Next level collaboration... the future of education

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Next level collaboration…the future of education

Tweet us: @IRIS_Connect

Who are we?

• Founded in 2008• Based on research into effective CPD

Tweet: @IRIS_Connect

Who are we?

• Operating in UK, France, Holland, Finland,

Denmark, Belgium, Australia, Estonia, Latvia, Poland, France and USA

• Now in 1 in 5 English & Welsh Secondary Schools

A time of uncertainty….

Its nice that at least one thing is certain…

Factors effecting educational outcomes

Teachers matter mostTweet: @IRIS_Connect

Hattie 2003

Compound effects

Teachers matter mostTweet: @IRIS_Connect

Robinson (2009)

The vital role of leadershipTweet: @IRIS_Connect

Support, trust, feedback and atmosphere

(Kraft – Papay 2014)

Learning culture is vitalTweet: @IRIS_Connect

• The rigour and accuracy of self-evaluation and how well it leads to planning that secures continual improvement.

• The effectiveness of the actions leaders take to secure and sustain improvements to teaching, learning and assessment and how effectively governors hold them to account for this.

• The quality of continuing professional development for teachers at the start and middle of their careers and later.

• How well leaders ensure that the school has a motivated, respected and effective teaching staff to deliver a high quality education for all pupils, and how effectively governors hold them to account for this.

Ofsted’s new focusTweet: @IRIS_Connect

• Leaders and governors have created a culture that enables pupils and staff to excel.

• Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement.

• Assessment information is used to plan appropriate teaching and learning strategies.

• Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.

Ofsted’s new focusTweet: @IRIS_Connect

In 2011 CUREE showed that less than 1% of training opportunities were of a type capable of transforming classroom practice.

Shorter briefing style events Sustained over time

1 2 3 4

CPD is the answer?Tweet: @IRIS_Connect

The most common form of training attended in 2010 was listening to a lecture or presentation

Decontextualised, Depersonalised, Disempowered

If schools are to be centres of pedagogical expertise, should we not extend this to be centres of excellence in andragogy?

What’s the problem?Tweet: @IRIS_Connect

What does work?Tweet: @IRIS_Connect

Laying the foundationsTweet: @IRIS_Connect

Getting thereTweet: @IRIS_Connect

Each stage is required, but insufficient alone

The whole nine yardsTweet: @IRIS_Connect

Joyce / Showers 2002

Lesson observationModeling - Observation - Dialogue

However:•Obtrusive •Subjective •Expensive / hard to scale •Debrief issues•Dual purposed•Are only a component of effective PD

What does effective professional learning rely on?

What are platforms?Tweet: @IRIS_Connect

Suppliers Consumers

Time DistanceLogistics Market access

ConveniencePriceChoice

What are next gen platforms?Tweet: @IRIS_Connect

Suppliers Consumers

Professional Learning Platform? Tweet: @IRIS_Connect

Professional Learning is mission critical

Doing it well is currently and unscalable and largely ineffective

Logistical challenges make cost effective delivery impossible for providers

The line between providers and consumers is increasingly blurred

Education deserves a professional learning platform

21,000 hours of video uploaded last month80,000 videos accessed by users60,000 videos shared with users/groups45,000 teaching dialoguesDelivering personalised, contextualised CPD

Our next generation platform last month…

Collaboration; within and between schoolsTweet: @IRIS_Connect

And providers? (in 3 months)

1036 content delivery groups created by schools And a growing number of expert groups created by organisations like:

Of teachers actively using IRIS Connect

88% say their confidence has risen

85% say there’s been a positive impact on collaboration

94% feel there has been a positive impact on their teaching

The inspiring future of school improvement is the fear factor giving way to the peer factor.

Rebecca Williams IRIS Co-ordinator

“With IRIS Connect you are not just in your classroom in your own little world, it creates a whole community

in your school where you can share and become a better practitioner.”

How have we implemented IRIS to effectively share and collaborate?Creation of a bank of resources Behaviour Management StrategiesTeaching and Learning GroupsPeer MentoringPGCE MentoringSharing with partner schools Quality Control

Bank of ResourcesUseCreation of a bank of lesson clips to show examples of good and outstanding practiceFolders created on Questioning, Differentiation, AFL, Use of incidental WelshImpactNo cover costs or classes missing out on lessons as teachers can look at folders in their own time.All staff now have access to exemplars to help develop their own practiseEffective self reflection tool

Behaviour ManagementUseLeaders of Learning able to monitor behaviour.ImpactSharing of clips showing students reacting differently with staff have enabled us to share behaviour management strategies that worked.Measurable improvement in the behaviour of those students as a consequence of using a consistent approach to classroom management.

Teaching and Learning GroupsUseDepartments have worked to create clips of staff teaching a standardised set of resources. These are then shared between all teachers in the department.ImpactConsistency of teaching across departmentsCreates a culture of sharing within departments where all are comfortable to participate.

MentoringUseModelling good practice.Used as a self reflection toolPGCE students can access the lessons at home.ImpactClear improvement in teaching standards.Use of IRIS extended to support ITT training.

Sharing with Partner SchoolsUseShared resources between departments in schools across the ERW region.

ImpactDeveloped strong relationships between the schoolsCreation of a bank of resources to share between schools.Created a dialogue about what is good teaching and learning.

QualityUseLesson observation shared with SLT and watched separately.Lesson observations reviewed with observer and teacher.ImpactCreates a consistent approach to lesson observationsEnables observer and teacher to agree on any missed opportunities and areas for developments.

Where next?QEHS have just been asked to take part in a

regional ERW project leading 12 schools in reducing “Within School Variation”.

I am leading this initiative and using IRIS as the vehicle to share lessons, examples of good practise and to create a dialogue to share about what is effective Teaching and Learning.

It is very exciting for IRIS to be the driving force in this project and I believe it will be very successful in raising standards and reducing variation.

Drop this at our stand and we’ll be in touch.

Want to know more?