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Teachers as learners

Teachers are also learners. They learn through their engagement with a knowledge base, through their immersion in practice contexts and through their relationships with others. Teachers' learning determines how their practice develops over time and what impact their work has on students, colleagues and the settings in which they work. Working with a mentor, for example, might help an early career teacher to engage positively with real behaviour challenges by connecting training content, reading, gaining experience through trialling new approaches and reflecting on them with support. The mentor might use an observation framework to track changes in classroom practices and the teacher might use a reflective journal log to stimulate ongoing reflection.

A model of professional learning developed through abductive analysis

As a teacher educator and researcher, I have undertaken research related to teachers' professional learning. This body of research led to a conceptual model of professional development. The model is now known as the CoG Model of Professional Learning ( Figure 1). The development of the model is an example of abductive analysis, which is a 'creative inferential process' (Tavory and Timmermans, 2014, p. 5), and contrasts with deductive or inductive research methods. Three criteria inform the success of abductive analysis: fit of evidence to theoretical claims, plausibility of meaning-making through comparison with existing theories, and relevance to relevant communities (Timmermans and Tavory, 2012; Earl Rinehart, 2020). This article first introduces the model and then considers its 'fit', 'plausibility' and 'relevance', before considering the implications for the profession.

The abductive outcome: The CoG Model

At the heart of the CoG Model is professional learning activity such as mentoring, coaching, action research or Lesson Study. This activity could be used within initial teacher education or a CPD programme. It could be driven by school improvement or by performance management. Rather than a single training episode, such as attending a stand-alone inset session, the professional learning activity creates cycles of practice development taking place in the teachers' professional context. These sorts of professional learning activities take time, so it is important to ask whether teachers are learning and developing or just increasingly busy. Having the right tools for the job can help to scaffold, frame and measure the teachers' learning. Examples of such tools are video, observation frameworks and effective questions.

The CoG Model includes attributes held by individuals and organisations that fuel professional learning. These are creativity, solidarity and authenticity. Creativity refers to being given permission to problem-solve, opportunities to innovate and access to alternative practices and perspectives, enabling practitioners to gain the capacity to develop original thinking and the confidence to go beyond routine practices. Developing a sense of solidarity requires teachers and school leaders to engage in collaboration and joint enterprises with others and to see beyond their personal experiences and immediate concerns. Authenticity in professional learning is enabled by practitioners understanding the tensions and priorities of the educational setting in which they work and taking account of the ethical dimensions of their practice.

The CoG Model also defines valuable changes and behaviours resulting from professional learning. These changes continue to build individual and organisational capacity. As learners, it is essential that teachers are able to articulate their dilemmas and ideas and to share their achievements from practice development, ideally through both internal and external networks, but often starting in the one-to-one conversations with peers, coaches or mentors. They also need to invite critique to ensure that their ideas and evidence are reviewed with an informed perspective, as well as critiquing others' work with a generous spirit. As the cycles of practice development and professional learning go hand in hand, teachers' knowledge, professional repertoires and expertise expand, and this allows their settings to become more effective in creating successful education for all.

Fitting research evidence to the theoretical claims

The CoG Model was developed through creative inference underpinning the abductive process. This means that my immersion in research projects led me to theoretical insights through working iteratively with the evidence, the conceptual frameworks (the emerging model) and theories related to professional learning. Here, I focus on attributes and tools to exemplify the 'fit' between the research and the model.

The role of creativity was evident in research focusing on developing approaches to teaching thinking skills (metacognition). In this research, stages in teacher engagement in pedagogic innovation were identified, from initiation or induction, through developing questions from practice, with the final stage being an informed commitment to the approach, which becomes a substantial part of teaching repertoire (Leat et al., 2006). As there was no one right way to develop metacognitive teaching, it was necessary for teachers to experience opportunities for pedagogic creativity and innovation in order to make the transitions between the stages (which not all teachers made).

In the same research, it was evident that developing a sense of solidarity allowed teachers to understand others' needs, to take responsibility for what mattered in the project and their schools, and to be part of a democracy of accountability, and to do so by engaging with their peers, their students and the wider community. Three phases towards teacher collaboration were recognised. Stage 1 was the 'personal'. Teachers focused on their own understanding, rooted in developing classroom practice and analysing the data that emerged. They arrived at generalisations and perceived their relevance to their own teaching situations. Stage 2 was the 'collegial'. Teachers started to act as a community in which research was designed, conducted and analysed, in an environment characterised by professional intimacy. Stage 3 was the 'collective'. The collegial group worked with others in new settings, allowing the research evidence to be more commonly recognised and collectively explored across a wider range of contexts. From stage 1 onwards, there was evidence of solidarity, first with the learners and then also through the emergence of the collegial and collective professional networks.

The significance of authenticity was illustrated through evaluative research of interprofessional video-based coaching development, involving speech and language therapists working in coaching relationships with teachers in primary and Early Years (Lofthouse et al., 2018). The schools were situated in socially deprived wards and attended by high concentrations of children with speech, language and communication needs and by students from families for whom English was not their first language. The coaching mobilised the knowledge and skillsets of both teachers and speech and language therapists to better enable the teachers to critically reflect on and enrich their pedagogic practices. Rather than an off-the-peg approach to training, the coaching formed more nuanced cycles of practice development, situated intimately in the realities of school and community context.

The use of video as a tool was also demonstrated directly through research into video recording of lessons within a PGCE programme, allowing a demonstration of its direct impact (Lofthouse and Birmingham, 2010). Student teachers videoed their own lessons, allowing them to recognise and gain confidence from their emerging professional identities. Video also fostered a critically reflective approach, enabling student teachers to gain more from the mentoring discussion. Another tool was developed using a design study methodology (Lofthouse and Wright, 2012). A new lesson observation framework based on principles of practitioner enquiry was developed, deployed and researched. The observation framework acted as a tool, which offered student teachers and their mentors opportunities to enquire into, discuss and develop effective practices, rather than simply replicating existing ones that were unsuited to the student teachers' context or stage of development. Finally, language is one of our most valuable tools, as illustrated through the research-derived development of the coaching dimensions (Lofthouse et al., 2010) and the application of these in practice. The coaching dimensions provided mentors and coaches with the opportunity to better engage with the complexity of their practice through the development of a shared language to talk with peers about how their practice was developing (Lofthouse and Hall, 2014).

Plausibility and relevance

Research undertaken into new professional learning after the model had been developed allowed me to reflect on its plausibility and relevance. This demonstrates the In assessment, the degree to which a particular assessment m... Department for Education - a ministerial department responsi... More of the outcomes of the original abductive process. An example is the evaluation of a professional development approach underpinning a More Strategic School Improvement Fund (SSIF) project (Lofthouse and Rose, 2019). This evaluative research illustrated how cycles of practice development, which took into account the authentic qualities of the teachers' contexts, encouraged creativity and enabled a growing sense of solidarity, leading to the learning behaviours and changes identified in the CoG Model.

