1. Specialist Schools and Academies Trust & General Teaching Council for England Teacher Learning Academy

2. Adding Value to Teacher Professional Development and Learning SSAT Teacher Learning Academy

3. S’EEN (1) S’EEN Hub and TLA Leader (Stage 3)

4. S’EEN (2) S’EEN Spoke School TLA Stage 2 S’EEN hub and TLA Leader (Stage 3) S’EEN Spoke School TLA Stage 2 S’EEN Spoke School TLA Stage 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2

5. S’EEN (3) S’EEN Spoke School TLA Stage 2 S’EEN Network School TLA Stage 1 or 2 S’EEN hub and TLA Leader (Stage 3) S’EEN Spoke School TLA Stage 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2

6. S’EEN (4) S’EEN Spoke School TLA Stage 2 S’EEN hub and TLA Leader (Stage 3) SSAT/ TLA Partnership S’EEN Spoke School TLA Stage 2 S’EEN hub and TLA Leader (Stage 3) S’EEN Spoke School TLA Stage 2 S’EEN hub and TLA Leader (Stage 3) S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2

7. Through this partnership, the TLA offers teachers the opportunity to gain national professional recognition Together we will: Support teachers’ learning through effective CPD; Ensure developing practice; Enable opportunities to collaborate, reflect, support and co-coach.

8. Through this partnership we: Have a focus for sharing knowledge and exchanging aspects of practice; Work within a culture where there is the confidence to share and resolve personalised issues; Receive specific support in writing and making submissions to TLA around your work with this project.

9. The origins of the Teacher Learning Academy (1) The GTC commissioned research into the features of CPD which were most likely to impact upon pupil learning, improved teaching and teacher efficacy. This research looked at: Systems from other professional bodies – most are mandatory, there is little evidence of positive impact and the inequitable access made such systems unsuitable for teaching; Professional Standards Board in the USA – useful lessons but not sufficient tie-in to real settings and the real concerns of teachers.

10. The origins of the Teacher Learning Academy (2) What was wanted was an inspirational and voluntary system. It had to: Be for teachers and verified by teachers; Build capacity in the profession for peer support and review; Complement other systems e.g. HEIs.

11. Characteristics of Teacher Learning Academy Thus we have in the TLA: A framework for teacher learning; Verification mostly done by teachers; Six core processes within a four stage framework.

12. TLA story so far….. 55 Local Authorities; 300 Hub Schools; Several national partners; Several HEIs

13. The NFER evaluation of phases 1 & 2 of the pilot Impact of the TLA so far: The opportunity to reflect on teaching and learning; The opportunity to work with colleagues; The development of individual’s teaching practice; The status and recognition gained; The enhanced contribution to the school; Improvements to motivation and confidence; Greater willingness to engage in professional development; The importance of the 6 core dimensions.

14. The additionality of the TLA … views from teachers involved in the pilot 1. Self directed learning “The TLA is something that you've opted to do yourself, it's of direct relevance to you, you're driving your own training, you're in control. I think also that because you're doing it, you have a greater sense of ownership... so there's much more sense of achieving something but also wanting to achieve it because it's yours and you don't have to take it and adapt it and apply it, it's yours.”

15. … teachers views (2) 2. Reflective and evaluative approach ”I think it was good that it was so reflective, and that you really had to think about what you’d done and why.”

16. … teachers views (3) 3. Hands-on approach “This isn’t simply receiving a little bit of CPD. This is about digging into it, researching it thoroughly, putting it into practice, evaluating. It is the full cycle so it has to have a deeper impact than many other forms of CPD.”

17. … teachers views (4) 4. Teachers seeing immediate results for themselves from school based change activities “…this is actually based in schools, and the projects are taking place in a school – whereas sometimes you go on courses and they give you all this information, but it’s not necessarily very easy to put into practice.”

18. … teachers views (5) 5. It is more long term and continuous than other forms of CPD “It is because it is done over a more sustained period of time. You’re not just on a course for a day or a few days.”

19. … teachers views (6) 6. It involves collaboration “We found it such a valuable way of working. A couple of us worked together, we tended to work in pairs and we’ve carried that on because it was so effective. It gave us the realisation that there was a lot of expertise and that we can probably use each other…”

20. … teachers views (7) 7. Recognition for learning and effort “The accreditation does make a difference. It gives it a status, gives it a purpose.”

