Lofthouse, RM

English

Leeds Beckett Repository

Professor Rachel Lofthouse CollectivEDA University Research and Practice Centre where we CreateCommunicateConnect Collaborate ContributeBERA CURRICULUM SYMPOSIUMUsing coaching and mentoring to focus on the curriculum in actionOverview of session • Quick conversations and introduction • Sample evidence base and missing pieces• Tools – enabling productive conversations• Exploring research questionsQuick conversations and introduction BERA CURRICULUM SYMPOSIUMUsing coaching and mentoring to focus on the curriculum in actionQuick discussion…Who do you talk to about your work in education and why?Share your responses to this question How often are your conversations about curriculum? Are these conversations related to action?Coaching and Mentoring: A spectrum of intent, context and quality • Induction • Support• GatekeepingMentoring• Facilitation • Development • Self-determination CoachingSample evidence base and missing piecesBERA CURRICULUM SYMPOSIUMUsing coaching and mentoring to focus on the curriculum in actionShared labour for a common purposeCombined effort was for a common purpose with a focus on students and their learning Parity and link to productive dialogueWorking productively as well as building relationships A safe forum for professional challengeMake choices about practice beyond QA & PM processeshttps://www.bera.ac.uk/blog/teacher-peer-coaching-a-story-of-trust-agency-and-enablershttp://leedsbeckett.ac.uk/blogs/carnegie-education/2018/10/collectivedmaking-sense-of-coaching-for-professional-development-in-education/Tools – enabling productive conversations BERA CURRICULUM SYMPOSIUMUsing coaching and mentoring to focus on the curriculum in actionToolsScaffold, frame, measurePromote dialogue & divergenceTransformation through boundary crossingAuthenticitySolidarity CreativityAttributes for professional learning and development of practice: individual and institutional ExpandCritique Articulate Changes resulting from professional learning and development of practice: individual and institutional Using ecological analysis to discuss curriculumINPUTSWho are the learners? What do you know about them that should influence your planning? What is framing the curriculum; what are the opportunities and constraints?How confident are you about your own knowledge base and relevant experience? EXPERIENCEHow did learners engage with the curriculum? What was your role as the teacher?How were the episodes of learning connected within and between lessons?How was this related to the inputs, and what occurred that was unexpected? OUTCOMESWhat evidence was there of learning? How is this recognised? What did you learn about pupils / your subject / yourself?What might be the legacy of this curriculum? How can this be enabled and enriched? ‘sayings’‘relatings’‘doings’SEMANTIC ‘SPACE’What is said, nature of the language, its meaning, intention and comprehensibility, its formality or informality, how it is received and responded toSOCIAL ‘SPACE’ How individuals connect and relate to one another, what roles they take, formal and informal relationships, the significance of power, trust and solidarity, how individuals feel in the social spacePHYSICAL / TEMPORAL ‘SPACE’ What activities occur, productiveness of actions, how the space is configured and set up, how resources are deployed, how individuals undertake their activities Theory of Practice Architecture, Stephen Kemmis28Exploring research questions BERA CURRICULUM SYMPOSIUMUsing coaching and mentoring to focus on the curriculum in actionLinks to ecological agency (Priestley et al, 2015) Links to collaborative professionalism (Hargreaves & O’Connor, 2017)Coaching can build teacher collective efficacy (Donohoo, 2017) Coaching can be practiced as a counter-balance to performativity (Lofthouse & Leat, 2013)Potential to be transformative form of CPD (Kennedy, 2014)Coaching is dialogic & relies on trust (Whitmore, 2002, Tschannen-Moran & Tschannen-Moran (2010)Final discussion…What research questions emerge about approaches to professional learning & curriculum in action?Share your responses to this question How might this research be inclusive and meaningful?CollectivED:Building an Evidence Base and Contributing to Expertise through Research and Engagement r.m.lofthouse@leedsbeckett.ac.uk@CollectivED1

Using coaching and mentoring to focus on the curriculum in action

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Using coaching and mentoring to focus on the curriculum in action

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