The SSIF project focused on enhancing teaching practices through developing metacognitive pedagogies to improve primary students' attainment in maths. Cycles of practice development included modelling, co-planning and observation as opportunities for the coaching conversations. The project was authentically designed, with a focus on supporting the learning of children who were predominantly from military families and had lower levels of achievement compared to their peers. Lead practitioners (who worked as coaches) and lead teachers in each school built up working relationships over two years and developed a teacher network between the schools. These approaches created a sense of solidarity and shared purpose. While the project was focused on maths, the lead teachers engaged creatively with ideas and practices and developed them across the curriculum. The lead teachers gained a more nuanced and critical pedagogic understanding and the language and confidence to share their practices through observations, in network meetings and with colleagues in school and across the teaching school alliance, giving opportunities for critique and articulation. The evaluation evidence indicated that teachers had expanded their teaching repertoire and that their students had become more actively engaged and metacognitively aware. The teachers also expanded their capacity and motivation for subject leadership - for example, becoming specialist leaders in education or mathematics coordinators in the school, and thus supporting the feedback loops of the CoG Model.

Implications

The CoG Model positions professional learning and the development of practice as active and interlocked processes. Cycles of practice development enable learning to be cumulative, and new and effective practices to be generated. The ongoing system challenge is to ease teachers' workload pressures while still creating time for professional development opportunities, through which teachers can continue to grow throughout their careers to create a powerful and impactful profession.

References

Earl Rinehart K (2020) Abductive analysis in qualitative inquiry. Qualitative Inquiry 27(2): 303-311.

Leat D, Lofthouse R and Taverner S (2006) The road taken: Professional pathways in innovative curriculum development. Teachers and Teaching 2(6): 657-674.

Lofthouse R and Birmingham P (2010) The camera in the classroom: Video-recording as a tool for professional development of student teachers. Teacher Education Advancement Network Journal 1(2).

Lofthouse RM, Flanagan J and Wigley B (2018) Talking it through: Using specialist coaching to enhance teachers' knowledge from speech and language sciences. Impact 2: 85-88.

Lofthouse R and Hall E (2014) Developing practices in teachers' professional dialogue in England: Using Coaching Dimensions as an epistemic tool. Professional Development in Education 40(5): 758-778.

Lofthouse R, Leat D and Towler C (2010) Coaching for teaching and learning: A practical guide for schools. CfBT Education Trust. Available at: www.ncl.ac.uk/media/wwwnclacuk/cflat/files/coaching-for-teaching.pdf (accessed 3 July 2021).

Lofthouse R and Rose A (2019) Evaluation of the metacognition in service schools SSIF initiative: An end of project report for the Swaledale Teaching Alliance. Available at: www.leedsbeckett.ac.uk/-/media/files/schools/school-of-education/swaledale-ssif-project-evaluation-metacognition-in-maths.pdf?la=en (accessed 3 July 2021).

Lofthouse R and Wright D (2012) Teacher education lesson observation as boundary crossing. International Journal of Mentoring and Coaching in Education 1(3): 89-103.

Tavory I and Timmermans S (2014) Abductive Analysis: Theorizing Qualitative research usually emphasises words rather than qu... Qualitative Research More . Chicago: The University of Chicago Press.

Timmermans S and Tavory I (2012) Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory 30(3): 167-186.

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Creating the engine room for professional learning: Explaining a research-based model

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Teachers as learners Teachers are also learners. They learn through their engagement with a knowledge base, through their immersion in practice contexts and through their relationships with others. Teachers' learning determines how their practice develops over time and what impact their work has on students, colleagues and the settings in which they work.

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Podcast - building teacher professional learning capacity (Teachers Talk Radio)

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Podcast - building teacher professional learning capacity (Teachers Talk Radio)

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Building teacher professional learning capacity: The Late Late Show with Kathryn Taylor

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Podcast - Mentoring early career teachers

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Podcast - Mentoring early career teachers

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https://podcasts.apple.com/gb/podcast/professor-rachel-lofthouse-mentoring-early-career-teachers/id1547786504?i=1000534546044

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CREATING AN ENGINE ROOM FOR LEARNING

by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2020/11/creating-an-engine-room-for-learning/

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Teachers as Learners | Leeds Beckett University

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Professor Rachel Lofthouse was invited to present at the All Party Parliamentary Group on Schools, Learning and Assessment Schools, Learning and Assessment.

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Attuned authentic coaching for teachers support notes 

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Authentic Instruction article

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What types of instruction engage students in using their minds well? A framework developed at Wisconsin's Center on Organization and Restructuring of Schools may be a valuable tool for teachers and researchers attempting to answer this complex question.

Why do many innovations fail to improve the quality of instruction or student achievement? In 1990, we began to explore this question by studying schools that have tried to restructure. Unfortunately, even the most innovative activities-from school councils and shared decision making to cooperative learning and assessment by portfolio-can be implemented in ways that undermine meaningful learning, unless they are guided by substantive, worthwhile educational ends. We contend that innovations should aim toward a vision of authentic student achievement, and we are examining the extent to which instruction in restructured schools is directed toward authentic forms of student achievement. We use the word authentic to distinguish between achievement that is significant and meaningful and that which is trivial and useless.

To define authentic achievement more precisely, we rely on three criteria that are consistent with major proposals in the restructuring movement: (1) students construct meaning and produce knowledge, (2) students use disciplined inquiry to construct meaning, and (3) students aim their work toward production of discourse, products, and performances that have value or meaning beyond success in school.

The Need for Standards for Instruction

While there has been much recent attention to standards for curriculum and for assessment, public and professional discussion of standards for instruction tends to focus on procedural and technical aspects, with little attention to more fundamental standards of quality. Is achievement more likely to be authentic when the length of class periods varies, when teachers teach in teams, when students participate in hands-on activities, or when students spend time in cooperative groups, museums, or on-the-job apprenticeships?

1. Often the work students do does not allow them to use their minds well.

2. The work has no intrinsic meaning or value to students beyond achieving success in school.

To face these problems head-on, we articulated standards for instruction that represented the quality of intellectual work but that were not tied to any specific learning activity (for example, lecture or small-group discussion). Indeed, the point was to assess the extent to which any given activity-traditional or innovative, in or out of school-engages students in using their minds well.

Instruction is complex, and quantification in education can often be as misleading as informative. To guard against oversimplification, we formulated several standards, rather than only one or two, and we conceptualized each standard as a continuous construct from "less" to "more" of a quality, rather than as a categorical (yes or no) variable. We expressed each standard as a dimensional construct on a five-point scale. Instructions for rating lessons include specific criteria for each score-1 to 5-on each standard. Space does not permit us to present criteria for every possible rating, but for each standard we first distinguish between high and low scoring lessons and then offer examples of criteria for some specific ratings. Raters consider both the number of students to which the criterion applies and the proportion of class time during which it applies. The five standards are: higher-order thinking, depth of knowledge, connectedness to the world beyond the classroom, substantive conversation, and social support for student achievement (see fig. 1.).

