1. © QIA 2006. All rights reserved Action learning sets Directions and advice on the running of Action Learning sets using the triad model Every teacher should be critically analysing their performance. As such, every session forms part of a teacher’s research into improved practice.

2. © QIA 2006. All rights reserved Action learning sets are about:  problem solving – working and learning to solve real work-based problems, individually focusing on specific issues  supporting by challenging members of the group in a supportive, democratic environment  respecting and valuing the diversity of opinions and viewpoints offered  ensuring equality of opportunity for all group members

3. © QIA 2006. All rights reserved Format of action learning sets [working as a triad]  Round robin to start  Agree time slots  Individuals use their time slots to discuss a problem, event or issue of their choice  Close with a summary of learning

4. © QIA 2006. All rights reserved 1. Start with a round robin Each member has 2-3 minutes to briefly explain the gist of their issue. Throughout the meeting, it is crucial that people have an equal share of time and that they feel heard with due respect and attention 2. Agree time slots An equal amount of time for each member with time at the close of the session for action planning Each member has responsibility for managing their own time slot but the group may wish to appoint someone to help with the process of time keeping [facilitator/observer]

5. © QIA 2006. All rights reserved 3. Individual time slots Each member has their full time slot to share critical reflections on the topic of their choice. They may ask for feedback, advice, or other responses from other members. Allow time in this slot for feedback from the administrator Think carefully about what you want to say and what you want to get back from the set. Support people with questioning that will allow for self reflection and consideration 4. Summary/action plan Each member recounts their single item action plan. Determine any key issues for next meeting and agree any changes to process if needed. Everyone should be leaving with a simple action that is achievable before the next planned meeting.

6. © QIA 2006. All rights reserved Roles within the Action Learning Set triad There are no leaders within the set. It is a group of equals. There are 3 distinct rolls that each member takes once in each meeting. The critical friend/ mentor Questions the speaker to allow him/her to unpick the issue and arrive at 1 action. The Facilitator/observer Keeps track of time. Makes notes of the exchange to feedback and review at the end of the speakers allotted time. The speaker Discusses a specific topic and responds to supportive comments and questioning from the critical friend until a clear action has emerged.

7. © QIA 2006. All rights reserved As a set member you should:  listen openly and without prejudice  question positively to increase understanding and generate options for action  support each other  act as a ‘critical friend’, challenging the problem owner in a supportive way  Try and ensure the solution comes from the speaker and avoid giving solutions where possible.  Remember at all times that the speakers is the expert. They know the issue better than anyone else.