Questioning and Reflecting: Becoming a Learning-Centred Leader

The key to successful leadership that really impacts learning outcomes lies in reflective practices. Peter Dudley outlines the skills and routines that the best leaders have in common.

Leadership for improvement, leadership for collaborative professionalism, leadership for sustainability, change leadership, distributed leadership, evidence-informed leadership – the list goes on. In the search for a unifying leadership concept that can embody and embrace all of these is, for me, ‘Leadership for Learning’, which sits alongside all the others, yet has strong elements of learning-focused orientation or learning-centred leadership.¹

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      string(451) "Todaywww.teachingtimes.comSchool ImprovementReflectivepracticeReferencesBrookfield, S. (1995 .) Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass.Dewey J. (1938 .) Experience and Education. New York: Macmillan.Df .E (2013 .) Teachers’ Standards Guidance for school leaders, school staff and governing bodies. London: DfE.GTCNI . (2008 .) Teaching: the Reflective Profession, Belfast: General Teaching Council ..."
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      string(383) "Reflective practice has dominated the narrative of initial teacher training and professional development for the best part of thirty years, despite persistent questions over its value. Professor Russell Grigg and Helen Lewis explore what we know about reflective practice, demystify the process and consider what reflective practice really has to offer teachers and leaders."
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      string(3673) "Todaywww.teachingtimes.comSchool ImprovementReflectivepracticeReferencesBrookfield, S. (1995 .) Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass.Dewey J. (1938 .) Experience and Education. New York: Macmillan.Df .E (2013 .) Teachers’ Standards Guidance for school leaders, school staff and governing bodies. London: DfE.GTCNI . (2008 .) Teaching: the Reflective Profession, Belfast: General Teaching Council for Northern IrelandGrigg, R. (201 .6) ‘Leave me alone and let me teach.’ Teachers’ Views of Welsh Government Education Policies and Education inWales’, Wales Journal of Education, 18.1, 64-86.OECD (2005) Teachers Matter, Paris: OECD.Sahlberg, P. (2014 .) Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? New York: Teachers’College Press.Schön, D. (1983 .) The Reflective Practitioner. London: Temple Smith.Wiliam, D. (2014 .) ‘Using Assessment Thoughtfully’, Educational Leadership, 71: 6, 16-19.Further resourcesThe Welsh Government’s Learning Wales website hosts a range of resources on reflective ,practice,e.g. http://learning.gov.wales/resources/browse-all/reflective-practice-information-booklet/?lang=enthen immediately evaluates students’ responses, leads to disengagement and canactually widen the attainment gap – confident learners participate by putting theirhands up while others decline (Wiliam, 2014). On the other hand, engagement can beincreased through no-hands up, picking students at random, using all-student responsesystems every 20 or 30 minutes and framing lessons around questions.In reflecting on the views of her Year 8 class, Lauren found that, while a hardcore of learners were often quick to answer and enjoyed being stretched, othersfound it difficult to articulate their answers to more challenging questions and feltuncomfortable about being put on the spot. So, Lauren introduced different methods(e.g., Think-Pair-Share and mini whiteboards) to support those pupils who were notinitially engaging with the increased number of higher level thinking questions. Shehas reached the conclusion that changes to her approach to questioning has increasedstudent engagement, although she reco sgni es the need to follow up this hunch bycollecting and sanaly ing data. This is why reflective practice is closely associated withaction research and evaluation. Lauren’s experience illustrates how reflection is a fluidprocess that can sharpen and refine practice.ConclusionReflective practice, then, has much to offer those who take their craft seriously. It is nota gimmick, though it is challenging to find time and space to reflect thoughtfully. Beingconvinced of the value of reflective practice is one thing, but how do teachers becomebetter at reflecting? How can reflective practice be developed across the school? Thesequestions will be discussed in the next two articles.Helen Lewis is Programme Director for PGCE Primary at the University of WalesTrinity Saint David. She is completing a PhD on metacognition in the early years.D .r Russell Grigg is executive head of research at the Wales Centre for Equity inEducation. He has more than 25 years’ experience in education, working as aprimary teacher, head of school, inspector and teacher educator.Russell Grigg and Helen LewisG.R.Grigg@uwtsd.ac.ukH.E.Lewis@uwtsd.ac.ukAcknowledgementLauren O-Connor-Simpson is a Year 8 teacher at Michaelston Community CollegeCardiff.http://learning.gov.wales/resources/browse-all/reflective-practice-information-booklet/?lang=enmailto:G.R.Grigg@uwtsd.ac.ukmailto:H.E.Lewis@uwtsd.ac.uk"
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Leadership

SLT 7.6 Is reflective practice worth all the effort?