Figure 1. Five Standards of Authentic Instruction

lower-order thinking only 1... 2... 3... 4... 5... higher-order thinking is central

knowledge is shallow 1... 2... 3... 4... 5... knowledge is deep

3. Connectedness to the World Beyond the Classroom

no connection 1... 2... 3... 4... 5... connected

4. Substantive Conversation

no substantive conversation 1... 2... 3... 4... 5... high-level substantive conversation

5. Social Support for Student Achievement

negative social support 1... 2... 3... 4... 5... positive social support

Higher-Order Thinking

The first scale measures the degree to which students use higher-order thinking.

Lower-order thinking (LOT) occurs when students are asked to receive or recite factual information or to employ rules and algorithms through repetitive routines. As information-receivers, students are given pre-specified knowledge ranging from simple facts and information to more complex concepts. Students are in this role when they recite previously acquired knowledge by responding to questions that require recall of pre-specified knowledge.

Higher-order thinking (HOT) requires students to manipulate information and ideas in ways that transform their meaning and implications, such as when students combine facts and ideas in order to synthesize, generalize, explain, hypothesize, or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems and discover new (for them) meanings and understandings. When students engage in HOT, an element of uncertainty is introduced, and instructional outcomes are not always predictable. Criteria for higher-order thinking: 3 = Students primarily engage in routine LOT operations a good share of the lesson. There is at least one significant question or activity in which some students perform some HOT operations.4 = Students engage in an at least one major activity during the lesson in which they perform HOT operations. This activity occupies a substantial portion of the lesson, and many students perform HOT.

Depth of Knowledge

From "knowledge is shallow" (1) to "knowledge is deep" (5), the next scale assesses students' depth of knowledge and understanding. This term refers to the substantive character of the ideas in a lesson and to the level of understanding that students demonstrate as they consider these ideas.

Knowledge is thin or superficial when it does not deal with significant concepts of a topic or discipline-for example, when students have a trivial understanding of important concepts or when they have only a surface acquaintance with their meaning. Superficiality can be due, in part, to instructional strategies that emphasize coverage of large quantities of fragmented information.

Knowledge is deep or thick when it concerns the central ideas of a topic or discipline. For students, knowledge is deep when they make clear distinctions, develop arguments, solve problems, construct explanations, and otherwise work with relatively complex understandings. Depth is produced, in part, by covering fewer topics in systematic and connected ways. Criteria for depth of knowledge: 2 = Knowledge remains superficial and fragmented; while some key concepts and ideas are mentioned or covered, only a superficial acquaintance or trivialized understanding of these complex ideas is evident.3 = Knowledge is treated unevenly during instruction; that is, deep understanding of something is countered by superficial understanding of other ideas. At least one significant idea may be presented in depth and its significance grasped, but in general the focus is not sustained.

Connectedness to the World

The third scale measures the extent to which the class has value and meaning beyond the instructional context. In a class with little or no value beyond, activities are deemed important for success only in school (now or later). Students' work has no impact on others and serves only to certify their level of compliance with the norms of formal schooling.

A lesson gains in authenticity the more there is a connection to the larger social context within which students live. Instruction can exhibit some degree of connectedness when (1) students address real-world public problems (for example, clarifying a contemporary issue by applying statistical analysis in a report to the city council on the homeless); or (2) students use personal experiences as a context for applying knowledge (such as using conflict resolution techniques in their own school). Criteria for connectedness: 1 = Lesson topic and activities have no clear connection to issues or experience beyond the classroom. The teacher offers no justification for the work beyond the need to perform well in class.5 = Students work on a problem or issue that the teacher and students see as connected to their personal experiences or contemporary public situations. They explore these connections in ways that create personal meaning. Students are involved in an effort to influence an audience beyond their classroom; for example, by communicating knowledge to others, advocating solutions to social problems, providing assistance to people, or creating performances or products with utilitarian or aesthetic value.

Substantive Conversation

From "no substantive conversation" (1) to "high-level substantive conversation" (5), the fourth scale assesses the extent of talking to learn and understand the substance of a subject. In classes with little or no substantive conversation, interaction typically consists of a lecture with recitation in which the teacher deviates very little from delivering a preplanned body of information and set of questions; students routinely give very short answers. Teachers' list of questions, facts, and concepts tend to make the discourse choppy, rather than coherent; there is often little or no follow-up of student responses. Such discourse is the oral equivalent of fill-in-the-blank or short-answer study questions.

1. There is considerable interaction about the ideas of a topic (the talk is about disciplined subject matter and includes indicators of higher-order thinking such as making distinctions, applying ideas, forming generalizations, raising questions, and not just reporting experiences, facts, definitions, or procedures).

2. Sharing of ideas is evident in exchanges that are not completely scripted or controlled (as in a teacher-led recitation). Sharing is best illustrated when participants explain themselves or ask questions in complete sentences and when they respond directly to comments of previous speakers.

3. The dialogue builds coherently on participants' ideas to promote improved collective understanding of a theme or topic. Criteria for substantive conversation: To score 2 or above, conversation must focus on subject matter as in feature (1) above.2 = Sharing (2) and/or coherent promotion of collective understanding (3) occurs briefly and involves at least one example of two consecutive interchanges.4 = All three features of substantive conversation occur, with at least one example of sustained conversation (that is, at least three consecutive interchanges), and many students participate.

Social Support for Student Achievement

The social support scale involves high expectations, respect, and inclusion of all students in the learning process. Social support is low when teacher or student behavior, comments, and actions tend to discourage effort, participation, or willingness to express one's views. Support can also be low if no overt acts like the above occur, but when the overall atmosphere of the class is negative as a result of previous behavior. Token acknowledgments, even praise, by the teacher of student actions or responses do not necessarily constitute evidence of social support.

Social support is high in classes when the teacher conveys high expectations for all students, including that it is necessary to take risks and try hard to master challenging academic work, that all members of the class can learn important knowledge and skills, and that a climate of mutual respect among all members of the class contributes to achievement by all. "Mutual respect" means that students with less skill or proficiency in a subject are treated in ways that encourage their efforts and value their contributions. Criteria for social support: 2 = Social support is mixed. Both negative and positive behaviors or comments are observed.5 = Social support is strong. The class is characterized by high expectations, challenging work, strong effort, mutual respect, and assistance in achievement for almost all students. Both teacher and students demonstrate a number of these attitudes by soliciting and welcoming contributions from all students. Broad student participation may indicate that low-achieving students receive social support for learning.

Using the Framework to Observe Instruction

organizational features of schools (teacher workload, scheduling of instruction, governance structure);

the content of particular programs aimed at curriculum, assessment, or staff development;

Apart from its value as a research tool, the framework should also help teachers reflect upon their teaching. The framework provides a set of standards through which to view assignments, instructional activities, and the dialogue between teacher and students and students with one another. Teachers, either alone or with peers, can use the framework to generate questions, clarify goals, and critique their teaching. For example, students may seem more engaged in activities such as cooperative learning or long-term projects, but heightened participation alone is not sufficient. The standards provide further criteria for examining the extent to which such activities actually put students' minds to work on authentic questions.

