Global trends in professional learning and performance and development: some implications for the Australian education system. It should be something which all staff in your school are aware of and which anyone with responsibility for leading aspects of CPD should use and discuss regularly. This should include middle leaders, training facilitators, all senior leaders and governors. SSAT National Conference 2012 Keynote 2 Professor Dylan Wiliam. Every student is different-different curiosities, different background knowledge sets, different reading levels . The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes. I can imagine the visceral reaction some may have to the title of this section. More importantly, focusing on an alleged number of incompetent teachers, whether it's 15,000 as Chris Woodhead claimed, or some other number, creates the . You therefore need the flexibility to be able to morph the classroom formative assessment techniques with which you are presented to fit your own classroom context. Professional development programmes should be sustained over time. Well, that depends. But pretending that the problem is a small number of incompetent teachers is dangerous, because it deflects attention away from the real priority, which is helping every teacher improve. with research-based instructional strategies teachers can use to help students grasp the The Right Questions, the Right Way. Part 2 (of 2) Great Learning: What are the important things that make learning GREAT? 0000002388 00000 n We need to focus on the goal and be committed to getting better and being prepared to fail. Dylan Wiliam: The nine things every teacher should know. Opportunities for self-direction and personalised learning that actively contribute to growing the knowledge and culture of the organisation appear to be very important. No. For many Australian schools this represents the next step towards sustained improvement in teaching and school leadership. A dozen years later, when I was running a PGCE course, I found that this was not an isolated example. In a varied career, he has taught in inner-city schools, directed a large-scale testing programme, served a number of roles in university administration, including Dean of a School of Education, and pursued a research programme focused on supporting teachers to develop their use of assessment in support . As well as choice of what to prioritize in their development, teachers will also need to modify ideas developed by other teachers to make them work in their own classrooms. I was lucky because just about every teacher struggled to keep order and, more importantly, just about every teacher was willing to acknowledge the difficulties they had just getting through the day. Understanding the Covid-19 Context. Of course,time is a crucial barrier. Dylan Wiliam on Leadership for Teacher Learning. Also, I am very lucky to have a column for both TES and Teach Secondary magazine. Think-Pair-Share. Evidence suggests, for example, that a one-day course as a stand-alone activity without a specific focus is unlikely to have a lasting impact on student outcomes. Blairsville, PA 15717, Also, connect with Dylan Wiliam on Twitter@dylanwiliam, 2023 Learning Sciences International. This is not meant to imply a slavish following of the latest research findings, but that teachers should be literally accountablethey should accept that they should expect and be able to render an account of why they have chosen to develop one aspect of their practice rather than another. Effective feedback is a great way for teachers to use collected data in order to improve student learning. It cannot exist in isolation, rather it requires a pervasive culture of scholarship with a shared commitment for teachers to support one another to develop so that students benefit from the highest quality teaching. Malcolm Hayes. But, like all habits, we need to unpick and analyse if we are to really make sustained improvements. I would argue yes. We should look to find marginal gains in terms of time with aspects of our practice, like written feedback (see my partner post about my #TMClevedon seminar here). Clarifying, sharing, and understanding learning intentions and criteria for success. Our weekly newsletter with the latest articles, podcasts, videos and infographics from Teacher. Results from TALIS revealed an increasing commitment to growth and development amongst educators worldwide. Designing Great Hinge Questions. 0000072490 00000 n This idea was beautifully encapsulated by Sarah Lawrence-Lightfoot, who, when asked to define good teaching, said it was ideas as conveyed through relationships (Moyers, 1989). It should be the core purpose of school leaders to develop great teachers. After the whirlwind of feedback and the perilously steep learning curves of our first two years as teachers the impact of experience dulls. 5 Free Research Reads On Retrieval Practice 2023 Australian Council for Educational Research ACER, official partner of UNESCO, Professional learning that informs practice, Building a professional learning community, Reader Submission With the TALIS 2013 survey results showing a divide between learning undertaken and observable practice, there is an opportunity for educators to refocus attention on those elements which have been neglected. I thought the short extract was so good and such a positive way to begin the new year, and the new school term, that I transcribed it in full here: I think the only way that we can improve teacher quality is to create a culture of continuous improvement. Create a culture where every single teacher in the school believes they need to improve, not because they're not good enough but because they can be even better." Or as Chris Moyse puts it, we need a national shift in effort from 'proving' to 'improving'. You can also pre-order our new book here, which was written to support good teachers in their quest to become even better teachers. Related articles Embedded Formative Assessment (henriksenlearning.wordpress.com) Planning a Sequence of Lessons (hodteacher.wordpress.com) Next Step to Outstanding (leadinglearner.me) How to move your teaching . One way to provide this supportive accountability is to assign each teacher a coach, but this is expensive, and it is by no means clear that an adequate supply of appropriately skilled coaches would be available. Or register to get 2 articles free per month. Nobody cares how much you know until they know how much you care It should be our personal focus as committed professionals. Dylan's article entitled "The nine things every teacher should know" . 