This document summarizes research on effective professional development for teachers. It finds that the most impactful professional development is collaborative, sustained over time, grounded in proven teaching practices, and focused on improving student outcomes. Two high-impact methods discussed are lesson study, where teachers collaboratively plan, observe, and reflect on lessons, and instructional coaching, where teachers receive support in implementing new strategies. The document advocates for moving away from one-off workshops and toward job-embedded professional learning done in collaboration with colleagues.
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Teacher Michelle Fritche tells her story about how IRIS Connect and Mike Fleetham helped her to transform her teaching form requires improvment to outstanding in just 6 weeks.
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Teacher Michelle Fritche tells her story about how IRIS Connect and Mike Fleetham helped her to transform her teaching form requires improvment to outstanding in just 6 weeks.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.
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In this webinar, Stacy Hurst of Reading Horizons explains what student engagement is, the benefits of student engagement, and how to improve student engagement in the classroom. To view the presentation, visit https://www.readinghorizons.com/webinars/boost-student-engagement-and-motivation-in-your-classroom
A presentation delivered by Garry Cameron at the 'Learning & Teaching - All you need to know in half a day' workshop delivered at College Development Network on 25/10/16.
Description of the event:
"This half-day event will focus on the five main learning and teaching approaches and how they translate into practice. The event will revisit and reinforce key features and elements of the learning process – tried and tested methods and some of the things that were not known 10 years ago! Attend this event if you wish to ‘power up' learning and teaching approaches that evidence some of the ‘buzz' concepts in the sector. There will be a very short pre-entry task before attendance at the event that connects to the content. The content will be a mix of input, cooperative learning, and dialogue."
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.
Boost Student Engagement, a webinar by Reading HorizonsReading Horizons
In this webinar, Stacy Hurst of Reading Horizons explains what student engagement is, the benefits of student engagement, and how to improve student engagement in the classroom. To view the presentation, visit https://www.readinghorizons.com/webinars/boost-student-engagement-and-motivation-in-your-classroom
A presentation delivered by Garry Cameron at the 'Learning & Teaching - All you need to know in half a day' workshop delivered at College Development Network on 25/10/16.
Description of the event:
"This half-day event will focus on the five main learning and teaching approaches and how they translate into practice. The event will revisit and reinforce key features and elements of the learning process – tried and tested methods and some of the things that were not known 10 years ago! Attend this event if you wish to ‘power up' learning and teaching approaches that evidence some of the ‘buzz' concepts in the sector. There will be a very short pre-entry task before attendance at the event that connects to the content. The content will be a mix of input, cooperative learning, and dialogue."
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
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this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
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Proposing a model for the incremental development of peer assessment and feed...Laura Costelloe
Abstract
Literature suggests that a crucial element of peer assessment is feedback; through giving and receiving feedback, peer assessment works to engage student learning on a deeper level (Liu and Carless, 2006; Topping, 1998). Equally, the ability to give and receive feedback and to critique have been recognised as important life skills beyond the classroom that are applicable to work contexts. Given this reality, learning how to give constructive feedback should be viewed as ‘an essential generic skill’ (Cushing et al, 2011: 105).
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Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
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2. Some aspects of professional learning
Awareness of
effective ideas,
techniques and
approaches
Ability to recognise/
diagnose suitability of
approaches, and
when they are not
working
Fluency -
instinctive recall
and use of
appropriate
techniques
Systematic and
sustained use of
approaches
Understanding
of underlying
theory - solid
conceptual
understanding
Ability to adapt,
vary, combine
and refine
approaches
Ability to reflect
on (and assess)
own learning
progress
Recognition of
student behaviours
and patterns of likely
future behaviour
Increasing
emotional self-
regulation
3. Source: Robinson (2009)
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
Establishing goals and expectations
Resourcing strategically
Ensuring quality teaching
Leading teacher learning and
development
Ensuring an orderly and safe environment
Effect Size
Unleashing talent: the key to
school success
4. Four types of PD
No pre-existing
skill/knowledge, no
preconceptions
Pre-existing skill,
knowledge, attitudes.