In using the framework, either for reflective critiques of teaching or for research, it is important to recognize its limitations. First, the framework does not try to capture in an exhaustive way all that teachers may be trying to accomplish with students. The standards attempt only to represent in a quantitative sense the degree of authentic instruction observed within discrete class periods. Numerical ratings alone cannot portray how lessons relate to one another or how multiple lessons might accumulate into experiences more complex than the sum of individual lessons. Second, the relative importance of the different standards remains open for discussion. Each suggests a distinct ideal, but it is probably not possible for most teachers to show high performance on all standards in most of their lessons. Instead, it may be important to ask, "Which standards should receive higher priority and under what circumstances?"

Finally, although previous research indicates that teaching for thinking, problem solving, and understanding often has more positive effects on student achievement than traditional teaching, the effects of this specific framework for authentic instruction on student achievement have not been examined. Many educators insist that there are appropriate times for traditional, less authentic instruction-emphasizing memorization, repetitive practice, silent study without conversation, and brief exposure-as well as teaching for in-depth understanding.

Rather than choosing rigidly and exclusively between traditional and authentic forms of instruction, it seems more reasonable to focus on how to move instruction toward more authentic accomplishments for students. Without promising to resolve all the dilemmas faced by thoughtful teachers, we hope the standards will offer some help in this venture.

References

Brown, A., and A. Palinscar. (March 1989). "Coherence and Causality in Science Readings." Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Carpenter, T. P., and E. Fennema. (1992). "Cognitively Guided Instruction: Building on the Knowledge of Students and Teachers." In Curriculum Reform: The Case of Mathematics in the United States. Special issue of International Journal of Educational Research, edited by W. Secada, pp. 457-470. Elmsford, N.Y.: Pergamon Press, Inc.

1 See Carnegie Corporation of New York (1989), Elmore and Associates (1990), and Murphy (1991).

2 See Carnegie Corporation of New York (1989), Elmore and Associates (1990), and Murphy (1991).

3 For example, see the arguments for standards in National Council on Education Standards and Testing (1992), and Smith and O'Day (1991).

4 In three semesters of data collection, correlations between raters were .7 or higher, and precise agreement between raters was about 60 percent or higher for each of the dimensions. A detailed scoring manual will be available to the public following completion of data collection in 1994.

5 The standards may be conceptually distinct, but initial findings indicate that they cluster together statistically as a single construct. That is, lessons rated high or low on some dimensions tend to be rated in the same direction on others.

6 Evidence for positive achievement effects of teaching for thinking is provided in diverse sources such as Brown and Palinscar (1989), Carpenter and Fennema (1992), Knapp et al. (1992), and Resnick (1987). However, no significant body of research to date has clarified key dimensions of instruction that produce authentic forms of student achievement as defined here.

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Let us help you put your vision into action.

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Five Standards of Authentic Instruction - ASCD

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What types of instruction engage students in using their minds well? A framework developed at Wisconsin's Center on Organization and Restructuring of Schools may be a valuable tool for teachers and researchers attempting to answer this complex question. Why do many innovations fail to improve the quality of instruction or student achievement?

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Attuned teaching blog and resources

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Attuned Teaching a framework built on relationships for learning | Leeds Beckett University

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Positive, supportive relationships in schools do matter. To most people, both in and beyond the teaching profession, this seems like a really straightforward and obvious statement.

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LLA 8th March 24 R Lofthouse Attuned Authentic Coaching for Teachers

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Dilemma based coaching 1 hour workshop Lantern Learning Trust

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Dilemma based coaching 1 hour workshop Lantern Learning Trust

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Inspired by attuned teaching

by Sue Webb

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Inspired by 'Attuned Teaching' | Leeds Beckett University

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Have you ever had a moment in your career when you hear people talking about something you passionately believe in - and it's an actual 'thing'?

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Holding the space for professional learning

by Rachel Lofthouse

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Holding the space for professional learning | Leeds Beckett University

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This weekend while scanning edutwitter during the national ResearchED teacher conference I noticed a few interesting presentations and threads evolving.

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Taking a stand against the Pedagaogy of Professional Decline

by Rachel Lofthouse

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Taking a stand against the Pedagogy of Professional Decline | Leeds Beckett University

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Professor Rachel Lofthouse, Professor of Teacher Education in the Carnegie School of Education, explains the concept of ‘pedagogy of professional decline’, what inspired her to coin the phrase and why it is important to the current teaching landscape.

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Coaching for all: empowering Australian educators through collaborative relationships

by Mark Bennett

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Coaching for all: Empowering Australian educators through collaborative relationships | Leeds Beckett University

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At a recent meeting of Australian educators, narratives of coaching and collaboration were shared to serve as a catalyst for achieving educational change; the emerging themes are shared below.

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Control and command: ITT, mentoring and the pedagogy of professional decline

by Rachel Lofthouse

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Control and command: ITT, mentoring and the pedagogy of professional decline | Leeds Beckett University

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In a recent blogpost I raised my concerns about the Pedagogy of Professional Decline.

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Control and command: ITT, mentoring and the pedagogy of professional decline

by Rachel Lofthouse

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Control and command: ITT, mentoring and the pedagogy of professional decline | Leeds Beckett University

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In a recent blogpost I raised my concerns about the Pedagogy of Professional Decline.

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What CollectivED means to me and could mean for you too

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What CollectivED means to me and could mean for you too

by Paula Ayliffe

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What CollectivED means to me and could mean for you too | Leeds Beckett University

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In this blogpost Paula Ayliffe shares her personal and professional responses to being part of the CollectivED community.

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Coaching for all: empowering Australian educators through collaborative relationships

by Mark Bennett

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Coaching for all: Empowering Australian educators through collaborative relationships | Leeds Beckett University

# data[].attributes.attachment_link.description
At a recent meeting of Australian educators, narratives of coaching and collaboration were shared to serve as a catalyst for achieving educational change; the emerging themes are shared below.

