specialist schools and academies trust & general teaching council for england teacher learning...
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Specialist Schools and Academies Trust & General
Teaching Council for England
Teacher Learning Academy
S’EEN (2)
S’EEN Spoke School TLA Stage 2S’EEN hub
and TLA Leader
(Stage 3)
S’EEN Spoke School TLA Stage 2
S’EEN Spoke School TLA Stage 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN (3)
S’EEN Spoke School TLA Stage 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN hub and
TLA Leader (Stage 3)
S’EEN Spoke School TLA Stage 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2 S’EEN
Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN (4)
S’EEN Spoke School
TLA Stage 2
S’EEN hub and
TLA Leader (Stage 3)
SSAT/ TLA Partnership
S’EEN Spoke School
TLA Stage 2
S’EEN hub and
TLA Leader (Stage 3)
S’EEN Spoke School
TLA Stage 2
S’EEN hub and
TLA Leader (Stage 3)
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2 S’EEN
Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
S’EEN Network School
TLA Stage 1 or 2
Through this partnership, the TLA offers teachers the
opportunity to gain national professional recognition
Together we will:• Support teachers’ learning through effective CPD;• Ensure developing practice;• Enable opportunities to collaborate, reflect,
support and co-coach.
Through this partnership we:
• Have a focus for sharing knowledge and exchanging aspects of practice;
• Work within a culture where there is the confidence to share and resolve personalised issues;
• Receive specific support in writing and making submissions to TLA around your work with this project.
The origins of the Teacher Learning Academy (1)The GTC commissioned research into the
featuresof CPD which were most likely to impact uponpupil learning, improved teaching and teacherefficacy. This research looked at:• Systems from other professional bodies – most
are mandatory, there is little evidence of positive impact and the inequitable access made such systems unsuitable for teaching;
• Professional Standards Board in the USA – useful lessons but not sufficient tie-in to real settings and the real concerns of teachers.
The origins of the Teacher Learning Academy (2)What was wanted was an inspirational and voluntary system. It had to:• Be for teachers and verified by teachers;• Build capacity in the profession for peer
support and review;• Complement other systems e.g. HEIs.
Characteristics of Teacher Learning Academy
Thus we have in the TLA:• A framework for teacher learning; • Verification mostly done by
teachers;• Six core processes within a four
stage framework.
TLA story so far…..
• 55 Local Authorities;• 300 Hub Schools;• Several national partners;• Several HEIs
The NFER evaluation of phases 1 & 2 of the pilot
Impact of the TLA so far:• The opportunity to reflect on teaching and learning;• The opportunity to work with colleagues;• The development of individual’s teaching practice;• The status and recognition gained;• The enhanced contribution to the school;• Improvements to motivation and confidence;• Greater willingness to engage in professional
development;• The importance of the 6 core dimensions.
TLATLAFrameworkFramework
Stage 1 Stage 2 Stage 3 Stage 1 Stage 2 Stage 3 Stage 4Stage 4
Sphere of
Sphere of
InfluenceInfluence
Depth of enquiry and reflection
Depth of enquiry and reflection
Stage 1
Timescale Sphere of influence
Presentation
½ term Own classroom
year/KS/dept
•Plan•Learning
Journal
Stage 2
Timescale Sphere of influence Presentation
1-1 ½ terms Own classroom
Year/KS/dept
Whole school
•Plan•Learning journal•Learning breakthrough•Supporting evidence
Stage 3
Timescale Sphere of influence Presentation
2-3 terms Own classroom
Year/KS/dept
Whole school
Other schools
•Plan•Learning journal•Learning breakthrough•Supporting evidence•Abstract
Stage 4
Timescale Sphere of influence Presentation
3 + terms Own classroom
Year/KS/dept
Whole school
Other schools
Wider professional community
•Plan•Learning journal•Supporting evidence•3 learning
breakthroughs•Publishable resource •Abstract
Engaging with the
Engaging with the
knowledge base
knowledge base
Planning your
Planning your learninglearning
Carryin
g o
ut yo
ur
Carryin
g o
ut yo
ur
plan
plan
Co
ach
ing
an
d m
ento
rin
gC
oac
hin
g a
nd
men
tori
ng
Evaluating your learning and
Evaluating your learning and
impact
impact
Sharing
Sharing your learning
your learning
and influencing
and influencing practice
practice
Planning your learning
Coaching and mentoring
Carrying out your plan
Evaluating your learning and
impact
Engaging with the knowledge
base
Sharing your learning & influencing
practice
Core Dimensions
• Engaging with the knowledge base (e.g. research evidence, school data, the experiences of teachers in your own and other institutions)
• Coaching and mentoring (e.g. mentoring, co- coaching, collaboration, learning conversations)
• Planning your learning • Carrying out your plan• Evaluating your learning and impact• Sharing your learning and influencing
practice
Core Features of Effective CPD
• Access to external support• Opportunities for teacher learning• Peer support• Teacher ownership of CPD content and processes• Professional dialogue rooted in experimenting for
the class/ trying things out• Building on teachers’ own expertise
EPPI Centre University of London
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