Teacher-Led Development Work

Guidance and Support

David Frost, Judy Durrant

• Publisher: David Fulton Publishers
• Year: 2013
• eBook ISBN: 9781134006250
• Edition: 1
• Topic: Education
• Subtopic: Education General

This is a practical step-by-step guide to how the quality of teaching and learning in schools can be improved through the development of organizational capacity and professional networking. Whether you're involved in the National College of School Leadership's Networked Learning Communities scheme, or simply wish to enable teachers to initiate and sustain education change, this replacement to David Frost's earlier Reflective Action Planning for Teachers will be of great benefit.

The book demonstrates how secondary and primary teachers can contribute fully to the improvement of their school, while pursuing their own continued professional development and gaining accreditation through school-based work. It provides guidelines for school managers, higher education tutors, external consultants and LEA advisors establishing school-based support, and gives tried and tested flexible proformas, checklists and other practical tools that are ideal for training, INSET or a personal audit.

Part G

Resources

This part is a collection of facsimiles, formats, guide sheets, case studies and exemplars that can be photocopied for use by individual teachers and support group leaders.

List of resources

1 Memorandum of agreement (example)

2 Assessment criteria (example)

3 A programme for a support group (example)

4 Ethical principles for a support group (example)

5 A framework for teacher-led development work (diagram)

6 Leading development work (diagram)

7 Outcomes of teacher-led development work (headings)

8 Keeping a journal

9 Exploring the issues in classroom practice

10 A critical incident in classroom practice

11 Two narratives

12 How to make writing critical

13 Examples of evidence in a portfolio

14 Generating documentary evidence

15 Uses of a portfolio

16 Principles for portfolio construction

17 Portfolio review

18 From portfolio to dissertation

19 Clarifying values and concerns (discussion sheet)

20 Clarifying values and concerns (guide sheet)

21 Initial statement (example)

22 Supporting teacher-led development work: key points for head teachers and principals

23 Personal development plan (example)

24 Personal development plan (guide sheet)

25 Planning for impact (headings)

26 A case study of a teacher's development work: Alison's story

27 Planning for impact (guide sheet)

28 Strategic action planning: considering the obstacles and opportunities

29 Action plan (example)

30 Sample development priorities

31 Action plan (guide sheet)

32 Role of the change agent (headings)

33 Leadership tasks (labels for cards)

34 Descriptions of school cultures

35 Engaging with the school as an organisation

36 Using evidence

37 Strategies for integrating evidence gathering with everyday practice

38 Practical inquiry to support development work

39 Reflecting on the outcomes of your development work

40 Reflecting on outcomes (guide sheet)

41 Reflecting on outcomes: Julie's story

42 A case of knowledge transformation: Richard's story

We intend that these resources should be used flexibly by individuals and with groups to support teachers' leadership of development work.

Memorandum of agreement Muchbinding in the Marsh Comprehensive School

in association with

The University of Pontefract

The following memorandum of agreement sets out the specification of a programme of support for teacher-led development in Muchbinding School.

Aims

The programme will provide support for up to 15 teachers who wish to initiate and lead development work leading to improvements in teaching and learning.

Support staff

The programme will be jointly planned and led by Val Clark, assistant head teacher at the school, and Chris Somers from the university Faculty of Education.

Accreditation

Participants will enrol for the Postgraduate Instructional Leadership Programme which involves progression through Certificate, Diploma and Masters levels. The Certificate and the first part of the Diploma are assessed through the submission of portfolios; the final part of the Diploma requires the submission of a 10,000 word dissertation and the Masters requires the submission of a 20,000 word thesis.

The programme

The support programme will be located at the school except for conferences at the university once each term. There will be at least 12 school-based sessions of 2 hours' duration during the academic year. One-to-one tutorial support will be provided by Chris Somers at the school site, each participant being entitled to at least 3 hours over the course of the academic year.

The specific content of the programme will be planned jointly by Val Clark and Chris Somers in consultation with the group participants and the head teacher, although an overarching theme of ‘improving teaching and learning’ has been agreed.

Resources

The university will commit at least 15 days of lecturer time at the standard daily rate. In addition to Chris Somers' time, the school will also meet the cost of the registration fee for each participant and will employ a supply teacher for at least one day each term to release participants for one-to-one tutorials. The school staff library will be enhanced to include at least one copy of each item on the list of key texts provided by the Faculty of Education for the Postgraduate Instructional Leadership Programme.

Signed:	(Head teacher)
	(Director of Postgraduate Programmes, Faculty of Education)
Date:

© David Frost and Judy Durrant 2003

1 Memorandum of agreement (example)

Assessment criteria

The criteria set out below are intended to illustrate the kind of criteria that could be used to assess portfolios and dissertations submitted within an award-bearing programme which is support...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Foreword by John MacBeath
• Other perspectives
• About this book
• Part A A theory of teacher leadership
• Part B Establishing partnerships and networks to support teacher-led development work
• Part C A framework for teacher-led development work
• Part D Leading development work in schools: a guide for teachers
• Part E Supporting development work in schools: a guide for external support
• Part F Workshops
• Part G Resources
• References
• Index