Outcomes Perhaps a presentation or Findings are embedded into a summary at a staff meeting or school strategy and the learning school based CPD event when process is adapted as the materials are shared. means of implementation Impact and implications for Uncertain and tentative. Potential to have a direct practice bearing on school policies and strategies Uncertain cost-effectiveness High credibility and likelihood of acceptance. (NCTL 2014) is a breathtakingly simple and common sense way of developing “Lesson Study practice knowledge: i.e. knowledge of how best to teach X to teachers’ teachers’ pupils like Y. In a lesson study, a group of teachers work together to plan, deliver and analyse a series of or devised to improve the way ‘research lessons’ ‘study lessons’ they teach something or the way particular learners learn something. They record what they discover or develop and pass this knowledge on to others by inviting people to watch them demonstrate the approach in a public research lesson or by – writing it up and publishing it online. Pete Dudley www.teacherdevelopmenttrust.org/lessonstudy/ 4. The Leadership of Learning Southworth (2004) defines three of the elements in the following terms: Modelling Modelling is concerned with the power of example. Teachers and headteachers believe in setting an example because they know this influences pupils and colleagues alike. Research shows that teachers watch their leaders closely. And teachers watch what their leaders do in order to check if actions are leaders’ consistent over time and to test whether leaders do as they say. Teachers do not follow leaders who the cannot ‘walk talk’.
Outcomes Perhaps a presentation or summary at a staff meeting or school based CPD event when materials are shared. Findings are embedded into a school strategy and the learning process is adapted as the means of implementation Impact and implications for practice Uncertain and tentative. Uncertain cost-effectiveness Potential to have a direct bearing on school policies and strategies High credibility and likelihood of acceptance. (NCTL 2014) “Lesson Study is a breathtakingly simple and common sense way of developing teachers’ practice knowledge: i.e. teachers’ knowledge of how best to teach X to pupils like Y. In a lesson study, a group of teachers work together to plan, deliver and analyse a series of ‘research lessons’ or ‘study lessons’ devised to improve the way they teach something or the way particular learners learn something. They record what they discover or develop and pass this knowledge on to others by inviting people to watch them demonstrate the approach in a public research lesson – or by writing it up and publishing it online. Pete Dudley www.teacherdevelopmenttrust.org/lessonstudy/ 4. The Leadership of Learning Southworth (2004) defines three of the elements in the following terms: Modelling Modelling is concerned with the power of example. Teachers and headteachers believe in setting an example because they know this influences pupils and colleagues alike. Research shows that teachers watch their leaders closely. And teachers watch what their leaders do in order to check if leaders’ actions are consistent over time and to test whether leaders do as they say. Teachers do not follow leaders who cannot ‘walk the talk’.