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New Guide to Teacher Coaching from CollectivED at Leeds Beckett University

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New Guide to Teacher Coaching from CollectivED at Leeds Beckett University

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Colleagues may like to access and share the link to a new guide to teacher coaching which has partly been developed to balance out the rapid rise of teacher training being branded as ‘instructional coaching’ in English schools. https://www.leedsbeckett.ac.uk/research/collectived/guide-to-coaching/

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New Guide to Teacher Coaching from CollectivED at Leeds Beckett University

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New Guide to Teacher Coaching from CollectivED at Leeds Beckett University

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Colleagues may like to access and share the link to a new guide to teacher coaching which has partly been developed to balance out the rapid rise of teacher training being branded as ‘instructional coaching’ in English schools. https://www.leedsbeckett.ac.uk/research/collectived/guide-to-coaching/

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New Guide to Teacher Coaching from CollectivED at Leeds Beckett University

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New Guide to Teacher Coaching from CollectivED at Leeds Beckett University

# data[].attributes.body
Colleagues may like to access and share the link to a new guide to teacher coaching which has partly been developed to balance out the rapid rise of teacher training being branded as ‘instructional coaching’ in English schools. https://www.leedsbeckett.ac.uk/research/collectived/guide-to-coaching/

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Dilemma-based coaching: creating professional hope and agency

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Co-coaching: empowering conversations for re-imagining education futures

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Solidarity, authenticity and creativity: building and sustaining coaching and mentoring cultures

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Outline of sessions

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Links to 4 online webinars in this blogpost

Coaching in Education; an invitation to join the conversation
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/06/coaching-in-education-an-invitation-to-the-conversation/

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Links to 4 online webinars in this blogpost

Coaching in Education; an invitation to join the conversation
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https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/06/coaching-in-education-an-invitation-to-the-conversation/

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Dilemma based coaching webinar
Links to 4 online webinars in this blogpost

Coaching in Education; an invitation to join the conversation
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/06/coaching-in-education-an-invitation-to-the-conversation/

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Links to 4 online webinars in this blogpost

Coaching in Education; an invitation to join the conversation
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/06/coaching-in-education-an-invitation-to-the-conversation/

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Links to 4 online webinars in this blogpost

Coaching in Education; an invitation to join the conversation
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/06/coaching-in-education-an-invitation-to-the-conversation/

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Learning study slide set

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Appendix 5- Slides to support introductory session

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Learning study card sort (Tracy Edwards)

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Appendix 4- Card Sort for Initial Session

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Learning study consent form (Tracy Edwards)

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Learning Study reflection template (Tracy Edwards)

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Learning Study Observation proforma (Tracy Edwards)

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Learning Study process outline (Tracy Edwards)

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Learning Study Handbook (Tracy Edwards)

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Exploring and learning from educational complexity through dilemma-based coaching
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Exploring and learning from educational complexity through dilemma-based coaching
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Coaching: from dilemmas to hope by Rachel Lofthouse

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https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/03/coaching---from-dilemmas-to-hope/

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Coaching: from dilemmas to hope | Leeds Beckett University

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Professor Rachel Lofthouse from Carnegie School of Education writes about the positive impact of the Leeds Learning Alliance in helping educators develop new coaching approaches.

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https://vimeo.com/808693881/67cc89d611

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CollectivED Book Club - Leading with Love

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Risk: Signposting better choices to more adventurous teaching. By David Gumbrell

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Risk: Signposting better choices to more adventurous teaching. By David Gumbrell

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https://vimeo.com/818723244/0226f95598?share=copy

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THREE COACHING NOVELLAS
by Kerry Jordan-Daus

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/01/three-coaching-novellas/

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COACHING: FROM DILEMMAS TO HOPE
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/03/coaching---from-dilemmas-to-hope/

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COACHING: FROM DILEMMAS TO HOPE
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/03/coaching---from-dilemmas-to-hope/

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Re-imagining a positive direction for education through narratives and co-coaching
by Rachel Lofthouse, Diana Tremayne, Mhairi Beaton, Meri Nasilyan

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Coaching for creativity – think about it!
by Jasen Booton

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Putting context into coaching; creating an understanding of the value of contextual coaching in education.
by Rachel Lofthouse and Trista Hollweck

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Supporting children’s speech and language development through inter-professional coaching; a case study of collaboration
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Developing a model of Contextualised Specialist Coaching to support school improvement.
by Rachel Lofthouse and Anthea Rose

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Exploring and learning from educational complexity through dilemma-based coaching
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Mentors Who Coach - Coaches Who Mentor: Accompaniment and Stance as Unifying and Liberating Concepts
by Jasen Booton, Trista Hollweck and Chris Munro

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Exploring and learning from educational complexity through dilemma-based coaching
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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DIGITAL LEARNING SPACES: REALITIES, REFLECTIONS, RESPONSES AND REIMAGININGS by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2022/09/digital-learning-spaces-realities-reflections-responses-and-reimaginings/

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RE-IMAGINING A POSITIVE DIRECTION FOR EDUCATION THROUGH NARRATIVES AND CO-COACHING by Rachel Lofthouse, Mhairi Beaton, Diana Tremayne, Meri Nasilyan

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/01/re-imagining-a-positive-direction-for-education-through-narratives-and-cocoaching/

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NEW PERSPECTIVES: RE-IMAGINING A POSITIVE DIRECTION FOR EDUCATION
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/03/new-perspectives-re-imagining-a-positive-direction-for-education/

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NEW PERSPECTIVES: RE-IMAGINING A POSITIVE DIRECTION FOR EDUCATION
by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/03/new-perspectives-re-imagining-a-positive-direction-for-education/

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Mentors Who Coach - Coaches Who Mentor: Accompaniment and Stance as Unifying and Liberating Concepts
by Jasen Booton, Trista Hollweck and Chris Munro

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Mentors Who Coach - Coaches Who Mentor: Accompaniment and Stance as Unifying and Liberating Concepts
by Jasen Booton, Trista Hollweck and Chris Munro

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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Mentors Who Coach - Coaches Who Mentor: Accompaniment and Stance as Unifying and Liberating Concepts
by Jasen Booton, Trista Hollweck and Chris Munro

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-17-gci-conference-2023.pdf

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https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/03/topographical-teacher/

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Book chapter reference on lesson study (Tracy Edwards)

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Book chapter reference on lesson study (Tracy Edwards)

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Developing the methodology of Lesson Study to enhance the spiritual, m (taylorfrancis.com)

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A Manifesto for Topographical Teaching
Tracy Edwards, Mhairi Beaton, Rachel Lofthouse

This is the text of a book chapter being published in Dutch.  Full details to follow.

Vignette A

It is moments like these that make the tedium of repeating the same story over and over to the same group of learners worth it.  Dylan was responding to the pitter patter of rice being slowly poured out of the jug and onto the metal tray.  He extends his arms out slightly, to try to touch the rice.  The day before, I had gone to the effort of dyeing that rice purple, scenting it with lavender, and then drying it against the classroom radiator. Having noted a few weeks ago that Dylan tends to gravitate towards purple in painting sessions and smile whenever taken to look at the flowers in our sensory garden, I had a feeling that this effort might be worth it.  It was. Having a diagnosis of ‘Profound and Multiple Learning Difficulties’, Dylan was often unresponsive in sessions and his awareness of the stimuli he was presented with in lessons was often not apparent.  He started to vocalise, making the same shrieks of delight he makes when young people from other classes within the school come into the room to say ‘hello’.  Delighted with Dylan’s exceptionally high levels of engagement, I decide to lift the jug higher (and higher).  Dylan claps and avidly tracks the movement of the rice with his eyes.

Vignette B

When teaching the concept of time, teachers are taught a prescribed order to teach the different mathematical concepts. This prescribed order is reinforced by mathematical textbooks. Teachers are expected to commence with simple analogue hour and half hour times, increasing in complexity to ultimately teach digital time. Assumptions are made about which learning task to assign individual students is often determined by their allocated maths ability group; an ability group assigned by teachers in the first year of formal schooling determining the speed they move through their maths learning.