21. TLAFramework Stage 1 Stage 2 Stage 3 Stage 4 Sphere of Influence Depth of enquiry and reflection

22. Stage 1 TimescaleSphere of influence Presentation ½ termOwn classroom  year/KS/dept Plan Learning Journal

23. Stage 2 TimescaleSphere of influencePresentation 1-1 ½ termsOwn classroom  Year/KS/dept  Whole school Plan Learning journal Learning breakthrough Supporting evidence

24. Stage 3 TimescaleSphere of influencePresentation 2-3 terms Own classroom  Year/KS/dept  Whole school  Other schools Plan Learning journal Learning breakthrough Supporting evidence Abstract

25. Stage 4 TimescaleSphere of influencePresentation 3 + terms Own classroom  Year/KS/dept  Whole school  Other schools  Wider professional community Plan Learning journal Supporting evidence 3 learning breakthroughs Publishable resource Abstract

26. Engaging with the knowledge base Planning your learning Carrying out your plan Coaching and mentoring Evaluating your learning and impact impact Sharing your learning and influencing practice

27. Planning your learning Coaching and mentoring Carrying out your plan Evaluating your learning and impact Engaging with the knowledge base Sharing your learning & influencing practice

28. Core Dimensions Engaging with the knowledge base (e.g. research evidence, school data, the experiences of teachers in your own and other institutions) Coaching and mentoring (e.g. mentoring, co- coaching, collaboration, learning conversations) Planning your learning Carrying out your plan Evaluating your learning and impact Sharing your learning and influencing practice

29. Core Features of Effective CPD Access to external support Opportunities for teacher learning Peer support Teacher ownership of CPD content and processes Professional dialogue rooted in experimenting for the class/ trying things out Building on teachers’ own expertise EPPI Centre University of London

30. Benefits for Teachers Positive links between collaborative, sustained CPD and: Self confidence e.g. in taking risks Self efficacy – belief in ability to make a difference Willingness to continue professional learning Willingness & ability to make changes to practice Deeper knowledge & understanding of subject & pedagogy Wider repertoire of strategies & ability to match them to needs Within school, classroom-based CPD with some external support more effective than off-site CPD; Active, collaborative experimentation is more effective than just reflection and discussion; Collaboration is an effective vehicle for securing commitment - ownership v voluntarism.

31. Benefits for Pupils Positive links with student: motivation to learn performance e.g. test results, specific skills e.g. maths & literacy, decoding, reading, problem solving responses to specific subjects & curricula organisation of work use of collaboration as a learning strategy questioning skills & responses skills in & selecting and using wider range of learning activities

32. Characteristics of CPD with these positive outcomes The use of specialist external expertise; Peer support to create trust, enable risk taking, generate commitment and STAN; Observation & feedback from specialists; Observation for learning plus debriefing (what isn’t within reach on one’s own); Scope for participants to identify own CPD focus & starting points (within framework); Processes to encourage, extend & structure professional dialogue & reflection; Effective use of time to embed practices in classrooms e.g. on-course planning.

33. Why have a national framework for mentoring and coaching? To build on the best available evidence about the impact of CPD on teaching and learning To recognise & build on increasing interest in coaching and mentoring & current practice To create clarity about good practice & framework across all national agencies – to make more coherent sense to schools To inform the modernisation of the profession work & the 5 year strategy

34. Where else will you encounter the framework? In the SSAT work on personalising learning and in their programmes for ASTs In Secondary Strategy AfL programme NCSL - Leading Coaching in LfM, NPQH & LPSH etc In the workforce remodelling activities In the approaches of several LEAs to a range of activities including Teaching and Learning Reviews and school self evaluation In National Strategy programmes

35. Mentoring and Coaching - a comparison Mentoring is a structured process for supporting professionals through significant career changes Specialist coaching is a structured process for enabling the development of a specific aspect of a professional learner’s practice Co-coaching is a structured, sustained process between two or more professional learners to enable them to embed new knowledge and skills from specialist sources in day-to-day practice.