask for specific reading on your chosen topic.  If you would like to find out about strategies used by colleagues from other schools, let me know.

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