Possible misconceptions.
Surface-level
learning,
change in
awareness
Informing: e.g.
seminars, courses,
printed material,
social media.
Influencing: e.g.
discussion/debate,
‘emotional’ seminars,
inspirational talks
Deep learning,
change in
practice &
attitudes
Embedding: e.g.
modelling, spaced
learning, role-play,
repeated practice
Transforming: e.g.
coaching, micro-enquiry,
research, Lesson Study
5. Transformative PD is
• Aspirational, focused on valued learning outcomes
• Collaborative
• Grounded in proven principles of great pedagogy
• Relevant, differentiated, just-in-time, practical
• Sustained for 30-50 hours at least, over two terms
• Underpinned by theoretical understanding
• Evaluated: summatively and formatively
• Challenging as well as informative
• Lead by leaders who model great learning and
demonstrate trust and distributed leadership
6. PD in exceptional schools
• Extensive formal coaching and mentoring
• Clearer, consistent, evidence-based & cross-
curricular pedagogical strategies
• Collaborative professional learning
• Higher buy-in, higher financial investment
• More use of internal expertise and ASTs
• Subject knowledge a higher priority
• Two pronged: whole-school sustained foci &
personal student-focused.
• Clearly evaluated
Source CUREE (2013)
8. Sections
• Leadership and Culture
• Focus on Learning and Pedagogy
• Evaluation of Impact
• Support and Challenge
• Processes, Systems and Resourcing
• Research, Innovation and Evidence
10. Issues around PD leadership
Identified from some NTEN audits
• Focused on chasing accountability, not pupil outcomes
• Too may foci, not systematic
• Lack of buy-in/consultation, too centrally led
• Lack of resource, poorly distributed opportunities
• Undermined by observation gradings & trust issues
• Forgetting support staff
• Not evaluating impact on learners
• Not differentiated for different staff members
• Wrong balance of internal v external (too much or too
little of either)
Find out more: http://TDTrust.org/NTEN
11. 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.
3. Reflect & Plan
• As soon after the lesson as
possible, reflect how each
activity elicited the sought-after
change. Were your
predictions correct? Why?
2. Observe
• Teach the lesson with your
colleagues observing.
• Pay particular attention to the
case pupils
• Conduct any assessments
and/or interviews during &
after.
Implementation: Lesson Study
12. Why does Lesson Study work?
• Makes tacit/implicit/habitual knowledge
explicit
• Powerful interplay between
theory/expectation and reality
• Repeated practice, social learning
13. Lesson Study…
• “… is empowering staff, building confidence
and improving the quality of learning and
teaching.”
• “The pedagogical discussions we’re having
around the staffroom simply wouldn’t have
happened before”
NTENNational Teacher Enquiry Network
14. Lesson Study…
• “My colleagues understand this is nothing to
do with observation grades. It's taken the
pressure off everyone planning by themselves.
It's a really supportive way to work together
and develop our practice”
• “A girl who’d almost never existed for me in my
PE lesson is now loving her lessons – she’s even
started coming to athletics club after school”
NTENNational Teacher Enquiry Network
15. Lesson Observation – TALIS 2013
• Teachers in England – most performance
managed and observed in the world
• Lots of poor feedback
• Huge problem with job satisfaction and
‘managerialism’
• Biggest improvements in job satisfaction: trust
and collaborative professional development
16. Lesson observation for quality
assurance?
Strong et al. (2011) [identified] ‘effective’ and
‘ineffective’ teachers, showed videos of them
teaching to observers and asked them to say
which teachers were in which group. In both the
experiments where the observers were not
trained in observation, the proportion correctly
identified by experienced teachers and head
teachers was below the 50% that would be
expected by pure chance.
17. Lesson observation for quality
assurance?
At this level of accuracy, fewer than 1% of those
judged to be ‘Inadequate’ are genuinely
inadequate; of those rated ‘Outstanding’, only
4% actually produce outstanding learning gains;
overall, 63% of judgements will be wrong.
