Powerful professional development lesson study and observation
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This document summarizes research on effective professional development for teachers. It finds that the most impactful professional development is collaborative, sustained over time, grounded in proven teaching practices, and focused on improving student outcomes. Two high-impact methods discussed are lesson study, where teachers collaboratively plan, observe, and reflect on lessons, and instructional coaching, where teachers receive support in implementing new strategies. The document advocates for moving away from one-off workshops and toward job-embedded professional learning done in collaboration with colleagues.
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Powerful professional development lesson study and observation
- 1. Powerful professional development: Peer Observation & Lesson Study David Weston IRIS Community Conference John Madejski Academy
- 2. Some aspects of professional learning Awareness of effective ideas, techniques and approaches Ability to recognise/ diagnose suitability of approaches, and when they are not working Fluency - instinctive recall and use of appropriate techniques Systematic and sustained use of approaches Understanding of underlying theory - solid conceptual understanding Ability to adapt, vary, combine and refine approaches Ability to reflect on (and assess) own learning progress Recognition of student behaviours and patterns of likely future behaviour Increasing emotional self- regulation
- 3. Source: Robinson (2009) 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 Establishing goals and expectations Resourcing strategically Ensuring quality teaching Leading teacher learning and development Ensuring an orderly and safe environment Effect Size Unleashing talent: the key to school success
- 4. Four types of PD No pre-existing skill/knowledge, no preconceptions Pre-existing skill, knowledge, attitudes. Possible misconceptions. Surface-level learning, change in awareness Informing: e.g. seminars, courses, printed material, social media. Influencing: e.g. discussion/debate, ‘emotional’ seminars, inspirational talks Deep learning, change in practice & attitudes Embedding: e.g. modelling, spaced learning, role-play, repeated practice Transforming: e.g. coaching, micro-enquiry, research, Lesson Study
- 5. Transformative PD is • Aspirational, focused on valued learning outcomes • Collaborative • Grounded in proven principles of great pedagogy • Relevant, differentiated, just-in-time, practical • Sustained for 30-50 hours at least, over two terms • Underpinned by theoretical understanding • Evaluated: summatively and formatively • Challenging as well as informative • Lead by leaders who model great learning and demonstrate trust and distributed leadership
- 6. PD in exceptional schools • Extensive formal coaching and mentoring • Clearer, consistent, evidence-based & cross- curricular pedagogical strategies • Collaborative professional learning • Higher buy-in, higher financial investment • More use of internal expertise and ASTs • Subject knowledge a higher priority • Two pronged: whole-school sustained foci & personal student-focused. • Clearly evaluated Source CUREE (2013)
- 7. The CPD Quality Audit
- 8. Sections • Leadership and Culture • Focus on Learning and Pedagogy • Evaluation of Impact • Support and Challenge • Processes, Systems and Resourcing • Research, Innovation and Evidence
- 9. The NTEN Audit 1. SLT self-audit 2. Anonymous staff survey 3. Peer visit
- 10. Issues around PD leadership Identified from some NTEN audits • Focused on chasing accountability, not pupil outcomes • Too may foci, not systematic • Lack of buy-in/consultation, too centrally led • Lack of resource, poorly distributed opportunities • Undermined by observation gradings & trust issues • Forgetting support staff • Not evaluating impact on learners • Not differentiated for different staff members • Wrong balance of internal v external (too much or too little of either) Find out more: http://TDTrust.org/NTEN
- 11. 1. Plan • Plan a lesson together. • Address each activity to your Learning Goal and predict how pupils will react and how you will assess this. • Pick 3 case pupils. 3. Reflect & Plan • As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why? 2. Observe • Teach the lesson with your colleagues observing. • Pay particular attention to the case pupils • Conduct any assessments and/or interviews during & after. Implementation: Lesson Study
- 12. Why does Lesson Study work? • Makes tacit/implicit/habitual knowledge explicit • Powerful interplay between theory/expectation and reality • Repeated practice, social learning
- 13. Lesson Study… • “… is empowering staff, building confidence and improving the quality of learning and teaching.” • “The pedagogical discussions we’re having around the staffroom simply wouldn’t have happened before” NTENNational Teacher Enquiry Network
- 14. Lesson Study… • “My colleagues understand this is nothing to do with observation grades. It's taken the pressure off everyone planning by themselves. It's a really supportive way to work together and develop our practice” • “A girl who’d almost never existed for me in my PE lesson is now loving her lessons – she’s even started coming to athletics club after school” NTENNational Teacher Enquiry Network
- 15. Lesson Observation – TALIS 2013 • Teachers in England – most performance managed and observed in the world • Lots of poor feedback • Huge problem with job satisfaction and ‘managerialism’ • Biggest improvements in job satisfaction: trust and collaborative professional development
- 16. Lesson observation for quality assurance? Strong et al. (2011) [identified] ‘effective’ and ‘ineffective’ teachers, showed videos of them teaching to observers and asked them to say which teachers were in which group. In both the experiments where the observers were not trained in observation, the proportion correctly identified by experienced teachers and head teachers was below the 50% that would be expected by pure chance.
