Andy Newell talks about factors effecting educational outcomes and how a professional learning platform specifically for education can support those

1. Next level collaboration
…the future of education
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2. Who are we?
• Founded in 2008
• Based on research into effective CPD
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3. Who are we?
• Operating in UK, France, Holland, Finland, Denmark,
Belgium, Australia, Estonia, Latvia, Poland, France and
USA
• Now in 1 in 5 English & Welsh Secondary Schools
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4. A time of uncertainty….
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Its nice that at least one thing is certain…

5. Factors effecting educational outcomes
Teachers matter most
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Hattie 2003

6. Compound effects
Teachers matter most
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7. Robinson (2009)
The vital role of leadership
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8. Support, trust, feedback and atmosphere
(Kraft – Papay 2014)
Learning culture is vital
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9. • The rigour and accuracy of self-evaluation and how well it leads to planning
that secures continual improvement.
• The effectiveness of the actions leaders take to secure and sustain
improvements to teaching, learning and assessment and how effectively
governors hold them to account for this.
• The quality of continuing professional development for teachers at the
start and middle of their careers and later.
• How well leaders ensure that the school has a motivated, respected and
effective teaching staff to deliver a high quality education for all pupils, and
how effectively governors hold them to account for this.
Ofsted’s new focus
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10. • Leaders and governors have created a culture that enables pupils and
staff to excel.
• Leaders and governors use incisive performance management that leads to
professional development that encourages, challenges and supports
teachers’ improvement.
• Assessment information is used to plan appropriate teaching and learning
strategies.
• Teachers demonstrate deep knowledge and understanding of the
subjects they teach. They use questioning highly effectively and demonstrate
understanding of the ways pupils think about subject content. They identify
pupils’ common misconceptions and act to ensure they are corrected.
Ofsted’s new focus
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11. In 2011 CUREE showed that less than 1% of training
opportunities were of a type capable of transforming classroom
practice.
Shorter briefing style events Sustained over time
1 2 3 4
CPD is the answer?
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12. The most common form
of training attended in 2010
was listening to a lecture or
presentation
Decontextualised, Depersonalised, Disempowered
If schools are to be centres of pedagogical expertise,
should we not extend this to be centres of excellence
in andragogy?
What’s the problem?
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13. What does work?
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14. Laying the foundations
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15. Getting there
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16. Each stage is required, but insufficient
alone
The whole nine yards
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Joyce / Showers 2002

17. Lesson observation
Modeling - Observation - Dialogue
However:
•Obtrusive
•Subjective
•Expensive / hard to scale
•Debrief issues
•Dual purposed
•Are only a component of effective PD
What does effective professional learning rely on?
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18. What are platforms?
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Suppliers Consumers
Cost
Time
Distance
Logistics
Market access
Convenience
Price
Choice

19. What are next gen platforms?
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Suppliers Consumers
Cost

20. Professional Learning Platform?
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Professional Learning is mission critical
Doing it well is currently and unscalable and largely ineffective
Logistical challenges make cost effective delivery impossible for providers
The line between providers and consumers is increasingly blurred
Education deserves a professional learning platform

21. 21,000 hours of video uploaded last month
80,000 videos accessed by users
60,000 videos shared with users/groups
45,000 teaching dialogues
Delivering personalised, contextualised CPD
Our next generation platform last month…
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22. £
ollaboration; within and between schools
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23. And providers? (in 3 months)
1036 content delivery groups created by schools
And a growing number of expert groups created by
organisations like:

24. Of teachers actively using IRIS Connect
88% say their confidence has risen
85% say there’s been a positive impact on collaboration
94% feel there has been a positive impact on their teaching

26. The inspiring
future of school
improvement is
the fear factor
giving way to the
peer factor.
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27. Rebecca Williams IRIS Co-ordinator
“With IRIS Connect you are not just in your classroom in your
own little world, it creates a whole community in your school
where you can share and become a better practitioner.”

28. How have we implemented IRIS to
effectively share and collaborate?
Creation of a bank of resources
Behaviour Management Strategies
Teaching and Learning Groups
Peer Mentoring
PGCE Mentoring
Sharing with partner schools
Quality Control

29. Bank of Resources
Use
Creation of a bank of lesson clips to show examples of
good and outstanding practice
Folders created on Questioning, Differentiation, AFL,
Use of incidental Welsh
Impact
No cover costs or classes missing out on lessons as
teachers can look at folders in their own time.
All staff now have access to exemplars to help develop
their own practise
Effective self reflection tool

30. Behaviour Management
Use
Leaders of Learning able to monitor behaviour.
Impact
Sharing of clips showing students reacting differently
with staff have enabled us to share behaviour
management strategies that worked.
Measurable improvement in the behaviour of those
students as a consequence of using a consistent
approach to classroom management.

31. Teaching and Learning Groups
Use
Departments have worked to create clips of staff
teaching a standardised set of resources.
These are then shared between all teachers in the
department.
Impact
Consistency of teaching across departments
Creates a culture of sharing within departments
where all are comfortable to participate.

32. Mentoring
Use
Modelling good practice.
Used as a self reflection tool
PGCE students can access the lessons at home.
Impact
Clear improvement in teaching standards.
Use of IRIS extended to support ITT training.

33. Sharing with Partner Schools
Use
Shared resources between departments in schools
across the ERW region.
Impact
Developed strong relationships between the schools
Creation of a bank of resources to share between
schools.
Created a dialogue about what is good teaching and
learning.

34. Quality
Use
Lesson observation shared with SLT and watched
separately.
Lesson observations reviewed with observer and
teacher.
Impact
Creates a consistent approach to lesson observations
Enables observer and teacher to agree on any missed
opportunities and areas for developments.

35. Where next?
QEHS have just been asked to take part in a regional
ERW project leading 12 schools in reducing “Within
School Variation”.
I am leading this initiative and using IRIS as the
vehicle to share lessons, examples of good practise
and to create a dialogue to share about what is
effective Teaching and Learning.
It is very exciting for IRIS to be the driving force in
this project and I believe it will be very successful in
raising standards and reducing variation.

37. Tweet: @IRIS_Connect
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