Developing teachers, supporting children

Learning from international research and good practice

A resource for schools

Dr Aisling McElearney and Deborah Radcliffe

In partnership with

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Further information on the Keeping Safe programme is available on the NSPCC Learning website. learning.nspcc.org.uk

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In 2013, the Department of Education in Northern Ireland commissioned the NSPCC to develop and pilot a whole school preventative education programme, Keeping Safe1, for primary schools. The programme aims to teach children the knowledge and skills to keep safe in situations of abuse, including sexual and domestic abuse. This work included the development of continuing professional development (CPD) for schools’ staff to build their capacity to teach and embed the Keeping Safe programme in all aspects of school life. Robust research tells us that teachers play a critical role in implementing evidence based programmes such as Keeping Safe, and significantly influence the effectiveness of these programmes in school. It is therefore important that NSPCC provides teachers with effective CPD training and support when working

with the Keeping Safe programme to undertake this critical role.

This pamphlet summarises the learning of the task group (including education, research and third sector professionals) set up to manage the design of an evidence-based blended model of CPD that would meet the needs of teachers working with the Keeping Safe programme. The information presented is based on a desk-based review of international research on effective CPD as well as survey research carried out with teachers in schools across Northern Ireland. It is intended to be used as a resource by teachers and other professionals working in and with schools and to allow learning from the Keeping Safe project to be shared more widely across other education contexts.

Effective teacher professional development

Teacher professional development refers to activities and experiences undertaken with the aim of promoting teacher professional learning. These activities can include workshops, seminars, conferences, third level study, study groups, co-teaching, coaching and mentoring and cluster groups or teacher learning communities. Advances in technology have also made new types of online and technology-assisted teacher learning possible.

To be considered effective, teacher professional development should translate into teacher learning and improvements in teaching practice in the classroom as well as learning outcomes for

students. However, making and demonstrating an impact on classroom practice and student learning is challenging. A wide range of factors influence the outcomes of teacher professional development. In addition to the quality of professional development activities available, individual teacher characteristics such as motivation, values, autonomy and independence play a role. Systemic factors such as the quality of school leadership, the school’s learning culture, wider educational policy and the availability of time and resources to undertake professional development are also important.

1 Please refer to https://www.nspcc.org.uk/services-and-resources/working-with-schools/keeping-safe/ for more information on the NSPCC ‘Keeping Safe’ project.

Introduction

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Key research, such as that undertaken by the OECD (2014) internationally and by Bubb and colleagues (2009) with teachers in English schools, suggests that, while most teachers engage with professional development of some type, many report unmet development needs. There exists a mismatch between the development activities that teachers endorse as making an impact on their classroom practice (active, collaborative, inquiry based learning opportunities) and those they typically have access to (passive dissemination of information at conferences and workshops).

This holds true in recent research carried out by the NSPCC with 318 teachers working in primary (94%) and special schools (6%) across Northern Ireland (McElearney, Murphy and Radcliffe,

2019). This research involved a survey which aimed to:

• Identify how teachers access professionaldevelopment;

• Identify teachers’ preferred learning styles inrelation to professional development;

• Identify teachers’ experience of and expressedneed for training and support in accessinge-learning and web based professionaldevelopment; and,

• Provide teachers with an opportunity tocommunicate their felt need for trainingand support to teach sensitive preventativeeducation content in the KeepingSafe programme.

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The research found that:

• Almost all the teachers who took part (99%) had accessed professional development in the previous 12 months. Most accessed whole school training ‘Courses, workshops and conferences’ (75%) with fewer accessing collaborative approaches; 27% accessed ‘cluster groups with other schools’ and 5% ‘online communities of practice’.

• Approaches that facilitate collaboration, reflective practice and learning from peers were identified by the majority as reflecting their preferred learning style. This included group work (74%), interactive sessions (69%), cluster groups (67%) and the use of case studies (85%). Fewer reported a preference for e-learning (17%) and web based approaches (12%).

• Almost four out of five teachers reported having experience with e-learning, most typically in a non-interactive manner through presentations, online materials and videos. Fewer reported using online discussion forums or webinar software for professional development; 73% reported that they had never used Skype or Collaborate.

