Planning for growth…

Earlier this month I shared a quote with staff, hinting at the direction we are heading with our professional development and learning programme. In their excellent book, Professional Capital (2012), Andy Hargreaves (@HargreavesBC) and Michael Fullan (@MichaelFullan1) state

What is needed is a profession that constantly and collectively builds its knowledge base and corresponding expertise, where practices and their impact are transparently tested, developed circulated and adapted. There needs to be a continuous amalgamation of precision and innovation, as well as inquiry, improvisation and experimentation.

 

Over the last few months I’ve tried to synthesise their work and that of many others (which I’ve blogged about recently), while also reflecting on the successes and challenges we’ve faced in trying to engage staff with learning projects, which culminated in this week’s ‘Celebration of Inquiry’. Today I shared with staff the fruits of that lengthy process with the launch of the themes for next year’s Learning Communities… and I’m very excited…LC

The work of the Learning Communities will form the backbone of our professional development and learning programme next year. We’ve bought staff some time by committing to the introduction of a fixed professional learning slot where once a half-term, students will have a late start to facilitate the meeting of the Learning Communities (we toyed with making it a fixed weekly arrangement to open up a whole host of other development opportunities, but decided to take one step at a time).

Staff have now been asked to read the blurb for each of the 10 themes and identify which Learning Community they would most like to become part of for the year. Although there is some overlap between some of the themes, the overall scope is intentionally broad in order not only to cater to a wide range of personal development and learning interests, but also to ensure that the work of the Learning Communities supports a range of strategic development priorities (i.e. priorities based on what we see as trends from observations etc, as well as priorities relating to the implemention of new courses with increasing challenge and linear assessment).

Within each Learning Community, staff will be supported with identifying and articulating specific inquiry questions to explore. It is likely that a range of different inquiry questions will be explored within each community, but these questions will nest within the group’s theme, allowing for individual direction but maintaining internal alignment of the community.

The focus of each Learning Community is underpinned by a piece of ‘essential reading’. For some of the communities, this consists of carefully selected articles and online resources (blogs, videos etc), while for other groups it is a carefully selected book. Once staff have indicated which community they would like to join, we buy the books! This key reading will be a stimulus for the professional learning of the group: books (or articles and web links where this constitutes the reading material) will be distributed before the start of our nice long summer for staff to read before the first meeting mid-Septemer! Individuals and groups will then derive specific inquiry questions to develop their own practice based on the learning stimulated by their reading and the discussion that ensues.

Each meeting of the Learning Communities will provide opportunity for each member to share their progress, engage in some new learning/ reflection on the reading or other stimulus, and plan for next steps. These meetings will be supported through the use of twilight INSET opportunities to develop all staff as coaches and as observers, as well as supporting staff with the devleopment of research skills (eg framing inquiry questions and measuring impact through soft or hard data, or using peer observation (which will run to the agenda of the observed teacher) or student observation).

Over the course of the year, the intention is to draw upon the developing expertise within these communities and use it to support staff beyond those communities as well. The work will end in a ‘Celebration of Inquiry’ event – it’ll be like the one we had earlier this week, but on a larger scale… I envisage all staff will be involved in sharing their learning from across the year…

I for one can’t wait!

Author: L&T Magpie

Assistant Headteacher (L&T)

One thought on “Planning for growth…”

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