International Symposium June 2015 Innsbruck, Austria

Transcription

1 Experiential Vignettes and Anecdotes as Professional Learning and Mentoring Tools Professor Louise Stoll London Centre for Leadership in Learning University College London Institute of Education International Symposium June 2015 Innsbruck, Austria

2 Professional development... an ongoing process encompassing all formal and informal learning experiences that enable all staff in schools, individually and with others, to think about what they are doing, enhance their knowledge and skills and improve ways of working so that pupil learning and wellbeing are enhanced as a result..... creating opportunities for adult learning, ultimately for the purpose of enhancing the quality of education in the classroom. Bubb and Earley (2007)

3 Great professional development (PD) that leads to consistently great pedagogy: nine strong claims from research Stoll, Harris and Handscomb (2012) for National College for School Leadership

4 Asking the questions to start with, you kind of assume you know what the kids are going to say and then you are a bit upset almost if they didn t give you the answer that you were expecting so it took a bit of practice I think to get over what I call the ego trip, listen to what they were saying and trying to use that information rather than trying to guess what they were meaning. Like looking at it from a different point of view. Like when you ask them questions about their learning you expect them to give different answers and some of them just weren t able to do that. And that was what we had to concentrate on rather than trying to get them to give us the right answer that we wanted to hear. Interview with teacher participating in Whole Education Narrowing the Gap Spirals of Enquiry project, June 2015

5 1. Effective professional development starts with the end in mind Based on Timperley (2011) and Halbert and Kaser (2013) Scanning finding out about students knowledge, skills and dispositions Identifying gaps in teacher knowledge, skills and dispositions to meet students needs Considering the impact of changed actions Engage students in new learning experiences Deepen professional knowledge and refine skills

6 Great professional learning... Experiential vignettes and anecdotes 1. Starts with the end in mind Getting at the truth trying to understand how students experience learning Getting at the truth of teacher learning How do we ensure the outcome is not lost in the process?

7 2. Effective professional development challenges thinking as a fundamental part of changing practice The result of professional learning isn t only visible in changes in practice but also in one s thinking about the how and why of that practice Kelchtermans (2004) Intentional interruption Katz and Dack (2013) the process through which experience causes permanent change in knowledge or behaviour. Woolfolk et al (2012)

8 Great professional learning Challenges thinking as a fundamental part of changing practice Experiential vignettes and anecdotes Fundamental change or transformation at the heart of learning Point of derailment It usually reveals itself in hindsight Whose thinking is challenged?

9 Great professional learning Is based on assessment of individual and school needs 4. Involves connecting workbased learning and external stimulation Experiential vignettes and anecdotes Volition and autonomy choice of topic/issue Writing as an individual process Designed for individual but benefits for school do leaders understand? Researchers tactfully and sensitively studying experience bringing rigour A new role and relationship - co-experiencing Who is learning?

10 Great professional learning Opportunities are varied, rich and sustainable 6. Uses action research and enquiry as tools Experiential vignettes and anecdotes Deep learning extrapolating what reveals itself and how Peeling and adding layers of meaning What stimulates depth? Is it in reading, and questions posed? Questioning is at the heart of enquiry Process depends on questions Might teachers research their own lived experience of teaching?

11 Great professional learning Is strongly enhanced through collaborative learning and joint practice development 8. Is enhanced by creating professional learning communities within and between schools Experiential vignettes and anecdotes Social learning is fundamental and empathy Can teachers do this with and for each other? What about mentors and mentees in a reciprocal relationship?

12 Professional learning communities Collaborative, open, reflective and growth-oriented cultures Inclusive, mutually supportive and collectively responsible people Investigating and learning more about their practice together deprivatising Within and between schools and municipalities and regions To make a positive difference to all students learning experiences and outcomes

13 Great professional learning Is enhanced by creating professional learning communities within and between schools Experiential vignettes and anecdotes Meaningful springboard for exploring teaching and learning with others Ways for a PLC to read a vignette with others - benefits of range of lenses who can be a member of a PLC? What are the benefits and drawbacks of exploring vignettes and anecdotes within versus across schools? Importance of learning conversations and protocols

14 Learning conversations... how educators make meaning together and jointly come up with new insights and knowledge. These conversations lead to intentional change to enhance practice and student learning. Dialogue Stoll (2012)... the capacity of members of a team to suspend assumptions and enter into a genuine thinking together... allowing the group to discover insights not attainable individually.

15 Great professional learning Requires leadership to create the necessary conditions Experiential vignettes and anecdotes Leaders of innovative learning environments (ILEs) at all levels focus on the best learning processes to achieve 21 st century learning outcomes What can vignettes and anecdotes tell us about important teacher learning outcomes? Model 21 st century professionalism and are creative and courageous Can and will leaders create the time and space? Leadership anecdotes and vignettes?