However, children engage with notions of time in settings out with formal schooling. Whilst participating in a co-participatory research project, an experienced mainstream teacher called Sally had been challenged to question assumptions of her students’ prior knowledge when one of the students insisted that his assigned tasks were too easy and that he needed ‘to work with the higher group if he was going to learn something new’. Choosing to trust this student, Sally rapidly set up a range of learning opportunities for all students reflecting all stages of learning (both analogue and digital time concepts) and invited the students to self-assess and choose the most appropriate learning task that would allow them to either reinforce a mathematical concept that they were unsure of or learn a new concept. (218)

In the above two vignettes, the effectiveness of teaching is strengthened through careful observation of the life-worlds of pupils.  In order to navigate these life-worlds, the teacher within both accounts of practice, is paying attention to the unique ways in which the unique individuals within their classroom are engaging with learning.  Rather than merely perform or deliver the same sensory story for example, that had been used with a different class the year earlier (before swiftly moving on to the next activity or routine on the class timetable) the teacher in ‘Vignette A’, and A’ continually refines her teaching in relation to what she learns from this, about her pupil. She also explores beneath the surface of what might be immediately noticeable. In the practice outlined in ‘Vignette B’, an experienced teacher trusted the students in her class to support her in understanding more accurately the contour lines and ridges of their mathematical understanding.

Introducing the metaphor of ‘Topography’

The metaphor of ‘topography’ can be used in relation to the pedagogical approaches adopted in both ‘Vignette A’ and ‘Vignette B’.  In cartography or landscape painting, a ‘topographer’ studies their surroundings carefully and strives to represent reality, including the underlying geological features which influence the landscape. In doing so they create something with orientational and navigational value. As teachers and researchers we argue that it is through the promotion and adoption of ‘topographical teaching’ that we can develop inclusive and effective classroom practice.

Just as a topographical landscape artist captures geographical features of a place such as terrain, vegetation, and weather conditions, a ‘topographical teacher’ appreciates the broader realities impacting on a pupils’ learning such as the classroom environment, the social dynamics within a teaching group, and the life experiences they have had.   A ‘topographical teacher’ will also consider ‘the bigger picture’ beyond the upcoming assessment being worked towards, or the immediate lesson or session that is taking place.  They may ask questions around the long-term aspirations of pupils and consider these when planning.  Any isolated classroom activity, such as the sensory story in Vignette A, or the Maths activity in Vignette B, will have coherence with long term goals and aspirations.

To create maps which are informative and give insight into a terrain, it is necessary for any topographical cartographer to have tools and skills for representing and reading information on topographical maps.  A topographical cartographer also needs tools and skills for capturing changes to terrain, such as those relating to tectonic activity or coastal erosion.

Similarly, a ‘topographical’ approach to teaching is one in which a teacher invests in ‘looking’ or ‘noticing’ the realities impacting on learning within their classrooms.  Rather than pitch their planning to broad labels around diagnoses and perceived levels of ability, the ‘topographical’ teacher seeks to continually learn about their individual pupils, to inform their planning.

Topographical Teaching and Formative Assessment

When adopting a topographical approach to effective and inclusive educational provision for all learners, formative assessment can be an essential tool for the classroom practitioner. Formative assessment refers to classroom practices which permit a teacher to understand, for example, the previous achievements of their students which can inform planning for future learning (Wiliam et al., 2004).

Although widely accepted as ‘good educational practice’, how formative assessment is enacted can vary widely between different teachers and schools. In some instances, formative assessment has been viewed as a managerialist tick-box exercise. This approach is based on a view of learning as a body of facts to be transmitted by teachers and acquired by students.  Formative assessment, in this instance, can act to further marginalise some learners as the outcome of the exercise can be binary; either the student can demonstrate proficiency of the new knowledge or skills or not.

In contrast, formative assessment that aspires to support a teachers’ understanding of the topographical contours is necessarily both interactive and iterative as the complex and dynamic process unfolds between teachers and students (Florian and Beaton, 2017). In seeking to understand the contours and ridges of a classroom topography through formative assessment practices, it is understood that effective formative assessment necessarily involves all learners as experts in their own learning. This expertise qualifies all students to be part of an ongoing dialogue between learners and teachers including occasions when students themselves may initiate the dialogue. The skill that a teacher must develop is the ability to not only listen but hear the multiple ways in which learners may communicate this expertise.

Initially, this collaborative approach can be a challenging practice for teachers to accept as a key element of their identity as their remit is to make informed pedagogical and curricular decisions in their classrooms due to their expertise in teaching and learning (Beaton, 2020). Nevertheless, to truly understand the topography of a classroom and the experiences of individual students, the ability to relinquish the role of sole expert in their classroom and share this role with learners can lead to more informed decision making that can be more effective and inclusive educational provision. In Vignette B, by adopting the stance of ‘learner about her students’, trusting them to articulate their own learning, by valuing what they have to communicate and responding in an informed and professional way in adapting her initial plans, Sally adopts an inclusive stance that permits her to accommodate individual differences in a manner that is respectful of all students.

Of course, it is accepted that it may be more challenging to hear some students; for example, those students who are preverbal like Dylan in Vignette A. There has been an assumption that skills required to work with students similar to Dylan require specialist skills but the ability to listen effectively to all students as they contribute to a teacher’s understanding of the topography of the classroom is a skill that is required by all teachers. (489)

A Topographical Approach to teacher development

To develop ‘topographical’ thinking teachers need to appreciate the ‘why’ and understand the ‘how’.  Teachers who become aware that each learner has a unique relationship with the curriculum and with the learning context become more open to situated and iterative professional learning which alters their practice in the moment and over time. Formal and informal professional development opportunities can help to trigger and sustain this. A good example of this is the approach known as ‘the discipline of noticing’ (Mason, 2002).

It is clear from the vignettes and explanation of the topographical approach that becoming more consciously aware of learners, their responses to teaching and to their environment and of their engagement with and achievement in learning is critical.  The ‘discipline of noticing’ starts with individual teachers firstly ‘noticing’ occurrences in context, then ‘marking’ or being able to recall what was noticed and then ‘recording’ ‘brief-but-vivid’ accounts of what happened. What is noticed will depend on what is happening and what is observed and using a discipline of noticing approach means teachers systematically record objective accounts of reality which can then be shared with colleagues. Two examples illustrate this:

‘Penny became animated in the group discussion when she saw the photographs of beach huts. The teaching assistant overheard her sharing memories of roller-skating on the promenade with her cousins. Her creative writing didn’t reflect this though.’

‘Ahmed seemed subdued and uncomfortable. Unusually his answers were brief and he mumbled even when I talked to him individually.’

