1. Ways of working How will we work as a teacher group?
Tool PDC-1:Challenges for the group
© 2016 mascil project (G.A. no ). Lead partner University of Nottingham; CC-NC-SA 4.0 license granted. The project mascil has received funding from the European Union’s Seventh Framework Programme (FP7/ ).

2. Overview Aims: To consider personal aims and values;
To discuss how these relate to the aims and values of the teacher group;
To identify possible challenges for the group.
We will:
Consider individual responses to questions from an international survey of teachers;
Discuss how these relate to responses from the group.

3. Features of mascil groups
Mascil teacher groups:
are collaborative
meet regularly over a sustained period of time
support members to inquire into classroom teaching practices
reflect on their inquiry
draw on the resources of the MaSciL toolkit and classroom materials

4. Understanding teachers and teaching
TALIS (the OECD’s Teaching and Learning International Survey) asks teachers and schools about their working conditions and learning environments. It covers important themes such as initial teacher education and on-going professional development; what sort of appraisal and feedback teachers get; the school climate; school leadership; and teachers’ instructional beliefs and pedagogical practices.

5. TALIS
In TALIS, teachers are asked: How often do you do the following in this school? Focus on learning Ensure common standards in evaluations for assessing student progress. Shared vision Attend staff meetings to discuss the vision and mission of the school. Reflection Take part in professional learning activities (e.g. team supervision). De-privatisation of Observe other teachers’ classes and practice provide feedback. Collaborative Exchange teaching materials with colleagues. Teach jointly as a team in the same class.

6. Discussion
The TALIS questions reflect characteristics of a professional learning community that are important for Mascil teacher groups. What do your responses to the TALIS questions, as individuals and as a group, suggest will be the main challenges in becoming an effective Mascil teacher group that supports professional learning?
Responses to the questions together with the aims of MaSciL teacher groups (slide 1) should  stimulate discussion in response to the question “What do our answers to the TALIS questions suggest will be the challenges for us in becoming a MaSciL teacher group or professional learning community?”

7. Finishing off
As a group, consider ways of overcoming the challenges that you have identified. Try to discuss and prioritise the most important challenges.
Before next time, think about these challenges and be ready to share your ideas about practical solutions.
You may also wish to find out more about TALIS and view the full teacher questionnaire at