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Next level collaboration…the future of education
Tweet us: @IRIS_Connect
Who are we?
• Founded in 2008• Based on research into effective CPD
Tweet: @IRIS_Connect
Who are we?
• Operating in UK, France, Holland, Finland,
Denmark, Belgium, Australia, Estonia, Latvia, Poland, France and USA
• Now in 1 in 5 English & Welsh Secondary Schools
Tweet: @IRIS_Connect
A time of uncertainty….
Tweet: @IRIS_Connect
Its nice that at least one thing is certain…
Factors effecting educational outcomes
Teachers matter mostTweet: @IRIS_Connect
Hattie 2003
Compound effects
Teachers matter mostTweet: @IRIS_Connect
Robinson (2009)
The vital role of leadershipTweet: @IRIS_Connect
Support, trust, feedback and atmosphere
(Kraft – Papay 2014)
Learning culture is vitalTweet: @IRIS_Connect
• The rigour and accuracy of self-evaluation and how well it leads to planning that secures continual improvement.
• The effectiveness of the actions leaders take to secure and sustain improvements to teaching, learning and assessment and how effectively governors hold them to account for this.
• The quality of continuing professional development for teachers at the start and middle of their careers and later.
• How well leaders ensure that the school has a motivated, respected and effective teaching staff to deliver a high quality education for all pupils, and how effectively governors hold them to account for this.
Ofsted’s new focusTweet: @IRIS_Connect
• Leaders and governors have created a culture that enables pupils and staff to excel.
• Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement.
• Assessment information is used to plan appropriate teaching and learning strategies.
• Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.
Ofsted’s new focusTweet: @IRIS_Connect
In 2011 CUREE showed that less than 1% of training opportunities were of a type capable of transforming classroom practice.
Shorter briefing style events Sustained over time
1 2 3 4
CPD is the answer?Tweet: @IRIS_Connect
The most common form of training attended in 2010 was listening to a lecture or presentation
Decontextualised, Depersonalised, Disempowered
If schools are to be centres of pedagogical expertise, should we not extend this to be centres of excellence in andragogy?
What’s the problem?Tweet: @IRIS_Connect
What does work?Tweet: @IRIS_Connect
Laying the foundationsTweet: @IRIS_Connect
Getting thereTweet: @IRIS_Connect
Each stage is required, but insufficient alone
The whole nine yardsTweet: @IRIS_Connect
Joyce / Showers 2002
Lesson observationModeling - Observation - Dialogue
However:•Obtrusive •Subjective •Expensive / hard to scale •Debrief issues•Dual purposed•Are only a component of effective PD
What does effective professional learning rely on?
Tweet: @IRIS_Connect
What are platforms?Tweet: @IRIS_Connect
Suppliers Consumers
Cost
Time DistanceLogistics Market access
ConveniencePriceChoice
What are next gen platforms?Tweet: @IRIS_Connect
Suppliers Consumers
Cost
Professional Learning Platform? Tweet: @IRIS_Connect
Professional Learning is mission critical
Doing it well is currently and unscalable and largely ineffective
Logistical challenges make cost effective delivery impossible for providers
The line between providers and consumers is increasingly blurred
Education deserves a professional learning platform
21,000 hours of video uploaded last month80,000 videos accessed by users60,000 videos shared with users/groups45,000 teaching dialoguesDelivering personalised, contextualised CPD
Our next generation platform last month…
Tweet: @IRIS_Connect
£
Collaboration; within and between schoolsTweet: @IRIS_Connect
And providers? (in 3 months)
1036 content delivery groups created by schools And a growing number of expert groups created by organisations like:
Of teachers actively using IRIS Connect
88% say their confidence has risen
85% say there’s been a positive impact on collaboration
94% feel there has been a positive impact on their teaching
The inspiring future of school improvement is the fear factor giving way to the peer factor.
Tweet: @IRIS_Connect
Rebecca Williams IRIS Co-ordinator
“With IRIS Connect you are not just in your classroom in your own little world, it creates a whole community
in your school where you can share and become a better practitioner.”
How have we implemented IRIS to effectively share and collaborate?Creation of a bank of resources Behaviour Management StrategiesTeaching and Learning GroupsPeer MentoringPGCE MentoringSharing with partner schools Quality Control
Bank of ResourcesUseCreation of a bank of lesson clips to show examples of good and outstanding practiceFolders created on Questioning, Differentiation, AFL, Use of incidental WelshImpactNo cover costs or classes missing out on lessons as teachers can look at folders in their own time.All staff now have access to exemplars to help develop their own practiseEffective self reflection tool
Behaviour ManagementUseLeaders of Learning able to monitor behaviour.ImpactSharing of clips showing students reacting differently with staff have enabled us to share behaviour management strategies that worked.Measurable improvement in the behaviour of those students as a consequence of using a consistent approach to classroom management.
Teaching and Learning GroupsUseDepartments have worked to create clips of staff teaching a standardised set of resources. These are then shared between all teachers in the department.ImpactConsistency of teaching across departmentsCreates a culture of sharing within departments where all are comfortable to participate.
MentoringUseModelling good practice.Used as a self reflection toolPGCE students can access the lessons at home.ImpactClear improvement in teaching standards.Use of IRIS extended to support ITT training.
Sharing with Partner SchoolsUseShared resources between departments in schools across the ERW region.
ImpactDeveloped strong relationships between the schoolsCreation of a bank of resources to share between schools.Created a dialogue about what is good teaching and learning.
QualityUseLesson observation shared with SLT and watched separately.Lesson observations reviewed with observer and teacher.ImpactCreates a consistent approach to lesson observationsEnables observer and teacher to agree on any missed opportunities and areas for developments.
Where next?QEHS have just been asked to take part in a
regional ERW project leading 12 schools in reducing “Within School Variation”.
I am leading this initiative and using IRIS as the vehicle to share lessons, examples of good practise and to create a dialogue to share about what is effective Teaching and Learning.
It is very exciting for IRIS to be the driving force in this project and I believe it will be very successful in raising standards and reducing variation.
Tweet: @IRIS_Connect
Drop this at our stand and we’ll be in touch.
Want to know more?