specialist schools and academies trust & general teaching council for england teacher learning...

Specialist Schools and Academies Trust & General

Teaching Council for England

Teacher Learning Academy

Adding Value to Teacher Professional Development

and Learning

SSAT Teacher Learning Academy

S’EEN (1)

S’EEN Hub and

TLA Leader (Stage 3)

S’EEN (2)

S’EEN Spoke School TLA Stage 2S’EEN hub

and TLA Leader

(Stage 3)

S’EEN Spoke School TLA Stage 2


S’EEN Network School

TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2

S’EEN (3)



TLA Stage 1 or 2

S’EEN hub and




TLA Stage 1 or 2


TLA Stage 1 or 2 S’EEN

Network School

TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2

S’EEN (4)

S’EEN Spoke School

TLA Stage 2

S’EEN hub and


SSAT/ TLA Partnership


TLA Stage 2

S’EEN hub and



TLA Stage 2

S’EEN hub and



TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2 S’EEN

Network School

TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2


TLA Stage 1 or 2

Through this partnership, the TLA offers teachers the

opportunity to gain national professional recognition

Together we will:• Support teachers’ learning through effective CPD;• Ensure developing practice;• Enable opportunities to collaborate, reflect,

support and co-coach.

Through this partnership we:

• Have a focus for sharing knowledge and exchanging aspects of practice;

• Work within a culture where there is the confidence to share and resolve personalised issues;

• Receive specific support in writing and making submissions to TLA around your work with this project.

The origins of the Teacher Learning Academy (1)The GTC commissioned research into the

featuresof CPD which were most likely to impact uponpupil learning, improved teaching and teacherefficacy. This research looked at:• Systems from other professional bodies – most

are mandatory, there is little evidence of positive impact and the inequitable access made such systems unsuitable for teaching;

• Professional Standards Board in the USA – useful lessons but not sufficient tie-in to real settings and the real concerns of teachers.

The origins of the Teacher Learning Academy (2)What was wanted was an inspirational and voluntary system. It had to:• Be for teachers and verified by teachers;• Build capacity in the profession for peer

support and review;• Complement other systems e.g. HEIs.

Characteristics of Teacher Learning Academy

Thus we have in the TLA:• A framework for teacher learning; • Verification mostly done by

teachers;• Six core processes within a four

stage framework.

TLA story so far…..

• 55 Local Authorities;• 300 Hub Schools;• Several national partners;• Several HEIs

The NFER evaluation of phases 1 & 2 of the pilot

Impact of the TLA so far:• The opportunity to reflect on teaching and learning;• The opportunity to work with colleagues;• The development of individual’s teaching practice;• The status and recognition gained;• The enhanced contribution to the school;• Improvements to motivation and confidence;• Greater willingness to engage in professional

development;• The importance of the 6 core dimensions.

TLATLAFrameworkFramework

Stage 1 Stage 2 Stage 3 Stage 1 Stage 2 Stage 3 Stage 4Stage 4

Sphere of

Sphere of

InfluenceInfluence

Depth of enquiry and reflection

Depth of enquiry and reflection

Stage 1

Timescale Sphere of influence

Presentation

½ term Own classroom

year/KS/dept

•Plan•Learning

Journal

Stage 2

Timescale Sphere of influence Presentation

1-1 ½ terms Own classroom

Year/KS/dept

Whole school

•Plan•Learning journal•Learning breakthrough•Supporting evidence

Stage 3


2-3 terms Own classroom

Year/KS/dept

Whole school

Other schools

•Plan•Learning journal•Learning breakthrough•Supporting evidence•Abstract

Stage 4


3 + terms Own classroom

Year/KS/dept

Whole school

Other schools

Wider professional community

•Plan•Learning journal•Supporting evidence•3 learning

breakthroughs•Publishable resource •Abstract

Engaging with the

Engaging with the

knowledge base

knowledge base

Planning your

Planning your learninglearning

Carryin

g o

ut yo

ur

Carryin

g o

ut yo

ur

plan

plan

Co

ach

ing

an

d m

ento

rin

gC

oac

hin

g a

nd

men

tori

ng

Evaluating your learning and


impact

impact

Sharing

Sharing your learning

your learning

and influencing

and influencing practice

practice

Planning your learning

Coaching and mentoring

Carrying out your plan


impact

Engaging with the knowledge

base

Sharing your learning & influencing

practice

Core Dimensions

• Engaging with the knowledge base (e.g. research evidence, school data, the experiences of teachers in your own and other institutions)

• Coaching and mentoring (e.g. mentoring, co- coaching, collaboration, learning conversations)

• Planning your learning • Carrying out your plan• Evaluating your learning and impact• Sharing your learning and influencing

practice

Core Features of Effective CPD

• Access to external support• Opportunities for teacher learning• Peer support• Teacher ownership of CPD content and processes• Professional dialogue rooted in experimenting for

the class/ trying things out• Building on teachers’ own expertise

EPPI Centre University of London

specialist schools and academies trust & general teaching council for england teacher learning...

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