Professional Learning and ICT

1. Professional Learning and ICT Shiraz Chakera and Keith Hill www.gtce.org.uk

2. Overview of Session • Some GTC thoughts on the potential of ICT in teaching and learning and how that will be realised • What the GTC is doing to support teachers’ professional learning • The Teacher Learning Academy • Discussion

3. GTC’s perspective – some core principles • ICT is a critical tool to realise pedagogies that will raise the quality of learning for all pupils. • New pedagogical practices can only be developed with close involvement of teachers and pupils committed to experimenting with innovative strategies.

4. GTC’s perspective – some core principles • Teachers must have structured supported opportunities to enquire into their changing pedagogy as they embrace new technologies in the classroom. • Read our full E-Learning consultation response at: www.gtce.org.uk/pdfs/elearningjan04.pdf

5. GTC’s perspective – what this might look like

6. Pedagogies with E-Learning Resources (PERLS) www.ioe.mmu.ac.uk/research/pelrs • To develop innovative pedagogies for transformative learning and assessment, with teacher- and pupil-researchers • To develop pedagogical frameworks for different settings for use by teachers in different subjects across phases

7. Pedagogies with E-Learning Resources (PERLS) www.ioe.mmu.ac.uk/research/pelrs • To research the extent to which the cultures of the school and the home support innovative use of ICT • To develop an ‘involvement-in-research approach’ to teacher professional development in ICT • To work with a network of at least 100 schools to trial and refine the materials in year three

8. GTC developments – Professional Learning using ICT • Connect Network for CPD coordinators www.gtce.org.uk/connect www.gtce.org.uk/cpdreply • GTC Research of the Month www.gtce.org.uk/researchofthemonth • GTC Online Community www.gtce.org.uk/community • Teacher Learning Academy www.gtce.org.uk/tla

9. Teacher Learning Academy Keith Hill, Link Adviser

10. Mission Statement The Teacher Learning Academy offers public and professional recognition for teachers‘ learning, development and improvement work It aims to stimulate learning experiences for teachers which are effective for them, their pupils, their schools and for the education service It seeks to support learning communities, within and beyond schools, that enrich teaching practice and support innovation.

11. 2 year pilot • Phase One (2003-4) of the pilot is in Birmingham, Manchester and Sheffield • Focused on a teacher’s professional learning, derived from their daily practice • More than 100 teachers to participate in each LEA • Verifier training commissioned from CfBT • Evaluation commissioned from NFER with DfES support • Phase Two (2004-5) will involve an extension within the three LEAs and a wider range of new partners across England

12. What do you want to know about? • The focus of Phase One – developing key elements of the Teacher Learning Academy • Local experience of Phase One • Plans for Phase Two – identifying potential partners

13. Core Dimensions • Engagement with an appropriate knowledge base (e.g. research evidence, school data, the experiences of teachers in other institutions) • Planning of professional learning and change activity (i.e. a teacher learning project) • Accessing peer support, coaching and/or mentoring

14. Core Dimensions • Carrying out a change activity (i.e. implementing the teacher learning project) • Evaluating the impact of the change activity on practice and on own learning • Disseminating what has been learned (e.g. through written report, web-based dissemination, hosting a meeting)

15. The learning process

16. The Framework

17. Evidence requirements Stage 1 • A brief contextual statement (descriptive) • A brief commentary in relation to each of the core dimensions (descriptive and reflective) • dialogue and authentication in school • GTC moderation Stages 2 & 3 • different ways to present evidence • verification & moderation by trained verifiers

18. Phase One experience • Lead CPD contact in LEA • Other partners involved in developing, promoting & informing • HEIs • Secondees • Leading practitioners

19. Phase One experience • Targeted schools, groups or networks of teachers • Recipients of provision/support/funding &/or CPD active • Large scale events and face to face contact • Launches & teacher briefings • School-based sessions • Identifying support – verifiers, “champions” & mentors

20. A complementary range of different LEAs, varying according to: Size Location Established links and partnerships Extent of support for CPD and/or experience of CPD related projects Work with other partners, which may include examples of the following: EAZs NLCs Subject Associations Teacher Unions Training school networks Phase 2 partners

21. Further information Available from: www.gtce.org.uk/tla Enquires to: tla@gtce.org.uk

22. Phase One issues • Developing local capacity time and resources – a paradox? • Perceptions of verification and evidence requirements teacher confidence & workload in conflict with rigour OR ensuring relevance of effort to teacher learning • Getting teachers thinking about teacher learning

23. Discussion • Are you doing work following a process to the six Core Dimensions? • Would you be interested in seeking recognition in relation to that work? Using the TLA model? • Rather than grouped geographically, would it be worthwhile building a partnership with the TLA based on teachers’ interest and expertise in ICT in teaching and learning? • What resources and technology would be required to support such a partnership? (e.g. Online networking)