24 teacher-led action research case studies a summary report

1. 24 teacher-led action research case studies � a summary report

2. CfBT, development AND research National Education Research Forum recommendations. Two strategic priorities: The creation of a national evidence system, accessible to all The encouragement of programmes that combine development and research (NERF, 2004; Desforges et al., 2005)

3. CfBT Education Trust and NLP Fast Track teaching The London Leadership Strategy Consultant Leader Programme Coaching for Senior and Middle Leaders in London 2 published research reports

4. Leading learning through relationships Teacher perceptions of NLP (n.340 teachers) Use of NLP on Fast Track (1 in 170 of teachers in England in years 0-9 of their career) Recommendations for future research Documents the use of NLP on Fast Track

5. NLP and learning: teacher case studies on the impact of NLP in education

6. Limitations (1) . . . Action research in general: Important to acknowledge long standing debates around action research generally (Lewis, 1987; Winter, 1987) Lack of self-critique (Gibson, 1985) Over-generalisation (Morris, 2009) Different theoretical perspectives - what is and what is not action research (e.g. Elliot, 1981; McNiff, 1988; Noffke and Somekh, 2009; Zeichner, 1993) Difficult to judge the relative quality of findings (Whitehead and Lomax, 1987)

7. Limitations (2) . . . Specifically, in relation to this research: We have taken simplest and least complex stance on the usefulness of practitioner-enquiry (Mills, 2003) Short time-scale Teachers �interested parties� General review of materials without in-depth critique

8. Rationale for the approach that we took Teacher Learning Academy framework � partial/appropriate response to criticism that practitioner lack of familiarity with research methods (Carr and Kemmis, 1986) Logical next step on from successful pilots and post-event evaluations [Fast Track teaching/London Leadership Strategy] (Churches and West-Burnham, 2008; 2009) Now sufficient evidence for further study - particularly larger groups of children and methods that more effectively control for potentially confounding variables

9. Background to the teacher case studies The Durham Project TDA funding and the �Leading Thinking� CPD offer Setting up the case studies Using the Teacher Learning Academy framework to support the teachers in their research and learning Approach of the training

10. Areas of NLP covered in the training NLP Defined NLP Assumptions Well formed outcomes Eye accessing cues Modalities and Submodalities Anchoring Rapport � particularly through language Meta model questioning Milton model State management of self and others

11. What teachers said Improved self-concept Better acceptance of responsibility for actions and behaviours Improved classroom behaviour Pupils more active in their learning in classroom More engagement in discussions Significant benefits to pupil outcomes:

12. Evidence of impact Guskey (2000) suggests that the evaluation of impact can be viewed at five different levels: 1. Participant reaction 2. Participant learning 3. Organisational support and change 4. Participant use of new knowledge and skills 5. Pupil learning outcomes� Content analysis of case study write ups � content coded according to definitions of these areas

14. NLP and Emotional Literacy (?)

15. Leadership, learning and the emotionally intelligent school Leaders modelling effective behaviour and communicating effectively Learning is an emotionally based activity Mental landscape of teachers and school leaders is critical