Transcript Slide 1

STEP UP, SKILL UP, STRIDE
FORWARD Training for Progression and Succession
FLSE East Region Conference
Nigel Battey
As Albert Einstein said….
“All that is valuable
in human society
depends upon the
opportunity for
development
accorded the
individual.”
Consider professional learning and
leadership development….
• What works?
• What doesn’t?
What do we know?
The Bananarama principle:
"It ain’t what you do, it's the way
that you do it, that's what gets
results."
- Professor Steven Higgins, 2013
The context – our opportunities, our challenges
“Our aim should be to support the school
system to become more effectively selfimproving. The primary responsibility for
improvement rests with schools….”
- The Importance of Teaching,
Education White Paper,
November 2010
High quality professional learning
“The key to fully realising this vision lies in
schools building on their existing success and
further increasing the knowledge, expertise and
professionalism of their staff. That is, to raise –
and continue to raise – their standards, schools
need to build – and continue to build – the
capability and capacity of their staff and help
them work even more collaboratively and
flexibly.”
- Prof Tim Brighouse
High quality professional learning
“The results are well worth the effort and
investment. Good CPD is like an artery pumping
knowledge, learning, motivation and creativity
throughout school staff. For example, teachers
observe and learn from each other; staff
meetings buzz with talk of teaching, learning,
assessment and the curriculum, and meetings
are used to collaboratively plan and evaluate
work.”
- Prof Tim Brighouse
The context – our opportunities, our challenges
‘Hutch
syndrome’
The context – our opportunities, our challenges
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“Teachers don’t lack knowledge. What they
lack is support in working out how to integrate
these ideas into their daily practice ….the
knowledge –doing gap”.
- Dylan Wiliam 2011
•
Knowledge transfer….
...from one person to another
...from one situation to another
...from one school to another
The context – our opportunities, our challenges
“Nothing has promised so much and has been so
frustratingly wasteful as thousands of
workshops and conferences that led to no
significant change in practice when teachers
returned to the classrooms.”
- Michael Fullan, 2011
The context – our opportunities, our challenges
“In England, for more than two decades,
teachers have been required to participate
in five in-service training days per year.
The research evidence demonstrates that
these are rarely well organised, are seen
as of little use by participating teachers, and
represent a wasted resource.”
- Brighouse & Moon, ‘Taking Teacher Development Seriously’,
2013
What do you consider are some of
the key challenges in developing
professional learning and
leadership in your school/
your schools?
Understanding
What Enables High
Quality
Professional
Learning
Centre for the Use of
Research and Evidence in
Education (CUREE), 2012
Models of professional learning delivery
likely to improve pupil outcomes
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collaborative – involves staff working together,
identifying starting points, sharing evidence
about practice and trying out new approaches;
supported by specialist expertise;
focused on aspirations for pupils – which
provides the moral imperative and shared
focus;
sustained over time;
exploring evidence from trying new things to
connect practice to theory, enabling
practitioners to transfer new practices.
CPD approaches which demonstrated
the characteristics linked to effectiveness included:
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collaborative enquiry – peer-supported,
collaborative, evidence-based learning
activities taking place over an extended period
coupled with experimenting with new, high
leverage, high demand approaches and
structured professional dialogue about
evidence;
coaching and mentoring;
networks – collaborations within and between
schools, drawing on internal and external
expertise.
CPD approaches to support leadership
development
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Coaching and mentoring
Critical friends
Personalised
Networks and collaboratives with a learning
focus
Work based development
Built on combining theory and practice
- “Understanding What Enables
High Quality Professional Learning”, CUREE 2012
Our learning….
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Can be slow…… so no quick fixes!
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Requires trial & errer error …
so we need opportunities to fail AND succeed
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Needs feedback… so a coach or mentor
•
Needs support… so a coach or mentor
Who is your learning partner???
David Hargreaves – The Four Keys of Effective
Partnerships within a self-improving school system
Joint Practice Development is well established
within and between schools in the partnership
Social capital (trust and reciprocity) is high within
and between schools in the partnership
Collective moral purpose is a value shared and
enacted by all stakeholders, including pupils, within
the partnership
Evaluation and challenge is practised at every level
within and between schools
Joint Practice Development
“Learning new ways of working through mutual
engagement that opens up and shares practices with
others’.
- Professor Michael Fielding
“JPD assumes it that two or more people support each
other’s development through sharing and reflecting on
practice, informed by evidence from research.”
- Professor David Hargreaves
For example:
 Coaching and mentoring
 Research Lesson Study
 ???
JPD v Sharing Practice
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SHARING GOOD PRACTICE
= haphazard scattering of pre-defined and
well-honed practice to possible adopters
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JOINT PRACTICE DEVELOPMENT
= teachers working closely together to improve
their practice beyond present quality, all within
a far better distribution system
Collaborative Learning – The Evidence
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within school, classroom-based CPD may be
more effective than off-site CPD
collaboration focused around active
experimentation is more effective than
reflection and discussion alone;
collaboration may be an effective vehicle for
securing teacher commitment and ownership
where not possible for teachers to select focus;
paired or small group collaboration may have a
greater impact than larger groups
- EPPI Research Study 2010
Collaborative Learning – The Evidence
“Teaching quality also improves within a
collegial, collaborative environment …. The
power of collective capacity is that it enables
ordinary people to accomplish extraordinary
things.”
– Michael Fullan 2011
What's working well for
collaborative learning:
• a) in your school?
• b) between your schools?
Transformational improvement cultures
From single to collaborative
Establishing JPD – Individual
In a school:
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What can I offer to someone else?
What do I want to learn from someone else?
What aspect of teaching/learning am I not
content with?
As Thomas Edison said….
“Discontent is the first
necessity of progress.”
“You must learn to fail intelligently.”
Establishing JPD – Individual
Across schools:
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What can your school offer to a partner school?
- Teaching/learning and/or leadership
•
What do you want to learn from a partner
school?
- Teaching/learning and/or leadership
•
What aspect of teaching/learning/leadership
are you not content with?
•
What is the state of the foundations of JPD
within your school/across your schools at
present?
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What steps could you take to improve
JPD for professional learning and leadership
development within your school/across partner
schools?
Possibilities….
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The expertise and skills lie primarily within
your schools
Partnerships – Eastern Leadership Centre,
Teaching Schools, etc.
Special school led Teaching School Alliance in
the region
Audit needs/’discontents’ + ‘offers’
Directory of ‘offers’ and ‘discontents’
Local access to nationally accredited leadership
qualifications, locally designed.
Leadership learning networks
What should you do next?
Nigel Battey
NB Learning
[email protected]
07443565102