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Taking charge of CPD:

Taking charge of CPD:. Formal and informal approaches. Formal approaches – Higher qualifications. M.Ed : ‘A study of the impact of two models of classroom observation on teaching and learning’

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Taking charge of CPD:

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  1. Taking charge of CPD: Formal and informal approaches

  2. Formal approaches – Higher qualifications M.Ed: ‘A study of the impact of two models of classroom observation on teaching and learning’ This was a comparison of the Ofsted model of observation with lesson study (a collaborative and evidence-informed approach). I worked with Caren and Louisa on ways to improve student resilience. Lesson study is concerned with professional learning, teacher collaboration and a trust-driven accountability system, in comparison to the Ofsted model of lesson observation.

  3. Findings (thank you to everyone who answered the questionnaires!) Teachers and line managers commented on the restrictions placed on their work by externally imposed accountability measures. They expressed frustration that time was spent on tasks generated by these, and that they didn’t have time to dedicate to conducting or even reading research. Graded lesson observations were seen as less effective than self-reflection or informal peer support as a way of improving practice. Similarly, students felt that teachers learnt best from each other. The lesson study approach is a systematic approach to using and sharing research. The culture of lesson study is one of equality, faithful observation, openness to feedback, reciprocal vulnerability and multiple sources of evidence: an antithesis, therefore, of the Ofsted quality-assurance approach to lesson observation.

  4. Disseminating the findings: More on lesson study to follow… Summary as a blog here: http://staffrm.io/@juliesmith/Lyi5KFW2ls And the full dissertation here: http://praxis-education.com/two-models-classroom-observation

  5. Current projects: • EdD at UWE: Developing approaches to teaching and learning that don't rely on determinist beliefs about ability, believing that these ideas can limit learning. I'm interested on the impact of high and low differentiating teaching approaches, and the importance of high expectations in the English classroom.

  6. Informal approaches: Twitter for connecting with other educators, subject-focussed informal chats, and for finding out about events such as last weekend’s ResearchEd conferences. Reading blogs to inform our practice, and to hear alternative voices. Raising the profile of the school and the work we do. Blog here: http://staffrm.io/@juliesmith/bclebVckwy

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