Enquiry with an impact: The Teacher Learning Academy

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Enquiry with an impact The Teacher Learning
Academy

• Presented by Keith Hill
• NFER Practical Research in Education Conference
• 7 October 2009

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Focus of the workshop

• Introduce the key elements of the TLA
• Explore how it was designed to have impact
• Outline main findings of the NFER impact
  evaluation of the TLA
• Consider the relevance of the TLA process to
  practical teacher research
• An opportunity to ask other questions, find out
  more about how to get involved

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What is the Teacher Learning Academy?

• The Teacher Learning Academy offers a national
  framework for CPD that
• is classroom-based
• is owned and verified by teachers
• combines research into a relevant aspect of
  teaching with
• sharing and coaching
• has an immediate and ongoing impact on teaching
  
• practice and teacher learning

Led by the General Teaching Council for England
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What is its relationship with research?

• The Teacher Learning Academy is a professional
  learning community of teachers, schools and other
  organisations, created and developed with them,
  using research and evaluation evidence
• Teachers engage with a wide range of
  professional knowledge in order to participate
• Teachers carry out research, contributing to
  professional knowledge
• TLA centres and schools support and promote
  research-engaged professional practice
• The TLA community has increasing access to the
  professional knowledge being created

Led by the General Teaching Council for England
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The Teacher Learning Academy
How was it designed to have impact?
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The Teacher Learning Academy
Six Core Dimensions
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The most effective CPD occurs when

• Expertise is developed which affects everyday
  classroom practice
• There is relevance to teacher learning needs
• Teachers are personally committed and motivated
• Teachers learn together in small groups
• Opportunities are made to experiment actively
• Peers support each through coaching and mentoring

Improved Improved teacher
learning outcomes for students
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Four stage framework
Depth of enquiry, reflection and analysis
Stage Three 2-3 terms
Stage Four 3-4 terms
Stage One Half term
Stage Two 1-2 terms
Widening of influence
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• CAT (Credit Accumulation Transfer) points
• TLA Stage 1 10
• TLA Stage 2 20
• TLA Stage 3 up to 60
• TLA Stage 4 to be confirmed

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In summary ..

• The Teacher Learning Academy (TLA) is designed to
  offer learning opportunities and national
  recognition for teachers at all levels, while
  giving schools a framework for professional
  development that supports a range of other
  ongoing school initiatives.

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The Teacher Learning Academy
What impact has the TLA had?
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NFER Impact evaluation methodology

• Development of impact matrix mapped impacts to
  evidence
• (identifying and applied to a sample of 30 TLA
  presentations)
• In-depth visits to 18 case-study schools, during
  which evaluators
• Explored impacts, evidence, factors, and
  attribution of impacts through discussions with
  the teacher and the CPD lead and/or TLA leader
• Carried out semi-structured interviews with other
  colleagues, pupils and parents, as appropriate
• Collected a range of other evidence in relation
  to identified impacts
• After each visit detailed evaluator-analysis
  involved
• Revisions to the impact-evidence matrix
• Data analysis of impacts, evidence and factors
  into an impact trail
• Detailed exploration and probing of evidence

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Most frequent impacts
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NFER Evaluation of the impact of the TLA

• the TLA has had clear and direct impacts on the
  practice of teachers on policies or strategies
  in school and clear and direct impacts on
  pupils learning
• for teachers, improvements or developments in
  their teaching practice and an enhanced capacity
  to reflect on practice
• for pupils, enhanced enjoyment, motivation and
  engagement in learning were cited and evidenced
  most often. Increased achievement, participation
  in new learning opportunities and enhanced
  knowledge and understanding were also frequently
  evident.
• Source NFER research, January 2009

Led by the General Teaching Council for England
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Other findings

• impacts on schools included new approaches or
  structures for CPD, school development or
  improvement, heightened school status, improved
  coaching and mentoring skills and networks with
  other schools.
• the TLA requirements themselves are being
  reflected as impacts in the school, impacting
  positively on a reflective school culture,
  enhancing evaluation of professional development
  and encouraging peer-sharing approaches
• in most cases, the impacts of TLA projects were
  sustained, and are clearly evidenced by current
  practice or developments.
• Source NFER research, January 2009

Led by the General Teaching Council for England
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How relevant is the TLA process to practical
teacher research?

• The great educationalist Lawrence Stenhouse
  defined research as systematic inquiry made
  public (1980)
• Graham Handscomb and John McBeath (2003)
  emphasise the important role to be played by a
  research-engaged school
• Using Research in your school and your teaching
  Research engaged professional practice GTC
  publication TPLF06

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The Teacher Learning Academy
Six Core Dimensions
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The research process (2)
Morris, A. and Norman, L. (2004). Collaborative
Research in Practice. London Learning and Skills
Research Centre.
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Key points in the TLA process verification and
moderation feedback

• refining the focus
• identifying and using appropriate knowledge
• the importance of coaching or mentoring
• planning resources, flexibility, evaluation
• sharing with and influencing others

Led by the General Teaching Council for England
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Factors that enhance TLAs impact

• These include
• relevance of the research topic to teacher and
  school
• the TLA process
• leadership support CPD ethos
• opportunities to share and disseminate
• access to time resource

Led by the General Teaching Council for England
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How relevant is the TLA process to practical
teacher research?

• The great educationalist Lawrence Stenhouse
  defined research as systematic inquiry made
  public (1980)
• Graham Handscomb and John McBeath (2003)
  emphasise the important role to be played by a
  research-engaged school
• Using Research in your school and your teaching
  Research engaged professional practice GTC
  publication TPLF06

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Engaging with the TLA
- directly
- through school
- through Support Partner
Over 19,000 enrolments nationally!
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How to get involved any other questions
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Contacting the TLA
Telephone [phone] Email
enquiries_at_teacherlearningacademy.org.uk Website
www.teacherlearningacademy.org.uk

• Open access for all plus access via secure log-in
  to
• download resources from the TLA
• search a knowledge base of presentations
• locate TLA Centres so that you can contact other
  TLA participants in your area
• join online forums and support groups

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