25 Nov 2016

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      string(4643) "64……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Effective professional development for teachers in small primary schools ■■■■■➜The needs of small primary schools are often neglected. Sally Wilkinson describes herresearch with eighteen schools to discover the kinds of professional development that ismost effective.Effective professionaldevelopment forteachers in small primaryschools65……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………ResearchAs the organisation of professional development is increasingly being led through formal or informal collaboration between schools (Stoll, Harris andHandscomb, 2012), is it tailored to the needs of teachersworking in different sized schools? Following an in-depth study in a large rural local authority, this paperargues that effective professional development forteachers working in small primary schools needs specificconsideration. It focuses on answering the question:Which forms of external professional development do teachersin small rural primary schools find most effective for supportingtheir professional learning and why?■■■ Tight knit communities versusprofessional isolation – internationalperspectivesThe tight knit community of a small school could beseen as advantageous for leaders as a unity of purposeby all staff could enable innovations to develop andbe embedded quickly. In a study of a group of twoand three teacher schools in Finland, Merilinen andPietarinen (2003) found that these schools were betterat implementing and embedding new initiatives as thestaff would be able to discuss and solve any issuesarising from the new aspects of their practice morequickly than in a larger school. The smaller numberof staff involved also meant that they would bemore likely to work collegiately as a cohesive group.However, the tight knit community could also lead toteachers becoming passive recipients of professionaldevelopment and not questioning or reflecting on theirindividual practice in depth. In this situation teacherscould become institutionalised: isolated professionallyfrom educational thinking and ideas outside their schoolthat could support the development of their practice.Other factors that are most often cited in evidenceof professional isolation are the geographical situationof the schools and the small number of staff workingin them. Surveys in Wales (Estyn, 2006) have foundthat teachers in small schools were very likely to be inrural areas and therefore not able to access professionaldevelopment as readily as their urban counterparts.The significance of working with a small number ofcolleagues is particularly felt when teachers wouldbenefit from collaborating with others teaching thesame age range as they do. Whilst external professionaldevelopment could facilitate this, the reality found inWales was that specific provision of courses aimed atteachers teaching in mixed age classes did not oftenoccur.■■■ Scope of the studyThis small scale study was conducted in 16 primaryschools with under 100 pupils in a large rural authority.Data were collected by quantitative and qualitativemethods in two phases. Firstly, 53 teachers respondedto a questionnaire and this was followed by interviewswith eight teachers in seven of the schools. What thendid the study find were the views of these teachers oneffective professional development?■■■ Small school influencesTeachers’ professional development needs wereinfluenced by two major aspects of working in a smallschool: the multiple roles teachers have beyond theirclassroom that comes from being part of a small staff,and teaching mixed age classes. The teachers felt thatthey often did not have sufficient opportunity to meetwith teachers from other schools, particularly in theircapacity of subject leader for their school. Withoutthe opportunities for working with colleagues fromother small schools, teachers could find it harder tobuild the social capital which"
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Professional Development

Effective professional development for teachers in small primary schools

26 Mar 2014

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      string(4853) "country without achieving the expected standard of reading. Literacy is one of the only skills that transcends the curriculum and affects a pupil’s ability to access the information in the world around them, whether in Kingsford or outside it. Therefore, we know we must continue to endeavour to tackle literacy in our school and continue to finding ways to engage pupils with reading.As educators, we are constantly striving to prepare our pupils for the ‘real world’ that exists around them. We teach them how to read, write and calculate; however, that alone cannot create a fully rounded individual ready to face a world beyond Kingsford. There are less tangible skills left to teach, such as how to work in a team, think critically and be a strong leader. At Kingsford, excellent extracurricular provision is another of our priorities for raising aspirations and attainment. Though Kingsford faces many challenges, one of them is not low attendance. Students view the school as a safe, warm and comfortable environment in which to further their academic progress as well as their development in becoming a competent and caring adult. We organise our arrangements so as to ensure members of staff are available before, during and after school to supervise and help with any school work that presents difficulties. We also make sure that there are independent study support opportunities via the Learning Resource Centre where students can do their work in a quiet and productive environment. Creating opportunities for pupils to work on aspects of their education that challenge them encourages self-activated learning, which can only help students as they ascend to higher education where the onus is solely on them to complete the work they are set.In deprived areas, such as Newham, there is a huge wealth of untapped academic talent, often lost at an early age from society due to insufficient provision of learning opportunities, guidance and challenges. Far too often the expectations of these young people are too low, despite that their minds are incredibly inquisitive, their questioning incisive and their perspectives fresh. These are individuals who, with intuitive coaching and pragmatic advice, could excel in higher education establishments and have their talents distinguished. These pupils at Kingsford continue to benefit from a diverse curriculum – some of our pupils are suited to undertaking more rigorous academic challenges, while others are better suited to follow creative or vocational routes. The decision to not blindly concern ourselves with what the league tables prioritise means that we can offer a personalised curriculum to our pupils, enabling them to enjoy their studies and their learning experience, encouraging them to love what they do. As a consequence, the rates of progress at the school are high and well above the national average for all pupils, including those who are entitled to the Pupil Premium.Pupils at Kingsford know that they have talent and the ability to achieve, no matter what their prior attainment may be. All staff employed by the school are there to empower and enable them to release that talent, thereby unlocking societal echelons that have previously been inaccessible for students like them. It is more important now than ever that we encourage diversity, we celebrate difference and we champion excellence in whatever form it comes to us. We are continuing to pool our expertise via projects such as those that Achievement for All is providing to schools, to facilitate the betterment of the education system that is currently failing deprived children. Achievement for All encouraged us at Kingsford to reflect on how we catered for our lowest achieving twenty per cent and through this consideration we thought more deeply about our approach to all pupils across our school – it made us change our approach to education.Greek essayist Plutarch summarises the approach to education that we at Kingsford believe is the most productive and reaps the greatest rewards: ‘The mind is not a vessel to be filled, but a fire to be kindled.’ At Kingsford, the fulfilment of our job does not solely lie in the league tables and school rankings which so often consume perceptions of educational success, but rather in the amount of fires we kindle, the passion we instil and the lives we change through a love of learning; a love that I believe is life-long, once awakened. Joan Deslandes, OBE is Headteacher at Kingsford Community School, a co-educational inner city Local Authority comprehensive in Newham. NotesKing, Martin Luther, Jr.  (1947, January-February). The Purpose of Education. Maroon Tiger. https://kinginstitute.stanford.edu/king-papers/documents/purpose-education"
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Inclusion

