Teacher Development (TD) has always been an area of interest for me as an academic manager. It provides a focus on a couple of key challenges which I enjoy taking on – how to raise teaching standards in a school, and how to grow a culture of learning and collaboration within a teaching team.
And managing change is something you always have to face as a DOS, and it also represents the kind of challenge that I relish.
They both allow us to prove ourselves, to set out a vision for quality, and to establish an identity as a Director of Studies.
So when I joined a new school (18 months ago), the TD programme was one of the first areas that I wanted to evaluate, and if necessary – change.
My beliefs about TD have evolved over the years and have been influenced by various ideas and guiding principles.
Teachers need to take ownership of their professional development:
“You can train me, you can educate me, but you can’t develop me. I develop” (Julian Edge, 2002)
Choice is an important element:
“Choice is a big deal. People can be subjected to assessment, appraisal and evaluation against their will. But no-one can be made to develop. Even if you have to compile a portfolio, you can’t be made to develop by doing it. Teachers are too good at faking it. We can fake development, and should do so, if someone tries to force it on us. But we develop as professionals if, and only if, we choose to. The motives may differ from teacher to teacher, but this we have in common: no choice, no way.” (Andy Curtis, 2001)
Too often, TD, unlike our aim for teaching, lacks differentiation:
“It is ironical that developments in education call for teachers to differentiate instruction as a pre-requisite for effective learning, while teacher education and CPD adhere to a one-size fits all philosophy” (Gabriel Diaz-Maggioli, 2004)
Being connected to the profession is an important factor – I have personally experienced the impact on my own development from connecting with practitioners both locally (for example via the London DOS Association) and more widely, via conferences or social networks (facebook, blogs) and online CPD (webinars).
Duncan Foord’s ‘The Developing Teacher’ (2009) has been a big influence; it contains a good section on theory, followed by loads of practical ideas for developmental activities.
And finally, Catherine Walter’s study of evidence-based research (‘What professional development for teachers works best?’ 2012) gives us 2 important messages:
- Good teaching leads to improved student outcomes
- One of 3 key variables which lead to good teaching is: developing teachers ability to teach well
This study outlines 7 key ingredients for effective teacher development:
- It is concrete and classroom-based
- Involves teachers in the choice of areas to develop and activities to undertake
- Brings in expertise from outside the school
- Is sustained over time
- Helps teachers to work collaboratively with peers
- Provides opportunities for mentoring and coaching
- Is supported by effective school leadership
And these ingredients provided me with the criteria against which I could evaluate the existing TD programme when I took up my new post in the Spring of last year.
The school I joined was in good shape. It had recently achieved excellent results in a British Council inspection, the majority of teachers (almost 70%) were TEFLQ, it was a teacher-training centre for Trinity Cert TESOL courses, and part of a wider group with a strong reputation for quality.
So improving standards was not an urgent challenge, but it was what I set out to do, as I told the new team at my first staff meeting.
A weekly routine of teacher meetings already existed – this was a major plus – but I quickly realised there were some issues with the TD programme:
- Not much time – around 20 minutes to squeeze in the TD
- Not much space – 40 to 50 teachers in 2 joined-classrooms, so some teachers having to stand (not especially conducive to learning)
- Some teachers needing to leave early to go to afternoon classes
- A one size fits all approach – one TD session for whole team, so lacking in choice and differentiation
- Passive format – easy to ‘consume’ without much engagement
- Lack of ownership
- Lack of follow-through into the classroom
- Not much connection with the wider ELT community (some teachers had presented at the internal conference programme, but no-one had presented at IATEFL, for example)
The TD programme was coasting, so I started to introduce some changes to revitalize it.
The initial changes were minor and gradual; I set up some swapshops, included some split sessions to offer a choice of focus, had co-presenters deliver workshops with follow-up feedback sessions, and set up an online Wiggio forum to encourage ideas sharing and collaboration.
Then I had my big idea! Personalised Development Groups.
And here it is, set out in a slightly reduced proposal document.
Have a look at it.
What do you think of it as an idea? And what challenges do you think it presents in terms of managing and implementing change?
In my next post, I will look back at the PDGs project and comment on how to manage change, and I’ll reflect on the success (or otherwise) of introducing a new approach to the TD programme.
Personalised Development Groups – February to April 2015
To achieve a more tailored and personalised approach to teacher development at St Giles Central: Personalised Development Groups.
The aim is to break down the large teaching staff into small groups of teachers led by 1 or 2 Mentors (Permanent Teachers) with a focus on two areas:
- Individual teacher development needs
- A chosen Pathway (area of interest for research)
Individual teacher development – a more tailored approach within the Personalised Development Groups.
Pathways – to personalise Teacher Development by tapping into teachers’ areas of interest, and to explore questions related to it; to encourage teacher learning within a collaborative and supportive group.
Mentors take responsibility for a given Pathway; teachers are able to choose the pathway which they are interested in, allowing for personalisation and ownership.
- Learning technologies
- Teaching exams
- Learner autonomy
- Authentic materials
- Language Awareness & Usage
Groups of maximum 8 people, comprising of 1-2 Mentors and up to 6 teachers – teachers should have a more active role in their development; groups stay together for a 2 month pilot period during which there are four sessions and a final meeting for groups to report back.
The TD Programme includes at least 2 PDG Sessions per month; the rest of the monthly TD Programme continues to include INSET for the whole team, and split workshop sessions.
PDG Activities to include:
- Discussing individual teacher development needs
- Planning interventions by mentor to support those needs, such as peer observations & mentor observations
- Planning classroom based activities for teachers to explore needs-related development
- Paired action research (related to chosen pathway)
- Planning self observations (related to pathway or own development)
- Setting up Group ‘Class Focus Days’ – each teacher in the group to carry out a set task/approach on a given day; to feedback later
- Group reading/research
- Workshop (led by Mentor and/or group member) – input related to pathway; feedback on paired action research
- Watching webinar; online presentation; using youtube recordings of teachers
- Keeping a teacher portfolio
- Sharing / posting online (team wiggio)
The role of the Mentor-trainers
- Coordinate their PDG and Pathway
- Encourage, inspire, motivate, guide, facilitate…
- Lead the Friday group sessions
- Find/share relevant resources, reading, articles
- Use PDG wiggio to prompt & steer the group
- Set up and facilitate PDG Activities
- Set up and oversee (paired) action research
- Monitor group, and individual teacher, objectives (and re-set when necessary)
- Record group & individual successes (or absence of participation)
Coordinating and supporting the mentor-trainers:
- Senior teachers
- Teacher trainers
To tap into the talents, interests and desire for added responsibility among the Permanent Teachers, many of whom are keen on the idea of mentoring / teacher training.
To provide a structure for mentoring
To tailor CPD to teachers’ areas of interest.
To encourage teachers to take more ownership for their CPD, with greater involvement and input on what they do and how.
To foster new working relationships and provide opportunities for collaboration.
To help teachers develop good habits in reflective practice through adopting an enquiry-based approach to teaching and classroom practice.
(For the Academic management team) to gain further insights about individual teacher strengths & areas for development.
To gain new insights and develop knowledge about best practice in ELT through multiple small scale action research projects.
To make the first steps towards presenting research/experience at IATEFL.