Professional Learning and ICTProfessional Learning and ICT

Shiraz Chakera and Keith Hill

www.gtce.org.uk

Overview of SessionOverview of Session

• Some GTC thoughts on the potential of ICT in Some GTC thoughts on the potential of ICT in teaching and learning and how that will be teaching and learning and how that will be realisedrealised

• What the GTC is doing to support teachers’ What the GTC is doing to support teachers’ professional learningprofessional learning

• The Teacher Learning AcademyThe Teacher Learning Academy

• DiscussionDiscussion

GTC’s perspective – some GTC’s perspective – some core principlescore principles

• ICT is a critical tool to realise pedagogies that ICT is a critical tool to realise pedagogies that will raise the quality of learning for all pupils.will raise the quality of learning for all pupils.

• New pedagogical practices can only be New pedagogical practices can only be developed with close involvement of teachers developed with close involvement of teachers and pupils committed to experimenting with and pupils committed to experimenting with innovative strategies.innovative strategies.

GTC’s perspective – some GTC’s perspective – some core principlescore principles

• Teachers must have structured supported Teachers must have structured supported opportunities to enquire into their changing opportunities to enquire into their changing pedagogy as they embrace new pedagogy as they embrace new technologies in the classroom.technologies in the classroom.

• Read our full E-Learning consultation Read our full E-Learning consultation response at:response at: www.gtce.org.uk/pdfs/elearningjan04.pdfwww.gtce.org.uk/pdfs/elearningjan04.pdf

GTC’s perspective – what this GTC’s perspective – what this might look likemight look likeAA BB

Use technology to Use technology to enhance current enhance current

processesprocesses

Experimenting with Experimenting with technology to find technology to find out new processesout new processes

Learn how to use the Learn how to use the technologytechnology

Learn what the Learn what the technology can dotechnology can do

Teachers teachTeachers teach Teachers and pupils Teachers and pupils teachteach

Traditional Traditional pedagogiespedagogies

Transformative Transformative pedagogiespedagogies

Pedagogies with E-Learning Pedagogies with E-Learning Resources (PERLS) Resources (PERLS)

www.ioe.mmu.ac.uk/research/pelrswww.ioe.mmu.ac.uk/research/pelrs

• To develop innovative pedagogies for To develop innovative pedagogies for transformative learning and transformative learning and assessment, with teacher- and pupil-assessment, with teacher- and pupil-researchersresearchers

• To develop pedagogical frameworks To develop pedagogical frameworks for different settings for use by for different settings for use by teachers in different subjects across teachers in different subjects across phasesphases

Pedagogies with E-Learning Pedagogies with E-Learning Resources (PERLS) Resources (PERLS)

www.ioe.mmu.ac.uk/research/pelrswww.ioe.mmu.ac.uk/research/pelrs

• To research the extent to which the cultures of To research the extent to which the cultures of the school and the home support innovative use the school and the home support innovative use of ICTof ICT

• To develop an ‘involvement-in-research To develop an ‘involvement-in-research approach’ to teacher professional development approach’ to teacher professional development in ICTin ICT

• To work with a network of at least 100 schools To work with a network of at least 100 schools to trial and refine the materials in year threeto trial and refine the materials in year three

GTC developments – GTC developments – Professional Learning using Professional Learning using

ICTICT• Connect Network for CPD coordinators Connect Network for CPD coordinators

www.gtce.org.uk/connectwww.gtce.org.uk/connectwww.gtce.org.uk/cpdreply www.gtce.org.uk/cpdreply

• GTC Research of the MonthGTC Research of the Monthwww.gtce.org.uk/researchofthemonthwww.gtce.org.uk/researchofthemonth

• GTC Online CommunityGTC Online Communitywww.gtce.org.uk/communitywww.gtce.org.uk/community

• Teacher Learning AcademyTeacher Learning Academywww.gtce.org.uk/tlawww.gtce.org.uk/tla

 

Teacher Learning Teacher Learning AcademyAcademy

Keith Hill, Link AdviserKeith Hill, Link Adviser

Mission StatementMission Statement

The Teacher Learning Academy offers The Teacher Learning Academy offers public and public and professional recognitionprofessional recognition for teachers‘ learning, for teachers‘ learning, development and improvement workdevelopment and improvement work

It aims to It aims to stimulate learning experiences for stimulate learning experiences for teachersteachers which are effective for them, their pupils, which are effective for them, their pupils, their schools and for the education servicetheir schools and for the education service

It seeks to It seeks to support learning communitiessupport learning communities, within and , within and beyond schools, that enrich teaching practice and beyond schools, that enrich teaching practice and support innovation.support innovation.

2 year pilot2 year pilot• Phase One (2003-4) of the pilot is in Birmingham, Phase One (2003-4) of the pilot is in Birmingham,

Manchester and SheffieldManchester and Sheffield• Focused on a teacher’s professional learning, Focused on a teacher’s professional learning,

derived from their daily practicederived from their daily practice• More than 100 teachers to participate in each LEAMore than 100 teachers to participate in each LEA• Verifier training commissioned from CfBTVerifier training commissioned from CfBT• Evaluation commissioned from NFER with DfES Evaluation commissioned from NFER with DfES

supportsupport• Phase Two (2004-5) will involve an extension Phase Two (2004-5) will involve an extension

within the three LEAs and a wider range of new within the three LEAs and a wider range of new partners across Englandpartners across England

What do you want to know What do you want to know about?about?

