Achieve Race equality and your school project.

2. Achieve Race equality and your school project. Meeting the Race Equality Duty through research led practice. 4 December 2008 Professional Networks Facilitator Valerie Noble

3. GTCProfessional Learning Services

4. Race equality and your school project (REAYS)-background • RRAA 2000 • CRE study 2003 • OFSTED schools survey 2003-5 • REAYS 1 • REAYS 2 and Research of the Month • Disability Equality Duty (Disability Discrimination act 1995) as amended by the Special needs and Disability Act 2001 • Gender Equality Duty (Equality Act 2006) • OFSTED began inspecting on community cohesion September 2008 • REAYS 3 Creating and Consolidating Partnerships project launched October 2008

5. REAYS 3 Creating and Consolidating Partnerships Project Aims: • Supporting schools in meeting the duties of the Race Relations Amendment Act • Introducing rigour in the practice of race equality in schools • promoting research led practice • growing leaders in race equality through teacher capacity building • Promoting educational equality for minority ethnic pupils

6. Aims today: • Introduce the Achieve Research of the Month (RoM) Anthology Promoting equality for minority ethnic pupils • Introduce The GTC Teacher Learning Academy • Offer partnership with Achieve Network in engaging teachers in classroom based enquiry project, promoting educational equality for minority ethnic pupils

7. The importance of research and research led practice A single research study will not lead to dramatic change in what teachers do, nor should it do so. What research can, and must, do is add to teachers’ understanding and skills and, in that way, lead to better teaching’ Seamus Hegarty, 2003

8. ‘Why research matters (to me)’ • ‘I thought I was a good teacher, and certainly I was competent; but it was research which made me better than just competent’ • ‘[Engaging in research] is what excellent teachers do’ • ‘Teaching is so intellectually fascinating – that’s what stops it being a treadmill’ • ‘A bricklayer turning into an architect’ • ‘An island waiting to be discovered’ • ‘A beehive, pollinating the flowers of the whole countryside’…

9. “A blind date with knowledge”

10. Time for talk • Can you tell each other about a piece of research that changed the way you think about teaching/learning/ education? • What was especially arresting about it?

11. GTC/CUREE Research of the Month • www.gtce.org.uk/research/romtopics/rom_inclusion/ • http://www.gtce.org.uk/shared/contentlibs/85419/137277/199948/achieve_rom_anthology_may08.pdf

12. Introducing the Achieve research of the month anthology research tasters • An exclusive resource produced by GTC in collaboration with Centre for the Use of Research and Evidence in Education (CUREE), based upon research evidence, to support local authorities, school leaders and teachers promote race equality in the classroom.

13. Engaging with the RoM Anthology and planning for partnership

14. Introducing the Teacher Learning Academy

15. What is the Teacher Learning Academy? • The TLA is a four stage framework • underpinning a learning processwith six core dimensions • designed using best systematic research evidence on components of effective CPD. • The Teacher Learning Academy helps teachers and schools to again recognition for professional learning •   It provides a structure for practice-based learning, supported by peers which is personal, inspiring and challenging. • Verification is carried out by trained, registered teacher. • (www.teacherlearningacademy.org.uk

16. Introducing….… the 6 core dimensions! Planning professional learning and change activity Accessing coaching and/or mentoring, peer-support Evaluating impact of the change activity on self and practice Carrying out a change activity Engaging with appropriate knowledge base Disseminating your learning

17. The General Teaching Council for England • 4 stage progressive framework

18. What’s in it for teachers? • Professional recognition from the GTC • Become part of a learning community that extends beyond their immediate context • Evidence of sustained commitment to their own professional development – e.g. for career progression, performance management, threshold • Engagement with a process that supportsprofessional learning which is focussed on what they chose to do-greater commitment • Become a leader or consultant within their school or context

19. The Achieve Partnership offer • 3 levels of engagement: • Level 1-light touch • Level 2 medium touch • Level 3 intensive support • Decide which level best suits your needs

20. Level 1-light touch • Lowest level of engagement in the project in which you will take away the resources available today and use them in your own way • We will provide workshop materials • The Rom anthology • access to case studies from past enquiries • TLA verification criteria • You will use the RoM anthology to support schools and teachers professional development • share professional the learning (1000) word) case study for the Achieve web-site.

21. Level 2-medium touch • In partnership with Achieve you will: • plan and run a project in your own context to support schools and teachers meet duties of RRAA using RoM and TLA structure • agree a date for the PNF to meet with you to provide support for a project that you will manage and own • support up to 10 teachers complete classroom based enquiry projects in race equality • share the learning from these projects on our web-site as case studies • In addition to the above we will provide: • 3 days from a Professional Networks Facilitator to support you or your consultant or schools-(identify 1st day today)

22. Level 3-intensive • With financial support from Achieve you will: • work in partnership for an academic year in a sustained project to develop race equality practice • engage 20 teachers in a classroom based inquiry project linked to the GTC Academy • we will: • provide the equivalent of 10k to spend on a 1 day event to promote the RoM resource and engage teachers in research project

23. Next steps: • Decide on your level of involvement • Complete Partnership Request Form indicating level of involvement • Provide telephone contact number and date in Spring Term for 1st meeting • Return planning sheet • I will contact you to arrange further meeting • For queries email: achieve@gtce.org.uk or call 0207 023 3946

24. And finally… • ‘the capacity to make disciplined inquiries into those things we need to know but do not know yet’ • Arjun Appadurai, 2006