LLEAP Guide – Growing Ideas through Evidence

Expansive Education continues to develop in Australia. In this wonderful new LLEAP guide for schools, not for profits, philanthropy and business, Michelle Anderson and Emma Curtin make a powerful case for the ways in which teachers can notice the impact of their pedgaogy on learners more effectively. Their Evidence and Approaches Stimulus Tool (EAST) is a really useful practical way in which schools, with their partners, can evaluate impact. As Bill Lucas says in his Foreword: ‘Expansive educators see it as part of their job to make
evaluation a normal part of their role and it is our hope that EAST, along with the cases, make a helpful contribution to this process. Across the world we are realising the importance of using evidence in leading innovation and improvement.

LLEAP-Guide-2014

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10 Top Tips for CPD success

teachers as learn

In our latest member digest we have suggested many ways in which teacher professional development may be enhanced through the use of action research based, collaborative inquiry and professional learning communities. In addition to the sources cited, the Expansive Education Network also draws on its practitioner community. At a recent event educators identified their 10 Top Tips for ensuring success in introducing action research
for professional teacher learning in a school or college.

These are:

 

1.       Dedicate time to CPD to demonstrate that it is valued as much as ‘playing the Ofsted game’ 
2.       Model the action research behaviours in front of colleagues you want to convince 
3.       Provide opportunities for teachers to personalise CPD activity to their own interests
4.       Share results of CPD activity in a range of different ways 
5.       Celebrate the results and publish the outcomes of teachers’ action research inquiries 
6.       Review midway through the programme and adapt and change it if necessary 
7.       See it as integrated with what you already do, not in addition 
8.       Teachers can act as a model for their students if they demonstrate taking ownership of their own professional development 
9.       Acton research should be considered to be part of the job of teaching 

Access the full digest with eedNET membership