Changing Classrooms; Changing Teacher Knowledge

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Changing classrooms; changing teacher Knowledge Philippa Cordingley Centre for the Use of Research and Evidence in Education

description

This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 5.b: Innovative Teaching for Effective Learning (ITEL) – Changing Classrooms, Changing Teacher Knowledge.

Transcript of Changing Classrooms; Changing Teacher Knowledge

Page 1: Changing Classrooms; Changing Teacher Knowledge

Changing classrooms; changing teacher

Knowledge

Philippa Cordingley

Centre for the Use of Research and Evidence in Education

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Should the profession take a leadership role in driving pedagogical innovation and reform?

• Research into teacher effectiveness now recognises the centrality of continuing professional development (CPD) and learning to teacher quality “What makes great

teaching, Coe et al , Sutton Trust October 2014”

• But CPD and research have concentrated too much on CPD – done to teachers – rather than teachers’ contributions to/ responsibilities for their own and each others’ learning.

• There is a mature evidence base to show us that it would be wrong to make the same mistake in supporting education innovation and reform.

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The evidence about CPDL highlights:

Linking the development of student and teacher knowledge via aspirations for students

Sustained access to in-depth content knowledge – to include modelling high impact approaches, providing expert feedback and challenging orthodoxies

Sustained peer support to embed knowledge re content and approaches in practices

Structured dialogue about evidence from trying to apply new knowledge- formative assessment for staff

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The evidence about CPDL highlights:

Exploring knowledge and its application in-depth from observing it at work in classrooms Need for ambitious goals about how knowledge is to be used – can be prescribed with peer support Developing theory and practice re how knowledge works in classrooms side by side Leaders modelling professional learning and knowledge development by e.g.

Participating in research and development groups Providing time for teachers to plan, reflect and analyse, Establishing systems that enable and promote, evidence collection and analysis

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Sauce for the Goose

Moving from focusing on teaching teachers to challenging and empowering them to lead CPDL means

Recognising and reviewing what people know, understand, and do already in the context of trying new things

Making continuing professional learning an explicit, collective responsibility at ALL levels

integrating the process effectively and efficiently into systems and the day job

“I’ll have what he’s having!”

http://www.curee.org.uk/content/sauce-goose-learning-entitlements-work-teachers-well-their-pupils

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Stepping stones - moving from knowing to doing

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What does this mean for the profession’s knowledge base?

The art of meta-analysis, big data and systematic reviews is changing what can be known from research

But knowledge that is applied in complex dynamic contexts is hard to change. Practices are shaped by immediate demands and school systems

So what does effective knowledge use this look like from a school perspective? An illustrative research tool

What are teachers’ and schools orientations towards a professional knowledge base? A recent in depth study of exceptional and strong schools serving very vulnerable communities.

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What does teacher leadership of CPDL look like at whole school level?

A research process for identifying how well schools are linking staff and pupil learning

Focuses on what makes a difference for staff and pupils

Evidences effectiveness and efficiency in 5 key areas:

collaboration as a professional learning strategy

use of expertise to ensure depth and challenge

use of evidence within PL to link staff and pupil learning

Formative and summative needs analysis to personalise learning

leadership of professional learning

http://bit.ly/1q8mPwh www.skein.org.uk

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Utility of whole school CPD sessions

35%

48%

8%

7% 2%

I usually find them useful

I sometimes find them useful for developing my ownpractice

Might be helpful for some people but not particularly forme

It’s a bit of a waste of time

BLANK

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Teaching, learning and professional learning

Exceptional schools had a clear focus on developing and maintaining a unified cross-school, explicit model of pedagogy

In strong schools models were more implicit or emergent and patchy across departments/ phases

Depth of content knowledge was a high priority within exceptional schools – key to making pedagogic strategies relevant

Strong schools felt content/subject knowledge was not a big issue and that pedagogic knowledge was much more important

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Professional learning (PL) environment

Exceptional schools invested very systematically at all levels in coherent, quality assured CPDL organised around a coherent model of pedagogy

In strong schools professional learning (PL)- centrally led

In strong schools less consistent teacher ownership of or responsibility for CPD

Exceptional schools invested systematically in training CPD facilitators eg for all mentors & coaches

Strong schools focused less on formal coaching and structured mentoring – sometimes informal or limited to Performance Management.

Training for coaches and mentors occasional

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Raising the ceiling • Exceptional schools remind

us to

• be uncompromising about raising the floor

• set explicit, high expectations about the CPDL and its links with a professional knowledge base

• Address professional knowledge in context

• in order to raise the ceiling!

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At system level? • Systematisation risks solidification. Open discovery

rarely works. Research genuinely offers help

• Learning for staff and students is dynamic – like riding a bike stability and progress depend on pedalling

• The CPDL evidence suggests that combinations of

• in-depth engagement with evidence from research, from students and from trying new approaches

• plus modelling clarity re why innovation matters to students

• ...keep systematisation and innovation in balance

• If we want teacher professionals to attend to the knowledge base we have to recognise their work in interpreting it and involve them in its creation

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At system level? • Systematisation risks solidification. Open discovery

rarely works. Research genuinely offers help

• Learning for staff and students is dynamic – like riding a bike stability and progress depend on pedalling

• The CPDL evidence suggests that combinations of

• in-depth engagement with evidence from research, from students and from trying new approaches

• plus modelling clarity re why innovation matters to students

• ...keep systematisation and innovation in balance

• If we want teacher professionals to attend to the knowledge base we have to recognise their work in interpreting it and involve them in its creation

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Contact Details [email protected]

www.curee.co.uk

Centre for the Use of Research and Evidence in Education

8th Floor

Eaton House

Eaton Road

Coventry

CV1 2FJ

024 7652 4036

• @PhilippaCcuree

• @curee_official