The practicalities of integrating research based Teacher Development

Chris FarrellHead of Teacher DevelopmentCES

1. Where we were2. Where we want to be3. How do we get there?

Our ‘situation’

1. First step of TD: What is ‘good teaching’

2. Inputs and considerations3. Why? Why Research?4. Type of event5. The Process6. What’s next?

What will we talk about?

1.First step of TD: ‘What is good teaching?’

▸Where do we get our definitions from?

▸How does management create a bespoke ‘best practice’? Considering our context?

▸What do we need? How do we analyse deficiencies in current practice?

▸What options for development are available to us? What’s best for us?

▸How do we assess the success of our events?

2.Inputs and Considerations into our TD

▸External bodies: CEFR, EPG, and Accreditation bodies

▸ Internal actions: Observations, appraisals, Student feedback/focus groups

▸Market needs▸ Institutional/other limitations

Considering the TEACHER

Bottom-up approach to TD▸What do teachers bring to the

table:• Motivations• Pre-conceptions• Auxiliary skills• Study/research skills (or lack

of)• Self awareness (of lack of)

3.Why Research?

“Important as a way of understanding and

disseminating what teachers can demonstrate about good

practice”Burns (2010)

‘Promote an ethos of enquiry in staffroom’

▸ Moving from Service providers to Academics

▸ Intangible value of TD▸ Encouraging ‘Deliberate

intervention’ (Burns)

4.Types of ‘Research based’ event

1. Action Research/Supported Experiment

Practicalities!▹ Small manageable groups▹ Defined period of time with set deliverables and

‘end point’

Essentials!▹ Supported self reflection creating actionable

target sentences (“to investigate/experiment/develop…”)

▹ Regular support meetings

Wedding Cake Workshops

‘Wedding cake’ workshops

▹ Tiered Workshops1. Focus on theoretical groundwork2. 3-4 week ‘trial’ periods3. Second tier of practicalities4. Further checks5. 3rd tier if necessary

▹ Exams, Diagnosing, Paperless Lessons

PROVISOS!▸ Paperlight▸ Easy to implement▸ ‘Sold’ differently to

different people▸ Aimed at creating a

degree of reciprocal vulnerability

▸ Practical

5.The Action Research Process

The ‘Why-What-How’ Process

Justification

Event

Evidence

Based around: Classroom Management, Effective Planning,

Content Knowledge

Meeting One: Reflection task

▸ Targeted research▸ Observation (live and videoed)▸ Student surveys▸ Practical results

Sample Effective Planning Project:Aisling: Homework

To promote language recycling and skill development through

homework tasks

▸ Reflection, Observation, Learner (B2) survey.

▸ Research on h/w tasks (ETp, research meetings, staffroom interviews)

▸ End of week reflection on variety▸ Students ‘language passport’▸ End of research cycle presentation on

‘10 tips for making homework more effective’

Sample Content Knowledge Project:Emma: Reading

To push learners from ‘language knowledge’ to ‘language use’

▸ Self reflection, testing learners (B1), observation

▸ Issue with use outside classroom, exposure to authentic language

▸ Research led to experimentation with extensive reading.

▸ Trial and error▸ Workshop on findings

6.Lessons and follow up: What’s next?

1. Issues with lack of detail/focus in reflection

2. Cultural issues3. Differing levels of

teacher ‘buy in’ 4. Issues with managing,

timetabling5. Still too bottom up

“Signs Vs Evidence:Developing A Diagnosis Radar

Take Home One:

““help teachers systematically draw conclusions about their teaching and

share them with other teachers who are asking similar questions”

Salto-Stehberger (2004)

Take Home Two

Justification

Action

Evidence

Reflection

So…1. Research is the way

forward in TD2. Consider your inputs and

context3. Focus on justification and

evidence4. Take the little victories!

THANKS!Any questions?Chris FarrellHead of Teacher Development Centre of English StudiesM: cpd@ces-schools.com T: @ChrisPatrickF

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