The next stage in the discipline of noticing involves sharing the short written accounts with colleagues to explore emergent themes. Mason calls this ‘validation’. Participants with accounts to share are given time to read them verbatim, to reflect on them and to enter into discussion about them. The value of this is summed up by Brown (2017),

The way we held these meetings was crucial. We found that it was important that people could speak at length without fear of being interrupted, judged, or receiving unsolicited advice. It transformed the way we listened to, and supported, each other as a department. After sharing an account, we would probe an account, or part of an account, in more detail. Often we found that we had similar accounts that we could offer in return. Often, we found it beneficial to explore particular words and phrases in more depth. Often these were words used to describe emotions, such as ‘frustration’. (Brown, 2017, p13)

It is clear in this narrative that nuanced and contextualised thinking is being facilitated through the collaboration. As such the teachers are engaging more fully with the ‘topography’ of the classroom. The ultimate aim is that during validation alternative possibilities for acting differently are explored. As Brown continues

,

We found it useful to move away from ‘if onlys’ and ‘should haves’ towards questions along the lines of: ‘How could I have acted differently? How might things have been different if…?’. This sequence means that by recording what happened as accurately as possible, and exploring other possibilities, comes the chance that we might recognise a possibility for acting differently in the moment.  (Brown, 2017, p13)

A topographical approach to inclusive teaching and learning relies on teachers examining their own practices in ways that focus on specific learners and their realities. It is a counter to implementing directed teaching approaches inferred by high level data, standardised age-based expectations or special needs labels which can drive decision-making. Using short video-recordings of teaching and learning as the basis of reflection or coaching conversations (Marsh, 2018), developing alternative lesson observation protocols based on authentic enquiry questions (Lofthouse and Wright, 2012) or adopting research lesson study approaches (Dudley, 2014) create similar opportunities.

Concluding Thoughts

The two vignettes that begin this chapter are based in very different classroom contexts.  However, the central argument of our ‘Manifesto for Topographical Teaching’ is that it is the ‘discipline of noticing’ that carries inclusive practice across all types of school setting.  This argument is a response to the suggestion that the teaching of pupils with complex learning difficulties such as Dylan in Vignette A, is an entirely distinct endeavour to teaching pupils without complex learning difficulties (Imray and Hinchcliffe, 2012).  Although the authors of this chapter see great value in specialist knowledge into Special Educational Needs and Disabilities, this chapter asserts that, without a ‘topographical’ approach to teaching, such knowledge is unlikely to lead to the best possible learning outcomes for children and young people.  This chapter also asserts that a focus on topographical skills, values and attitudes needs to underpin approaches to initial teacher education, continuing professional development, and leadership development, in order to build inclusive school systems for the 21st century.  One approach to teacher development that supports such a focus is ‘Lesson Study’ (Dudley, 2014) through which joint observations, reflective dialogues and collaborative planning sessions between teachers enable the investigation of the otherwise-hidden contour lines and ridges beneath what may be immediately visible within a classroom.

In their writings on Inclusive Pedagogy, Florian and Black-Hawkins (Black-Hawkins and Florian 2012, p. 568) emphasise that the same action within a classroom can be simultaneously inclusive and exclusive, rather than unambiguously either one or the other.  In further explaining this, Florian (2012, p. 277) gives the example of a pupil in a classroom being sat by themselves at a computer screen, which could indicate an inclusive culture of independent learning within a classroom, or that they have been pedagogical neglected by a teacher to enable them to focus on others within the class. With this in mind, the ‘topographical teaching’ outlined in this chapter is not concerned with reaching a single unambiguous, objective reality around the root cause of a learner’s behaviour for example, any misconceptions they hold, or their point in learning.  It is instead concerned with reaching interpretations which are valid in relation to the insights that will be reached through observing and listening to pupils, and entering into reflective professional dialogues with colleagues.  Two different teachers may reach slightly different interpretations, and deliver the curriculum in different ways, yet both adopt approaches that are equally effective.  Similarly, two different artists might create two very different topographic representations of the same place, whilst both maintaining their authentic engagement with the features of the landscape that surrounds them.  They may choose slightly different shades and tones for example, to represent the physical features of the terrain, according to their individual ways of working and seeing.  Topographical teaching, therefore, is not only about noting the responses of pupils to learning, to inform planning.  It is about the teacher also locating themselves within the landscape of their classroom and working with their pupils to construct new realities that reflect an authentic dialogue between everybody in it.

References

BEATON, M., 2020. Old Learning, New Learning: teacher educators as enquiring professionals. In: Swennen A; White E ed. Being a Teacher Educator: Research-Informed Methods for Improving Practice. Abingdon, Oxon: Routledge.

BLACK-HAWKINS, K. and FLORIAN, L., 2012. Classroom teachers craft knowledge of their inclusive practice. Teachers and Teaching: Theory and Practice, vol. 18, no. 5, [Available from: DOI 10.1080/13540602.2012.709732].

BROWN, D. 2017. Researching our practice using The Discipline of Noticing. A Practice Insight Working Paper, CollectivED [1] pp.12-15, [Downloaded from https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-dec-2017-issue.pdf on 14/11/22]

DUDLEY, P., 2014a. Lesson Study: Professional learning for our time. Lesson Study: Professional Learning for Our Time.

FLORIAN, L., 2012. Preparing Teachers to Work in Inclusive Classrooms: Key Lessons for the Professional Development of Teacher Educators from Scotland’s Inclusive Practice Project. Journal of Teacher Education, vol. 63, no. 4, [Available from: DOI 10.1177/0022487112447112].

FLORIAN, L, and BEATON, M. C. 2018. Inclusive pedagogy in action: getting it right for every child. International Journal of Inclusive Education, vol. 22, no 8, pp. 870-884.

IMRAY, P. and HINCHCLIFFE, V., 2012. Not fit for purpose: A call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties. Support for Learning, vol. 27, no. 4, [Available from: DOI 10.1111/1467-9604.12002].

LOFTHOUSE, R. and WRIGHT, D. (2012),"Teacher education lesson observation as boundary crossing", International Journal of Mentoring and Coaching in Education, Vol. 1 Iss: 2 pp. 89 - 103 [Available from: DOI  document: 10.1108/20466851211262842]

MARSH, B. 2018. Teachers supporting teachers in professional learning and the development of classroom practice: The use of video mediated peer coaching [Downloaded from https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-apr-2018--issue-31.pdf on 14/11/22]

MASON, J. 2002. The Discipline of Noticing: Researching Your Own Practice, London:

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WILIAM, D., LEE, C., HARRISON, C. AND BLACK, P., 2004. Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles, Policy and Practice, vol. 11, no. 1, pp.49-65.

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Attuned teaching wakelet from Cathy Gunning

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Attuned teaching wakelet from Cathy Gunning

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Attuned Teaching - Wakelet

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Collective Creativity and Wellbeing through story

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Collective Creativity and Wellbeing through story

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Collective Creativity and Wellbeing through story | ACE (creativityexchange.org.uk)

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https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2022/12/attuned-teaching-a-framework-built-on-relationships-for-learning/

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Research paper on Contextual Coaching - examples from UK and Canada

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Research paper on Contextual Coaching - examples from UK and Canada

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Lofthouse, R and Hollweck, T (2021) Contextual coaching: levering and leading school improvement through collaborative professionalism. International Journal of Mentoring and Coaching in Education.