- 17. Lesson observation for quality assurance? At this level of accuracy, fewer than 1% of those judged to be ‘Inadequate’ are genuinely inadequate; of those rated ‘Outstanding’, only 4% actually produce outstanding learning gains; overall, 63% of judgements will be wrong.
- 18. Lesson observation – what to do? • Pre-agree focus, use as a coaching opportunity (not ‘judgementoring’) • Focus on student learning not teacher ‘performance’, where possible • Be very wary of how you judge progress – learning doesn’t happen in one lesson • Build capacity of teachers to improve themselves. • Build trust, build coherent models of pedagogy
- 19. NTEN and IRIS “There is much less pressure on the teacher whose students are being observed and it’s all about the learning. They have welcomed the chance to talk about challenges in teaching and learning, alongside looking at recent research and development,” Blatchington Mill School
- 20. NTEN and IRIS “While some staff were initially nervous about using IRIS, the fact that it is completely voluntary has reassured them that it can be used in a developmental way, again underpinning our completely non-judgmental and bespoke approach to an individual’s own CPD.” Blatchington Mill School
- 22. NTENNational Teacher Enquiry Network http://TDTrust.org/NTEN CPD Quality Peer Audit A peer-audit against our CPD Quality Framework with Bronze, Silver and Gold awards for excellent practice & policies. Peer-to-peer support Connect with like-minded schools to observe and develop outstanding practice. Rigorous evaluation & research Engage in both small and large-scale research, access evidence, implement quality evaluations and interventions. NTEN Lesson Study Comprehensive tools and support to implement a world-leading system of Joint Practice Development. Research access Gain full text access to over 1800 educational research journals to ensure you stay at the cutting edge. A powerful voice Have your views around staff development represented at the highest levels.
- 23. Teacher Development Trust The national charity for effective professional development in schools and colleges Powerful professional development helps children succeed and teachers thrive
Hinweis der Redaktion
- There are a number of things we need to consider about effective professional learning. There is huge complexity in our professional work and yet the dominant mode of improving this is still one-off courses – how can this be?
- Vivane Robinson’s research shows school leaders what it is that they can do to most effectively raise attainment in their school. By far and away the most effective action they can take is to empower teachers to become learners, actively improving their own teaching rather than simply complying with rules about how to teach.
- Bear in mind that even the inexperienced teacher has some pre-existing ideas about classrooms, pedagogy, student learning, so we should almost never focus only on the left-hand column and certainly not just the top-left box. The bottom-right box is deeply neglected.
- This comes from, e.g., EPPI studies in to collaborative professional learning, Timperley et. al in the NZ Best Evidence Synthesis, etc.
- CUREE conducted research for Teach First that compared Exceptional schools versus Strong schools – i.e. all good schools but the former had consistently higher results. All these schools were in areas of high social and economic deprivation. They noted certain key differences in the leadership and practice of professional learning and development in the exceptional schools.
- We have been auditing a number of schools’ approach to CPD and are beginning to spot common issues. These schools are all members of our National Teacher Enquiry Network (NTEN).
- We look at six different areas of practice and leadership in order to determine what is happening.
- The audit includes a self-audit by senior leaders, an anonymous survey of all teaching and non-teaching staff and then a visit by another NTEN member.
- These are some of the common issues that are beginning to emerge which are holding back high-impact professional development.
- In NTEN we use Lesson Study to help them refine and explore the ideas. This is an excellent approach which pays back the intensive resources required with improved learning and teacher motivation.
- Quotes from NTEN schools engaging in Lesson Study – would you find these sorts of statements from someone attending CPD one-offs or INSET-day lectures?
- Quotes from NTEN schools engaging in Lesson Study – would you find these sorts of statements from someone attending CPD one-offs or INSET-day lectures?
- The Teacher Development Trust runs a completely free database of professional development opportunities – GoodCPDGuide.com. It is our ‘TripAdvisor for CPD’. This is linked to (and from) the Sutton Trust-EEF Toolkit and priorities those providers who explain the evidence behind their approaches, as well as giving the opportunity for teachers to share their reviews of services.
- We know how difficult it is for schools to overcome the many barriers to create really effective and engaging professional development so we’ve created a network of schools to support this process. It is an annual membership offer with audit, support for effective approaches to CPD such as Lesson Study, peer-to-peer support from other schools, access to research and tools to help evaluate. Find out more at http://TDTrust.org/NTEN
- As a teacher I founded the charity, the Teacher Development Trust, to try and help drive improvement through every school so that everyone can experience the types of powerful professional development that help children succeed and teachers thrive.
- Please get in touch!