Transcript
Professional DevelopmentLeading a Collaborative Enquiry
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.
The PlanMaking use of the Monday CPD
sessions for this purpose.
Working in clusters with a mentor – regular input and discussion & planning time.
“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.
Disadvantaged student
Average student
0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6
Effect of teaching on students in years of progress
Poor teaching
Highly ef-fective teaching
Source: Sutton Trust (2011)
Why are we doing this?
Better teachers improve the life chances of students.
Genuine expertise
Soundbite
knowledge
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.
Ends…as much as meansStart 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.
Enquiry QuestionsRefining and identifying cohort.Sharing.
GROUP MEMBERS
ENQUIRY QUESTION
FOCUS COHORT
Range of evaluation
Evaluating the impact of our practice
FORMATIVE AND SUMMATIVE ASSESSMENT
TEACHER’S OWN OBSERVATIONS – NOTES, PHOTOS OF WORK PRODUCED, USE OF STAR CAMERA
TEAM MEMBERS’ OBSERVATIONS AND COMMENTS
OTHER STATS eg attendance figures, number of comments/detentions/merits in contact bookQUALITY OF HOMEWORK AND CLASSWORK, INCLUDING PARTICIPATION / CONTRIBUTIONS
POST LESSON INTERVIEWS WITH FOCUS PUPILS
GETTING A BASELINE FIRST?
Choose an Enquiry question / goal
Design your evaluation
Investigate the issue, get a baseline
Plan and try an interventionInterim review & expert
input/researchRefine your intervention
Finish evaluation
Write a summary
Dissemination & Sharing
Set up
Enquiry, throughLesson Study
Complete your
evaluation
THE PROCESS
Guidance Framework
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.
Example: Lesson Study
FOCUS ON THE STUDENTS, NOT THE TEACHER
EvaluationImportant
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 / planning / reflection session.
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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