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

3. Overview of Session Some GTC thoughts on the potential of ICT in teaching and learning and how that will be realisedSome 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 learningWhat the GTC is doing to support teachers’ professional learning The Teacher Learning AcademyThe Teacher Learning Academy DiscussionDiscussion

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

5. 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.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:Read our full E-Learning consultation response at: www.gtce.org.uk/pdfs/elearningjan04.pdf www.gtce.org.uk/pdfs/elearningjan04.pdf

6. GTC’s perspective – what this might look like AB Use technology to enhance current processes Experimenting with technology to find out new processes Learn how to use the technology Learn what the technology can do Teachers teach Teachers and pupils teach Traditional pedagogies Transformative pedagogies

7. 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- researchersTo 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 phasesTo develop pedagogical frameworks for different settings for use by teachers in different subjects across phases

8. 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 ICTTo 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 ICTTo 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 threeTo work with a network of at least 100 schools to trial and refine the materials in year three

9. GTC developments – Professional Learning using ICT Connect Network for CPD coordinatorsConnect Network for CPD coordinatorswww.gtce.org.uk/connectwww.gtce.org.uk/cpdreply GTC Research of the MonthGTC Research of the Monthwww.gtce.org.uk/researchofthemonth GTC Online CommunityGTC Online Communitywww.gtce.org.uk/community Teacher Learning AcademyTeacher Learning Academywww.gtce.org.uk/tla

10. Teacher Learning Academy Keith Hill, Link Adviser

11. 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.

12. 2 year pilot Phase One (2003-4) of the pilot is in Birmingham, Manchester and SheffieldPhase One (2003-4) of the pilot is in Birmingham, Manchester and Sheffield Focused on a teacher’s professional learning, derived from their daily practiceFocused on a teacher’s professional learning, derived from their daily practice More than 100 teachers to participate in each LEAMore than 100 teachers to participate in each LEA Verifier training commissioned from CfBTVerifier training commissioned from CfBT Evaluation commissioned from NFER with DfES supportEvaluation 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 EnglandPhase Two (2004-5) will involve an extension within the three LEAs and a wider range of new partners across England

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

14. Core Dimensions Engagement with an appropriate knowledge baseEngagement 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)Planning of professional learning and change activity (i.e. a teacher learning project) Accessing peer support, coaching and/or mentoringAccessing peer support, coaching and/or mentoring

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

16. The learning process Identify a teacher learning project/ improvement project Identify possible sources of relevant knowledge Identify sources of support and coaching Identify possible sources of evidence Plan the project Engage with relevant knowledge base Access support and coaching Collect evidence Carry out the project Collect evidence Evaluate the project Collect evidence Disseminate your learning Collect evidence

17. The Framework Teacher Learning Academy StagesAssociate1 Senior Associate 2 Member3 Senior Member 4 Fellow5 Senior Fellow 6 HEEquivalence 30 (15 +15) + 30 = 60 + 60 (30 + 30) = 120 + 60 (30 + 30) = 180 360 in stages UCET Award UCET AwardStructure Post-graduate certificate Post-grad. diploma Masters degree Education doctorate

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

19. Phase One experience Lead CPD contact in LEALead CPD contact in LEA Other partners involved in developing, promoting & informingOther partners involved in developing, promoting & informing –HEIs –Secondees –Leading practitioners

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

21. Phase 2 partners A complementary range of different LEAs, varying according to: SizeSize LocationLocation Established links and partnershipsEstablished links and partnerships Extent of support for CPD and/or experience of CPD related projectsExtent of support for CPD and/or experience of CPD related projects Work with other partners, which may include examples of the following: EAZsEAZs NLCsNLCs Subject AssociationsSubject Associations Teacher UnionsTeacher Unions Training school networksTraining school networks

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

23. Phase One issues Developing local capacityDeveloping local capacity time and resources – a paradox? Perceptions of verification and evidence requirementsPerceptions 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 learningGetting teachers thinking about teacher learning

24. Discussion Are you doing work following a process to the six Core Dimensions?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?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?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)What resources and technology would be required to support such a partnership? (e.g. Online networking)