• The focus of Phase One – The focus of Phase One – developing key elements of the developing key elements of the Teacher Learning AcademyTeacher Learning Academy

• Local experience of Phase OneLocal experience of Phase One

• Plans for Phase Two – identifying Plans for Phase Two – identifying potential partnerspotential partners

Core DimensionsCore Dimensions

• Engagement with an appropriate knowledge Engagement with an appropriate knowledge base base

(e.g. research evidence, school data, the (e.g. research evidence, school data, the experiences of teachers in other institutions)experiences of teachers in other institutions)

• Planning of professional learning and change Planning of professional learning and change activity (i.e. a teacher learning project)activity (i.e. a teacher learning project)

• Accessing peer support, coaching and/or Accessing peer support, coaching and/or mentoringmentoring

Core DimensionsCore Dimensions

• Carrying out a change activity Carrying out a change activity

(i.e. implementing the teacher learning (i.e. implementing the teacher learning project) project)

• Evaluating the impact of the change activity Evaluating the impact of the change activity on practice and on own learningon practice and on own learning

• Disseminating what has been learned Disseminating what has been learned

(e.g. through written report, web-based (e.g. through written report, web-based dissemination, hosting a meeting)dissemination, hosting a meeting)

The learning processThe learning process

Identify a teacher Identify a teacher learning project/ learning project/ improvement improvement projectproject

Identify possible Identify possible sources of relevant sources of relevant knowledgeknowledge

Identify sources of Identify sources of support and support and coachingcoaching

Identify possible Identify possible sources of sources of evidenceevidence

Plan the projectPlan the project Engage with Engage with relevant relevant knowledge baseknowledge base

Access support Access support and coachingand coaching

Collect evidenceCollect evidence

Carry out the Carry out the projectproject

Collect evidenceCollect evidence

Evaluate the Evaluate the projectproject

Collect evidenceCollect evidence

Disseminate your Disseminate your learninglearning

Collect evidenceCollect evidence

The FrameworkThe Framework

Teacher Teacher Learning Learning AcademyAcademy

StagesStages

AssociateAssociate 11

Senior AssociateSenior Associate 22

MemberMember 33

Senior MemberSenior Member 44

FellowFellow 55

Senior FellowSenior Fellow 66

HEHE

EquivalenceEquivalence

30 (15 +15)30 (15 +15)

+ 30 = 60+ 30 = 60

+ 60 (30 + 30) = 120 + 60 (30 + 30) = 120

+ 60 (30 + 30) = 180 + 60 (30 + 30) = 180

360360 in stages in stages

UCET Award UCET Award

StructureStructure

Post-graduate certificatePost-graduate certificate

Post-grad. diplomaPost-grad. diploma

Masters degree Masters degree

Education doctorate Education doctorate

Evidence requirementsEvidence requirements

Stage 1Stage 1• A brief contextual statement A brief contextual statement (descriptive)(descriptive)• A brief commentary in relation to each of the core A brief commentary in relation to each of the core

dimensions dimensions (descriptive and reflective)(descriptive and reflective)• dialogue and authentication in schooldialogue and authentication in school• GTC moderationGTC moderation

Stages 2 & 3Stages 2 & 3• different ways to present evidencedifferent ways to present evidence• verification & moderation by trained verifiersverification & moderation by trained verifiers

Phase One experiencePhase One experience

• Lead CPD contact in LEALead CPD contact in LEA

• Other partners involved in developing, Other partners involved in developing, promoting & informingpromoting & informing

– HEIsHEIs

– SecondeesSecondees

– Leading practitionersLeading practitioners

Phase One experiencePhase One experience

• Targeted schools, groups or networks of teachersTargeted schools, groups or networks of teachers– Recipients of provision/support/funding &/or Recipients of provision/support/funding &/or

CPD activeCPD active• Large scale events and face to face contactLarge scale events and face to face contact

– Launches & teacher briefingsLaunches & teacher briefings– School-based sessionsSchool-based sessions

• Identifying support – verifiers, “champions” & Identifying support – verifiers, “champions” & mentorsmentors

Phase 2 partnersPhase 2 partners

A complementary range of A complementary range of different different LEAsLEAs, varying , varying according to:according to:• SizeSize• LocationLocation• Established links and Established links and

partnershipspartnerships• Extent of support for Extent of support for

CPD and/or experience CPD and/or experience of CPD related projectsof CPD related projects

Work with Work with other partnersother partners, ,

which may include which may include

examples of the following:examples of the following:• EAZsEAZs• NLCsNLCs• Subject AssociationsSubject Associations• Teacher UnionsTeacher Unions• Training school Training school

networksnetworks

Further informationFurther information

Available from:Available from:

www.gtce.org.uk/tla

Enquires to:Enquires to:

tla@gtce.org.uk

Phase One issuesPhase One issues

• Developing local capacityDeveloping local capacity

time and resources – a paradox?time and resources – a paradox?• Perceptions of verification and evidence Perceptions of verification and evidence

requirementsrequirements

teacher confidence & workload in conflict with rigourteacher confidence & workload in conflict with rigour

OR ensuring relevance of effort to teacher learningOR ensuring relevance of effort to teacher learning• Getting teachers thinking about teacher learningGetting teachers thinking about teacher learning

DiscussionDiscussion

• Are you doing work following a process to the six Core Are you doing work following a process to the six Core Dimensions?Dimensions?

• Would you be interested in seeking recognition in Would you be interested in seeking recognition in relation to that work? Using the TLA model?relation to that work? Using the TLA model?

• Rather than grouped geographically, would it be Rather than grouped geographically, would it be worthwhile building a partnership with the TLA based worthwhile building a partnership with the TLA based on teachers’ interest and expertise in ICT in teaching on teachers’ interest and expertise in ICT in teaching and learning?and learning?

• What resources and technology would be required to What resources and technology would be required to support such a partnership? (e.g. Online networking)support such a partnership? (e.g. Online networking)