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Teacher Leadership in Practice

Teacher Leadership in Practice. The perils and promises of leading a collaborative professional enquiry. Fearghal Kelly, Katie Young & Emma Webster Preston Lodge High School, East Lothian. Introductions. Who are you?. Nature of our enquiry.

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Teacher Leadership in Practice

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  1. Teacher Leadership in Practice The perils and promises of leading a collaborative professional enquiry Fearghal Kelly, Katie Young & Emma Webster Preston Lodge High School, East Lothian

  2. Introductions • Who are you?

  3. Nature of our enquiry • How can planning learning experiences using an accelerated learning cycle lead to more engaged learners? • How can planning learning experiences using an accelerated learning cycle change the learners’ understanding of the role of the teacher in learning? • How can planning learning experiences using an accelerated learning cycle change the learners’ understanding of the role of themselves in learning? • How can planning learning experiences using an accelerated learning cycle lead to learners becoming more engaged in their learning?

  4. Learning Cycle? CLV

  5. Engagement?

  6. Designing our enquiry • “data gathering and analysis are understood by all involved to be an essential part of the process” Jackson & Street (2005) • “uncovering people’s perspectives on a phenomenon” O’Donoghue (2007) • http://edubuzz.org/learningcycle/ • Role of the MEd…

  7. Evidence? • Pupil Drawings • Observations • Interviews • Teacher Reflections

  8. Outcomes for learners • Engagement & Perceptions • Before & After • Summary of analysis

  9. Outcomes for learners • Engagement • More active & relevant activities? • Greater control & responsibility? • Demonstrate learning leading to positive feedback loops? • Perceptions • Importance of ‘review & reflect’. • The role of ‘mindsets’.

  10. Outcomes for staff • Increased confidence in planning • Evidence allowed us to see a change in the students • Support from others in other departments • No longer dread the class involved! • Validating school development. • Analysis over-reliant on MEd and not-collaborative.

  11. Over to you… • In groups… • what are the benefits of leading a collaborative professional enquiry? • what potential difficulties? • how can these difficulties be overcome?

  12. Sharing outcomes • What are the outcomes from your group’s discussion • What are the common themes?

  13. Thank you! References Harris, L. (2011) Secondary teachers’ conceptions of student engagement: Engagement in learning or in schooling? Teaching and Teacher Education, 27 (2) pp.376-386 Jackson, D. and Street, H. (2005) What Does ‘Collaborative Enquiry’ Look Like? In: Street, H. & Temperley, J. ed. Improving Schools Through Collaborative Enquiry. London, Continuum, pp. 41-70 O’Donoghue, T. (2007) Planning Your Qualitative Research Project. Abingdon, Routledge Fearghal Kelly, Biology@fkelly / fkelly.co.uk Katie Young, Maths@KTYoung86 Emma Webster, Computing@emmalw99

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