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Research paper on learning from professional dilemmas in education - from an Erasmus project

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Valuing knowledge exchange and professional learning for educational inclusion: understanding professional dilemmas in policy and practice contexts

Lofthouse, R and Beaton, M and Kools, Q and Kopp, E (2021)  Pedagógusképzés, 20 (48). pp. 5-26.

https://ojs.elte.hu/pedagoguskepzes/article/view/1754

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Podcast on 'rethinking education', James Mannion and Rachel Lofthouse

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Podcast on 'rethinking education', James Mannion and Rachel Lofthouse

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Rachel Lofthouse on exams, workload and the government's assault on ITT providers – Rethinking Education (uk-podcasts.co.uk)

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Contextual coaching: levering and leading school improvement through collaborative professionalism

Lofthouse, R and Hollweck, T (2021) Contextual coaching: levering and leading school improvement through collaborative professionalism. International Journal of Mentoring and Coaching in Education.

https://eprints.leedsbeckett.ac.uk/id/eprint/7874/

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Understanding coaching efficacy in education through activity systems: privileging the nuances of provision

Lofthouse, R and Whiteside, R and Rose, A (2021) International Journal of Mentoring and Coaching in Education.

https://eprints.leedsbeckett.ac.uk/id/eprint/8028/

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Understanding coaching efficacy in education through activity systems: privileging the nuances of provision

Lofthouse, R and Whiteside, R and Rose, A (2021) International Journal of Mentoring and Coaching in Education.

https://eprints.leedsbeckett.ac.uk/id/eprint/8028/

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Podcast - Mentoring early career teachers - Rachel Lofthouse

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Podcast - Mentoring early career teachers

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Instructional Coaching: Balancing Inquiry and Advocacy; Rachel Lofthouse, Jim Knight, Chris Munro and Christian van Nieuwerburgh https://www.growthcoachinguk.com/resource/curious-convos-webinar-instructional-coaching-balancing-inquiry-and-advocacy/

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Instructional Coaching: Balancing Inquiry and Advocacy; Rachel Lofthouse, Jim Knight, Chris Munro and Christian van Nieuwerburgh https://www.growthcoachinguk.com/resource/curious-convos-webinar-instructional-coaching-balancing-inquiry-and-advocacy/

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Instructional Coaching podcast - Jim Knight, Chris Munro, Rachel Lofthouse, Christian van Nieuwerburgh

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Instructional Coaching podcast - Jim Knight, Chris Munro, Rachel Lofthouse, Christian van Nieuwerburgh

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Instructional Coaching: Balancing Inquiry and Advocacy; Rachel Lofthouse, Jim Knight, Chris Munro and Christian van Nieuwerburgh https://www.growthcoachinguk.com/resource/curious-convos-webinar-instructional-coaching-balancing-inquiry-and-advocacy/

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Video dialogue - supervision in education by Anne Turnbull and Rachel Lofthouse

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Video dialogue - supervision in education by Anne Turnbull and Rachel Lofthouse

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Supervision in Education - 31 Jan Update (vimeo.com)

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Video dialogue - supervision in education by Anne Turnbull and Rachel Lofthouse

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Video dialogue - supervision in education by Anne Turnbull and Rachel Lofthouse

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Supervision in Education - 31 Jan Update (vimeo.com)

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Video explanation - coaching in education by Rachel Lofthouse

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Video explanation - coaching in education by Rachel Lofthouse

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Coaching in Education (vimeo.com)

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Video explanation - coaching in education by Rachel Lofthouse

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Video explanation - coaching in education by Rachel Lofthouse

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Coaching in Education (vimeo.com)

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RE-IMAGINING A POSITIVE DIRECTION FOR EDUCATION THROUGH NARRATIVES AND CO-COACHING by Rachel Lofthouse, Mhairi Beaton, Diana Tremayne, Meri Nasilyan

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/01/re-imagining-a-positive-direction-for-education-through-narratives-and-cocoaching/

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RE-IMAGINING A POSITIVE DIRECTION FOR EDUCATION THROUGH NARRATIVES AND CO-COACHING by Rachel Lofthouse, Mhairi Beaton, Diana Tremayne, Meri Nasilyan

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/01/re-imagining-a-positive-direction-for-education-through-narratives-and-cocoaching/

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THREE COACHING NOVELLAS by Kerry Jordan-Daus

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/01/three-coaching-novellas/

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THREE COACHING NOVELLAS by Kerry Jordan-Daus

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2023/01/three-coaching-novellas/

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Attuned teaching a framework built on relationships for learning
by Rachel Lofthouse and Cathy Gunning https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2022/12/attuned-teaching-a-framework-built-on-relationships-for-learning/

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RECLAIMING THE SPACE FOR PERSONAL GROWTH AND DEVELOPMENT THROUGH MENTORING, COACHING AND PROFESSIONAL LEARNING
https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2022/12/reclaiming-the-space-for-personal-growth-and-development-through-mentoring/
by Antony Winch

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RECLAIMING THE SPACE FOR PERSONAL GROWTH AND DEVELOPMENT THROUGH MENTORING, COACHING AND PROFESSIONAL LEARNING
https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2022/12/reclaiming-the-space-for-personal-growth-and-development-through-mentoring/
by Antony Winch

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Attuned teaching a framework built on relationships for learning
by Rachel Lofthouse and Cathy Gunning https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2022/12/attuned-teaching-a-framework-built-on-relationships-for-learning/

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A collection of working papers from Wykham Park Academy staff on re-thinking CPD

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/wykham-park-academy-co-enquiry-collectived-special-issue.pdf

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DIGITAL LEARNING SPACES: REALITIES, REFLECTIONS, RESPONSES AND REIMAGININGS by Rachel Lofthouse

https://www.leedsbeckett.ac.uk/blogs/carnegie-education/2022/09/digital-learning-spaces-realities-reflections-responses-and-reimaginings/

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“The space to do this never happens.” Enabling thinking room to grow teacher confidence in the Early Years Foundation  Stage.
by Cathy Gunning

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-16-postgraduate-legacy-final.pdf

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“The space to do this never happens.” Enabling thinking room to grow teacher confidence in the Early Years Foundation Stage. by Cathy Gunning

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-16-postgraduate-legacy-final.pdf

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Corvinus, Coronavirus and Cerebral Cortices. by Daniel Duke

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-16-postgraduate-legacy-final.pdf

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The Cultivation, Germination and Propagation of the Professional Learning Ecosystem. by Melanie Chambers

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-16-postgraduate-legacy-final.pdf

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Conscious Coaching: Bringing a Beginner’s Mind to Coaching. by Suzanne Culshaw

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-16-postgraduate-legacy-final.pdf

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Using Hargreaves and O’Connor’s 10 Tenets of Collaborative Professionalism as an audit tool for school improvement. by Paula Ayliffe

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-16-postgraduate-legacy-final.pdf