Leading Collaborative Learning Karen Spence-Thomas k.spence-thomas@ioe.ac.uk Programme Leader, CPD and Aspiring Leaders London Centre for Leadership in Learning Institute of Education
www.ioe.ac.uk/lcll
Key questions Explore how to: turn a collaborative into a powerful learning community; move beyond sharing ideas and actually change practice.
And thereby examine: the key features of effective leadership of collaborative learning.
Collaborative learning ‘… (school) improvement, including the contribution of CPD, is now seen as essentially a collaborative exercise’ (Bubb & Earley, 2007)
‘The most effective CPD, which was clearly linked to the strongest or widest ranging positive effects for teachers and pupils, was found to be collaborative’ (EPPI, 2010)
Effective and strategic professional development • establishes clarity of purpose at outset of PD activity • specifies a focus / goal for PD activity aligned to clear timescales • includes a focus on pupil outcomes • participants’ ownership of PD activity • ensures engagement with variety of PD opportunities • includes time for reflection and feedback • includes collaborative approaches to PD • involves developing strategic leadership of PD • an understanding of how to evaluate the impact of PD Effective Practices in CPD. Lessons from schools http://www.ioe.ac.uk/about/27793.html
The White Paper ‘We expect schools to use their increased autonomy to explore new ways of working together – but collaboration in the future will be driven by school leaders and teachers – not bureaucrats.’ Schools White Paper- The Importance of Teaching DfE (November 2010)
Teaching Schools ‘We believe there is great potential for the teaching schools concept to support a school-led, collaborative system of professional development that is ultimately self-sustaining.’ www.nationalcollege.org.uk/teachingschools
With your neighbour, share a professional development experience which you might describe as ‘collaborative’. What were the benefits?
What were the challenges?
Collaborative learning Peer support
Structured discussion
Challenge
Sustaining motivation
Commitment
Safe
Benefits
New learning
New ideas skills and understanding Focus on pupil outcome Sharing practices
(EPPI, 2010)
...simply sharing practice, however powerful this practice might be, does not equate with the professional learning of others. Harris, A & Jones, M (2012) Connnecting Professional Learning (in press)
How do we move beyond learning and sharing ideas, to developing, changing and improving practice? In other words… ‘to get people to act their way into a new way of thinking rather than getting them to think their way into a new way of acting…’ (Dylan Wiliam, GTC interview, 2010)
Knowledge creation Tacit
Internalization
Combination
Tacit
Externalization
Explicit
Explicit
Socialization
Explicit
Tacit
Tacit
Explicit Nonaka and Takeuchi (1995)
Another take on this‌.
to Tacit knowledge
Explicit knowledge
Dialogue Tacit knowledge
from
Explicit knowledge
Socialization
Externalization
sympathised knowledge
conceptual knowledge
Networking
Sharing experience
Internalization
Combination
operational knowledge
systemic knowledge
Learning by doing
Professor Dylan Wiliam, Institute of Education,2008
After Nonaka & Tageuchi, 1995
Return to your examples of collaborative PD. Apply the knowledge creation cycle. Did practice change...was this sustained? What might you do differently?
Learning networks Integrated service teams Federations
Children’s centres 14-19 collaboratives Leading Edge
Beacon School
School improvement partnerships Your experience of these?
How can we ensure there is a focus on learning? Collaboration without reflection and enquiry is little more than working collegially (Harris, 2002)
Professional learning community • An inclusive and mutually supportive group of people with a collaborative, reflective and growth-oriented approach toward investigating and learning more about their practice in order to improve [students’] learning. Stoll (2007)
Harris & Jones (2011) Focus on learner
Reciprocal responsibility
Data informed
Effective PLC Supported by facilitator
Focus on learning
Enquiry driven
Collaborative processes
1. Establish the group 2. Identify a focus – baseline data
7. Sharing outcomes & impact
3. Action enquiry -methods
6.Collect data and evidence
5. Trialling and feedback
Harris and Jones (2011)
4. Innovation and change
Collaborative strategies Lesson study Peer observation Appreciative enquiry Action / enquiry research
Learning walks
Coaching mentoring
•Experience of these? •Pros and cons? •Implications for leaders?
Leading PLCs Leaders are focused on learning for all Trust-building and celebrating success are prioritised Leaders are enquiry-minded and encourage this in others Leaders model learning and coach colleagues Leadership of learning is distributed (Stoll, 2006)
From ‘practice transfer’ to ‘joint practice development’ ‘Badging’ hinders – agree goals together and equally Leaders understand and make time… Fielding, M. et al (2005)
A shared vision Effective professional development starts with the end in mind
(Louise Stoll, referencing Covey, 7 Habits of Highly Effective People)
Resources Fielding, M. et al (2005) Factors influencing the transfer of good practice (London: DES) Harris, A & Jones, M (2011) Professional Learning Communities in Action (London : Leannta) NCSL (2010) Getting started with networked research lesson study Louise Stoll et al: Professional Learning Communities: Source material for school leaders and other leaders of professional learning. http://www.lcll.org.uk/professional-learning-communities.html
From professional learning to professional development
• What action will you take as a result of today? • Who will you work with – what support will you need?