18. Lesson observation – what to do?
• Pre-agree focus, use as a coaching opportunity
(not ‘judgementoring’)
• Focus on student learning not teacher
‘performance’, where possible
• Be very wary of how you judge progress –
learning doesn’t happen in one lesson
• Build capacity of teachers to improve
themselves.
• Build trust, build coherent models of pedagogy
19. NTEN and IRIS
“There is much less pressure on the teacher
whose students are being observed and it’s all
about the learning. They have welcomed the
chance to talk about challenges in teaching and
learning, alongside looking at recent research
and development,”
Blatchington Mill School
20. NTEN and IRIS
“While some staff were initially nervous about
using IRIS, the fact that it is completely voluntary
has reassured them that it can be used in a
developmental way, again underpinning our
completely non-judgmental and bespoke
approach to an individual’s own CPD.”
Blatchington Mill School
21.
22. NTENNational Teacher Enquiry Network
http://TDTrust.org/NTEN
CPD Quality Peer Audit
A peer-audit against our CPD Quality
Framework with Bronze, Silver and
Gold awards for excellent practice &
policies.
Peer-to-peer support
Connect with like-minded schools to
observe and develop outstanding
practice.
Rigorous evaluation & research
Engage in both small and large-scale
research, access evidence, implement
quality evaluations and interventions.
NTEN Lesson Study
Comprehensive tools and support to
implement a world-leading system of
Joint Practice Development.
Research access
Gain full text access to over 1800
educational research journals to ensure
you stay at the cutting edge.
A powerful voice
Have your views around staff
development represented at the highest
levels.
23. Teacher Development Trust
The national charity for effective professional
development in schools and colleges
Powerful professional development helps
children succeed and teachers thrive
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Vivane Robinson’s research shows school leaders what it is that they can do to most effectively raise attainment in their school. By far and away the most effective action they can take is to empower teachers to become learners, actively improving their own teaching rather than simply complying with rules about how to teach.
Bear in mind that even the inexperienced teacher has some pre-existing ideas about classrooms, pedagogy, student learning, so we should almost never focus only on the left-hand column and certainly not just the top-left box. The bottom-right box is deeply neglected.
This comes from, e.g., EPPI studies in to collaborative professional learning, Timperley et. al in the NZ Best Evidence Synthesis, etc.
CUREE conducted research for Teach First that compared Exceptional schools versus Strong schools – i.e. all good schools but the former had consistently higher results. All these schools were in areas of high social and economic deprivation. They noted certain key differences in the leadership and practice of professional learning and development in the exceptional schools.
We have been auditing a number of schools’ approach to CPD and are beginning to spot common issues. These schools are all members of our National Teacher Enquiry Network (NTEN).
We look at six different areas of practice and leadership in order to determine what is happening.
The audit includes a self-audit by senior leaders, an anonymous survey of all teaching and non-teaching staff and then a visit by another NTEN member.
These are some of the common issues that are beginning to emerge which are holding back high-impact professional development.
In NTEN we use Lesson Study to help them refine and explore the ideas. This is an excellent approach which pays back the intensive resources required with improved learning and teacher motivation.
Quotes from NTEN schools engaging in Lesson Study – would you find these sorts of statements from someone attending CPD one-offs or INSET-day lectures?
Quotes from NTEN schools engaging in Lesson Study – would you find these sorts of statements from someone attending CPD one-offs or INSET-day lectures?
The Teacher Development Trust runs a completely free database of professional development opportunities – GoodCPDGuide.com. It is our ‘TripAdvisor for CPD’. This is linked to (and from) the Sutton Trust-EEF Toolkit and priorities those providers who explain the evidence behind their approaches, as well as giving the opportunity for teachers to share their reviews of services.
We know how difficult it is for schools to overcome the many barriers to create really effective and engaging professional development so we’ve created a network of schools to support this process. It is an annual membership offer with audit, support for effective approaches to CPD such as Lesson Study, peer-to-peer support from other schools, access to research and tools to help evaluate. Find out more at http://TDTrust.org/NTEN
As a teacher I founded the charity, the Teacher Development Trust, to try and help drive improvement through every school so that everyone can experience the types of powerful professional development that help children succeed and teachers thrive.