33 research outputs found
Professional learning conversations: Adaptive expertise for schools. Supplementary digital materials
School leaders face complex challenges, that typically have multiple causes and often persist despite everyone’s best attempts to address them. Addressing complex challenges requires juggling both the big picture, and the specific parts of the challenge. Without a roadmap, this process is fraught and unlikely to succeed in improving outcomes. In order to make a difference, schools need adaptive expertise; a skill which can be learnt through professional conversations and inquiry. In Leading professional conversations, Emeritus Professor Helen Timperley deftly outlines the key enablers for effective professional conversations – relationships, resources, processes, knowledge and culture – which support teachers to be independent learners and result in positive impact on educational, social and emotional outcomes for students. Featuring examples from real conversations between school leaders and educators, and practical templates which can be adapted to suit the contexts of your school, Leading professional conversations is the school leader’s guide to thinking and acting evaluatively, knowledgeably, metacognitively, collaboratively, responsively and systematically, to engage in deep professional learning and genuine improvements in practice. This document contains the supplementary templates and other materials mentioned throughout Leading professional conversations. The resources support chapters in the book and can be printed and used to support your professional conversations, particularly in the planning and analysis phases
Le développement professionnel des enseignants et ses effets positifs sur les apprentissages des élèves
En Nouvelle-ZĂ©lande, une attention grandissante a Ă©tĂ© portĂ©e par les dĂ©cideurs politiques au dĂ©veloppement professionnel des enseignants et Ă la façon dont il amĂ©liorait les rĂ©sultats des Ă©lèves. Cette approche permet de dĂ©velopper des pratiques d’enseignement collaboratives, en plaçant les enseignants dans une position d’enquĂŞteur de leurs propres pratiques. Les programmes de dĂ©veloppement professionnel ont des effets rĂ©els sur l’amĂ©lioration de la rĂ©ussite des Ă©lèves dans le domaine de la littĂ©ratie, notamment en lecture. Ils permettent aux enseignants de mieux identifier leurs besoins de formation Ă Â travers une analyse des difficultĂ©s des Ă©lèves et la mise en œuvre de procĂ©dures d’évaluation efficaces.In New Zealand, decision makers are more and more focusing on teachers’ professional development and the way it improves student learning. This approach allows to develop collaborative teaching practices, asking teachers to inquire about their own practices. Professional development programmes have real effects on the improvement of students’ assessments in information literacy and particularly reading. They allow teachers to better identify their professional training needs from an analyses of their students’ difficulties and by setting up efficient assessment procedures.En Nueva Zelanda, los responsables polĂticos otorgaron una atenciĂłn cada vez más importante al desarrollo profesional de los docentes asĂ como lo hicieron respecto a la manera mediante la cual Ă©ste mejoraba los resultados de los alumnos. Este enfoque permite desarrollar prácticas de enseñanza colaborativas, poniendo a los docentes en una postura de investigadores sobre sus propias prácticas. Los programas de desarrollo profesional tienen verdaderos efectos en la mejora de los logros de los alumnos en el ámbito de la literacia, en particular en la lectura. Permiten a los profesores una mejor identificaciĂłn de las necesidades de formaciĂłn a travĂ©s un análisis de las dificultades de los alumnos y la realizaciĂłn de procedimientos eficientes de evaluaciĂłn.In Neuseeland haben sich politische Entscheidungsträger zunehmend fĂĽr die berufliche Entwicklung der Lehrer und fĂĽr die Art und Weise interessiert, wie sie die Leistungen der SchĂĽler verbessern kann. Diese Herangehensweise ermöglicht die Entwicklung der Praktiken in Zusammenarbeit, indem sie die Lehrer zu Beobachtern der eigenen Praktiken macht. Programme zur beruflichen Entwicklung haben tatsächliche Auswirkungen auf die Verbesserung des SchĂĽlererfolgs im Bereich der Informationskompetenz (literacy), vor allem was das Lesen angeht. Sie erlauben dem Lehrer, den eigenen Fortbildungsbedarf besser zu identifizieren durch eine Analyse der SchĂĽlerschwierigkeiten und die Umsetzung effizienter Beurteilungsprozeduren
Increasing frailty is associated with higher prevalence and reduced recognition of delirium in older hospitalised inpatients: results of a multi-centre study
Purpose:
Delirium is a neuropsychiatric disorder delineated by an acute change in cognition, attention, and consciousness. It is common, particularly in older adults, but poorly recognised. Frailty is the accumulation of deficits conferring an increased risk of adverse outcomes. We set out to determine how severity of frailty, as measured using the CFS, affected delirium rates, and recognition in hospitalised older people in the United Kingdom.
Methods:
Adults over 65 years were included in an observational multi-centre audit across UK hospitals, two prospective rounds, and one retrospective note review. Clinical Frailty Scale (CFS), delirium status, and 30-day outcomes were recorded.
Results:
The overall prevalence of delirium was 16.3% (483). Patients with delirium were more frail than patients without delirium (median CFS 6 vs 4). The risk of delirium was greater with increasing frailty [OR 2.9 (1.8–4.6) in CFS 4 vs 1–3; OR 12.4 (6.2–24.5) in CFS 8 vs 1–3]. Higher CFS was associated with reduced recognition of delirium (OR of 0.7 (0.3–1.9) in CFS 4 compared to 0.2 (0.1–0.7) in CFS 8). These risks were both independent of age and dementia.
Conclusion:
We have demonstrated an incremental increase in risk of delirium with increasing frailty. This has important clinical implications, suggesting that frailty may provide a more nuanced measure of vulnerability to delirium and poor outcomes. However, the most frail patients are least likely to have their delirium diagnosed and there is a significant lack of research into the underlying pathophysiology of both of these common geriatric syndromes
Distributed Leadership: Developing Leaders for Tomorrow2009Alma Harris. Distributed Leadership: Developing Leaders for Tomorrow
INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teacher Professional Learning and Development
The International Academy of Education (IAE) is a not-for-profit scientific association that promotes educational research, and its dissemination and implementation. Founded in 1986, the Academy is dedicated to strengthening the contributions of research, solving critical educational problems throughout the world, and providing better communication among policy makers, researchers, and practitioners