Steve Farndon

🧠 A thread on “something in teaching/teacher development that seems obviously true, but *might* not be”. Or at least not so cut-and-dried… In the dock: “Obviously, rehearsal should be as authentic as possible.” At first glance this sounds pretty hard to disagree with… 🧵

New Expert Edit: Teacher Development 🧠Insights from our experts @nickpointer_, @wheninclass and @overpractised. 🔖 Five handpicked pieces of academic research. 💡 Reflective prompts to hone your own practice. 🔽 Get your free copy

Really proud to be involved in the @cape_alliance launch event today. Lots of positivity about the vital work of developing climate change education across the sector - glad to be representing @Ambition_Inst

We'll be working closely with lots of my favourite teacher educators @wheninclass @PepsMccrea @overpractised @Suchmo83 @Barker_J @becca_curtis @nickpointer_ @fdenely @nmgilbride @hamer_marie @tomrees_77 & more I'll also continue to work with the brilliant people @CEPEO_UCL

Does adding modelling to PD help early-career teachers develop evidence-based practice? The first paper from the @Ambition_Inst research team, with @HFletcherWood @thomgf @stefaniemeliss

In this Impact minute ⏲️ , @nickpointer_ introduces the article he co-authored with @wheninclass 'Re-evaluating the role of deliberate practice in teacher development' Available to read here: buff.ly/3ky3rS3 #TeacherCPD #TeacherDevelopment

@katrina_morley @SeanHarris_NE @Ambition_Inst @teesvalleyed It's been an absolute pleasure to work with your fantastic team 😊

@SeanHarris_NE @wheninclass @Ambition_Inst @teesvalleyed The Trust’s work with Ambition Institute and Steve, over the last few years, has had a really positive impact on the curriculum design, understanding and engagement. It has supported the development of all - 👏👏👏

It’s great being in an actual non-virtual room with @wheninclass @Ambition_Inst Steve has helped lead our deeper thinking on #curriculum @teesvalleyed Get in touch for more info and give him a follow if you don’t already #SNECurriculum23 #Learning #KeepGettingBetter

🗞️ Super proud to have a piece in the latest @CharteredColl Impact journal alongside the brilliant @wheninclass. Is deliberate practice a salve-all for CPD and teacher education? Where might it help (or hinder)? Thoughts, challenge and feedback welcome! my.chartered.college/impact_article…

The best CPD I’ve had in ages, I would thoroughly recommend. Just save us a place or two. @wheninclass 🤞🏻😀

Our IC journey started by evaluating our existing coaching model. Far too much for a blog but I gave it a go! lovetotalktandl.wordpress.com/2022/10/17/str… #edublogshare A huge thank you to @helenmorganEC @jimknight99 @paul_bambrick @Josh_CPD @ArielleBoguslav @overpractised @wheninclass @WALKTHRUs_5

@dare_richard @Josh_CPD @overpractised @DrSamSims Hi Richard, good to see you the other day. I think this might be one of mine: ambition.org.uk/blog/balancing…

I wonder if a wonderful denizen of #edutwitter can help me. I read a great blog on #InstructionalCoaching which focused on changing the coachee's mental models. Could someone remind me where I read this please? @Josh_CPD @overpractised @DrSamSims

5. And we have a ton of great speakers to share key ideas around IC theory, practice and implementation @ollie_lovell, @teacherhead, @olicav, @Claire_Hill_, @SaysMiss, @jon_hutchinson_ @overpractised, @wheninclass, @nickpointer_ @msybibi, @JTavassolyMarsh @samlgibbs1 AND MORE!

In the last year, I’ve read 50+ journal articles on teacher coaching. Here are my top 5. For each, I'll outline: →What are the key findings? →How do the researchers define IC? →What's the most powerful idea? 🧵👇

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ This suggests to me that the content of the coaching is a key variable here - I think a key question is why does generic coaching seem to have a more positive impact on student learning when done at scale?

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ What I find interesting is that they measured a stat sig change in both teacher knowledge and teacher classroom practice, but saw no positive change on student learning. This is in contrast with MTP-S where with only 2-3 more coaching sessions they saw a really positive change.

Are there any studies/case-studies of sustained PD (say 6+ months) for humanities or Eng Lit teachers, utilising deliberate practice of granular aspects of teaching? @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @wheninclass @jon_hutchinson_

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ ..in student thinking and 3 lots of coaching per teacher to enact subject specific pedagogies in their classroom - all sustained over a year. I struggle to know what else they could add! Except possibly more mechanisms as previously mentioned.

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ Might be worth revisiting this as I think it's a good example of people trying really hard to develop high quality subject focused CPD: 80 hours of conceptual depth in maths, 20 hours of analysing and discussing student work to look for how conceptual understanding manifests...

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ ..like potential issues with construct validity, but they do have advantages in terms of both reliability and (presumably) predictive validity.

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ The granular aspects are captured in the CLASS-S framework - a rubric focusing on very specific areas of teaching. The MCQ questions are part of the state-wide standardised assessment taken at the end of the school year. Like any methods they certainly have limitations...