Raising aspirations through empowerment and leadership

4 Dec 2018

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      string(5189) "development ■■■■■the research. However it is probable that the MA has apositive impact on this important cognitive state. Sincecollective teacher efficacy influences the amount ofeffort and persistence teachers expend in their work, itcould be argued that school leaders should aim to raisethe CTE of their staff. This is especially significantbecause: ‘Once established, the collective efficacy ofa school is a relatively stable property that requiressubstantial effort to change’ (Goddard et al, 2000p.486). In this context, staff development activities,such as a school-based Masters degree involving actionresearch, might provide effective efficacy-buildingexperiences which then positively impact on studentachievement.■■■ Modelling and Student VoiceThe finding that pupils became very interested whenthey discovered their teachers were doing a higherdegree arguably has important implications, as does thefinding that relationships improved when pupils wereinvolved in research. By providing a modelling role,where pupils see teachers as life-long learners – and seethem acting as learners – the MA participants not onlyexert a positive influence on student attitudes to learningbut also help to cultivate closer relationships with them.Added to the teacher-learner relationship there is nowthe learner- learner relationship which provides freshopportunities to talk together about the challenges andtriumphs of learning in a subtly different way. Arguably,by treating the adults as learners too, a learning cultureis nurtured and life-long learning becomes an aspirationfor all. In many socio-economic contexts a significantnumber of pupils may not have a learning adult as a rolemodel at home or even in the family, so the impact ofbelonging to a community where adults are learningshould not be underestimated.Of course school-based MAs do not operate in avacuum. They function, well or badly, within the culturalenvironment of the organisation, so this researchneeded to take note of other cultural features. As partof his concept of the ‘learning-centred school’ Wilkinssees, ‘relationships of mutual respect between staffand students’ as critical (Wilkins, 2011, p.135). Thismutual respect was evident at the school, as noted in the2011 Citizenship inspection. The presence of a strongStudent Voice, closely involved in the ‘learning aboutlearning’ enterprise was also noted. For example, pupilsare trained to observe lessons and give non-judgmentalfeedback to teachers. There is also an initiative, led byan MA participant, to develop a joint ‘language oflearning’ with pupils.■■■ Wider reflectionsThe interview data showed that participants’ abilityto critique the national education policy agendahad been raised. However, no evidence was foundof disillusionment or of morale being sapped byteachers becoming more sensitised to the conflictedand politicised nature of the contemporary educationservice they work in. The evidence rather suggests thatparticipants felt the MA had helped them develop astronger professional resilience and agency. The dataalso indicated that participants felt they had a futureinside the education service, particularly inside schools.Framework for school-based professionaldevelopmentOne theme prevalent in the literature on CPD is theunstructured and somewhat random and reactivenature of CPD programmes, as perceived by teachersin schools as well as external observers. Whilst a majorportion of any CPD programme will be informed bya school’s development plan, individual teacher needsand aspirations should be accommodated. Given theinherent flexibility of school-based Masters degrees,where the course can be tailored to an individual’sprofessional needs and to those of the school, it ispossible to argue that they could provide the mainstructure on which to operationalize effective CPDin schools. In addition, the call for education researchto be more informed by methodologies prevalent inmedical research (Goldacre, 2013), together with theincreasing expectation that research should shed lighton what improves pupil performance, suggest it mightbe prudent for schools to review their CPD impactevaluation. The CPD leader at the school wanted theMA evaluation to be a summative, reflective experiencefor each participant, and the pro forma in Figure 1 was63……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………ResearchReferences: Cordingley, P., Bell, M., Evans, D. And Firth, A. (2005) The impact of Collaborative CPD on Classroom Teaching and Learning. Review:What do teacher impact data tell us about collaborative CPD? Research Evidence in Education Library. London: EPPI Centre, Social ScienceResearch Unit, Institute of Education, University of London. ■"
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Professional Development

Powerful, high quality professional development

21 Oct 2014