559 21 There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. Ideally, this is done with a critical friend. . Tip Three, make it question planning part of lesson planning. 0000069726 00000 n OECD Publishing. If you come up with any evidence for the idiocy then let me know. St Pauls Place, Norfolk Street, Sheffield, S1 2JE. There is no branded, bespoke package for teacher explanations. There is anecdotal evidence of teachers and school leaders moving towards more personalised, targeted and job-embedded professional learning (AITSL, 2014). In his keynote speech given at the SSAT Conference, Dylan Wiliam, Emeritus Professor of Educational Assessment at the UCL Institute of Education said, 'If we create a culture where every teacher believes they need to improve, not because they are not good enough, but because they can be even better, there is no limit to what we can achieve'. . Product: how the students demonstrate their learning. The document is intended to be used to improve understanding, to develop effective and long-term plans and to hold other stakeholders to account for their role in the process. Because we fail all the time. The problem with continuous professional development is that the continuous bit is too often missing . John Hattie School Leadership, John Hattie on School Leadership | The BB2 Collaborative, Scurvy Seadogs and Using Research Evidence - Think Education, Scurvy Seadogs and Using Research Evidence. I am fully aware my choices may seem rather lacking in glamour and sparkle! Both of my, The 3Rs: What I'm reading, (w)riting, & the research I'm interested in, The Confident Teacher is a blog by teacher and author, Alex Quigley (. To download the digital edition, Android users canclick hereand iOS users canclick here. The Standard sets out a clear description of what effective continuing professional development (or CPD) looks like for teachers. I use Dylan Wiliams quotation over and over unashamedly because I think it strikes a truth that all teachers and school leaders must embrace. Lets not fool ourselves, it will take effort and a boatload of deliberate practice but teachers can get better and do it for themselves. We have also learned quite a lot about the best approaches to distance . By committing ourselves to others and publicly announcing our plans we are much likely to see it through. Innovation Grants Report. When youve done something one way a million times, doing it any other way is going to be very difficult. I started work the same morning as an economics teacher who walked off-site at morning break and was never seen again. Effective formative assessment practices involve asking learners to answer higher-order questions such as "how" and "why.". Teachers can create more opportunities for generating evidence about what their students have, and have not learned, and provide . His straightforward prose, blessedly free of jargon and unerringly practical, is uniquely well suited to his purpose. What are your strategies? Professional development should be underpinned by robust evidence and expertise. "Research will never tell . Subscribers can read the full articlehere. This is something you are never going to have to worry about. Having started teaching in 1986, it's hard to overstate the impact that Inside the Black Box by Paul Black and Dylan Wiliam had on us, when it landed in 1998, summarising the case for formative assessment. We can too easily waste time focusing upon the latest tools and new resources and not on our core practice that makes the difference. This short paper offered teachers practical, evidence-based advice on how to improve pupil learning through formative assessment. This phrase is generally attributed to Theodore Roosevelt, although it does not appear in any of his writings or recorded speeches. Some are things that I might have learned about had I done a PGCE (although I doubt it). If you are not failing you are just not paying attention. Teachers also need to clearly link what they learn with what they do in order to impact student outcomes. But in retrospect, I can see that as an untrained teacher I was very lucky in being able to work with small groups of highly motivated students - in other words, to discover how students learn in something close to ideal conditions. Perhaps make little reflective notes to bank that crucial feedback, both from yourself or your critical friend. In many ways, we need to revert to our state as an NQT constantly reflecting upon our practice with the alert mindset of the novice. Together, they highlight the underlying components for professional learning and performance and development approaches of the highest calibre, suggesting these approaches should be: Effective professional learning focuses on teaching and learning and is directly linked to classroom practice that supports improving student outcomes. 3. The Horizon Scan found features that encouraged individual agency, allowing the learner to dictate the focus and design of their professional growth experience, were prominent amongst the most powerful examples. 0000002943 00000 n In an effort to We do them habitually, intuitively and daily, often without even thinking, so automatic are they to our practice. Dylan Wiliam discusses teacher quality and the fact that every teacher can improve. He consults with governments and school systems around the world in order to improve learning outcomes for students. Content: what students are expected to learn. Getting half a grade more for 5% of students would, across the country, improve the average GCSE grades by just one-fortieth of a grade. 0000072376 00000 n Dylan Wiliam Center #teacher #germanteacher #c2german The technical storage or access is strictly necessary for the legitimate purpose of enabling the use of a specific service explicitly requested by the subscriber or user, or for the sole purpose of carrying out the transmission of a communication over an electronic communications network. 0000003017 00000 n As Dylan Wiliam says, "Everything works somewhere, and nothing works everywhere". We sat down and worked out that in the 22 years she had been teaching, she had probably asked more than a million questions in her classroom. 0000003266 00000 n Now, our podcast topic today is effective questioning in the classroom. Again, I was lucky, but for a very different reason. Teaching is about relationships, and these relationships are best when they involve .