Teacher Learning Academy

1. Specialist Schools and Academies Trust & General Teaching Council for England Teacher Learning Academy

2. SSAT Teacher Learning Academy Adding Value to Teacher Professional Development and Learning

3. S’EEN (1) S’EEN Hub and TLA Leader (Stage 3)

4. S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN (2) S’EEN Spoke School TLA Stage 2 S’EEN Spoke School TLA Stage 2 S’EEN Spoke School TLA Stage 2 S’EEN hub and TLA Leader (Stage 3)

5. S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN (3) S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Spoke School TLA Stage 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Spoke School TLA Stage 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN hub and TLA Leader (Stage 3) S’EEN Network School TLA Stage 1 or 2

6. S’EEN (4) S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN hub and TLA Leader (Stage 3) S’EEN Spoke School TLA Stage 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Spoke School TLA Stage 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 S’EEN hub and TLA Leader (Stage 3) S’EEN hub and TLA Leader (Stage 3) S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2 SSAT/ TLA Partnership S’EEN Spoke School TLA Stage 2 S’EEN Network School TLA Stage 1 or 2 S’EEN Network School TLA Stage 1 or 2

7. Through this partnership, the TLA offers teachers the opportunity to gain national professional recognition Together we will: • Support teachers’ learning through effective CPD; • Ensure developing practice; • Enable opportunities to collaborate, reflect, support and co-coach.

8. Through this partnership we: • Have a focus for sharing knowledge and exchanging aspects of practice; • Work within a culture where there is the confidence to share and resolve personalised issues; • Receive specific support in writing and making submissions to TLA around your work with this project.

9. The origins of the Teacher Learning Academy (1) The GTC commissioned research into the features of CPD which were most likely to impact upon pupil learning, improved teaching and teacher efficacy. This research looked at: • Systems from other professional bodies – most are mandatory, there is little evidence of positive impact and the inequitable access made such systems unsuitable for teaching; • Professional Standards Board in the USA – useful lessons but not sufficient tie-in to real settings and the real concerns of teachers.

10. The origins of the Teacher Learning Academy (2) What was wanted was an inspirational and voluntary system. It had to: • Be for teachers and verified by teachers; • Build capacity in the profession for peer support and review; • Complement other systems e.g. HEIs.

11. Characteristics of Teacher Learning Academy Thus we have in the TLA: • A framework for teacher learning; • Verification mostly done by teachers; • Six core processes within a four stage framework.

12. TLA story so far….. • 55 Local Authorities; • 300 Hub Schools; • Several national partners; • Several HEIs

13. The NFER evaluation of phases 1 & 2 of the pilot Impact of the TLA so far: • The opportunity to reflect on teaching and learning; • The opportunity to work with colleagues; • The development of individual’s teaching practice; • The status and recognition gained; • The enhanced contribution to the school; • Improvements to motivation and confidence; • Greater willingness to engage in professional development; • The importance of the 6 core dimensions.

14. Sphere of Influence TLA Framework Stage 1 Stage 2 Stage 3 Stage 4 Depth of enquiry and reflection

15. Stage 1

16. Stage 2

17. Stage 3

18. Stage 4

19. Planning your learning Engaging with the knowledge base Carrying out your plan Coaching and mentoring Sharing your learning and influencing practice Evaluating your learning and impact

21. Core Dimensions • Engaging with the knowledge base (e.g. research evidence, school data, the experiences of teachers in your own and other institutions) • Coaching and mentoring (e.g. mentoring, co- coaching, collaboration, learning conversations) • Planning your learning • Carrying out your plan • Evaluating your learning and impact • Sharing your learning and influencing practice

22. Core Features of Effective CPD • Access to external support • Opportunities for teacher learning • Peer support • Teacher ownership of CPD content and processes • Professional dialogue rooted in experimenting for the class/ trying things out • Building on teachers’ own expertise EPPI Centre University of London