• Flexibility, adaptability, independence and access to high quality, up to date content were identified as key factors motivating teachers to engage with e-learning. Lack of support and isolation were identified as barriers.

• The CPD preferences and experiences reported by teachers varied with teaching roles and length of teaching experience. For example, teachers with non-teaching roles were significantly more likely to access training in coaching and mentoring and cluster groups than teachers working in classroom

teaching roles. Teachers with 10 or fewer years’ teaching experience were more likely to identify a preference for ‘other e-learning activities’ than their peers with over 20 years’ experience. Many teachers were pragmatic in recognising the potential to blend e-learning with other approaches such as cluster groups to meet teachers’ needs.

• The majority of teachers identified good quality resources for teachers, parents and children as important to support the teaching of sensitive keeping safe content. This included resources that were accessible, sustainable and that provided specific guidance on teaching the most sensitive content in relation to sexual and domestic abuse. Many teachers also expressed a need for ongoing support while teaching this content, both from specialists and from colleagues.

Overall, while this research concluded that almost all of the teachers who took part were engaging with professional development, teachers were most likely to access types of professional development that were less aligned with their preferred learning style and less associated with improved classroom teaching practice and student learning outcomes. Approaches that promote collaboration (group work, cluster groups, coaching and mentoring), interaction and reflection (and debating, use of case studies) were typically preferred but were accessed by fewer teachers working in classroom teaching roles. Most teachers reported some experience with online learning although primarily in a non-interactive way. Most also expressed a need for high quality accessible teaching and learning resources, as well as training and ongoing support to teach the ‘Keeping Safe’ programme.

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Seven key characteristics of effective teacher professional development

The following characteristics of effective professional development activities have been identified in a number of robust research reviews and should be considered in designing professional development activities. This will maximise opportunities for teacher learning so that they can make and sustain changes to their classroom practice for the benefit of student learning.

Focused on student outcomes

A sharp focus on student outcomes is key, rather than on mastery of a specific teaching skill or strategy. Research suggests that student outcomes should be the starting point for, and ongoing focus of all teacher development. This means that student needs and learning goals should be identified at the outset. Only then

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should teacher development activities capable of delivering on these learning goals be identified and trialled in the classroom. Research tells us that professional development has the greatest impact on student outcomes when it is focused on the curricula that teachers are teaching every day in their classrooms or on specific pedagogies, or ways of teaching.

Collaborative

Collaboration, or joint work between individual teachers or within a group in order to complete a particular task is important. Collaboration takes different forms. At one end of the spectrum, loose groups of teachers consult with each other on practical or superficial teaching issues (ideas, materials, activities and testing, pace and content of lessons). At the other, highly structured and cohesive groups undertake deeper, more structured collaboration incorporating critical examination of their own and each other’s teaching practice. Research has shown that collaborative work contributes positively to teachers’ knowledge, confidence, self-efficacy, enthusiasm and commitment, as well as to student motivation and achievement.

Reflective

Reflective practice, or time set aside to think about learning and make connections to teachers’ own practice, asking, ‘what works and why?’, has been identified in research as an important instrument of change in teacher professional development. Many approaches including coaching and mentoring, communities of practice and, those based on independent inquiry or research allocate time to intentional, reflective tasks. These tasks are often structured using self-assessment tools or reflective portfolios, either on or offline.

Supported by specialist expertise

Effective teacher professional learning is usually supported by some form of specialist input in terms of information or advice. This can take the form of instruction, modelling, coaching or scaffolding by colleagues/other professionals with specialist knowledge or direct engagement by teachers with research and theory. This specialist input is most effective when drawn from outside teachers’ existing setting. It supports teacher learning by making theory and evidence more accessible and encourages teachers to challenge individual assumptions and organisational norms and culture.

Sustained over time

Research tells us that effective professional development is sustained over time and includes multiple opportunities for teachers to interact with ideas and information, engage in active learning and make connections with existing practice. The more time teachers engage in professional learning (ideally a minimum of 2 school terms or 80 hours across multiple sessions across weeks or months), the more likely their teaching practice is to improve. The format can vary greatly and often includes intensive training followed by supplementary classroom practice or coaching activities, or academic study with regular coursework requirements. One-off workshops are singled out in research as offering particularly poor opportunities for real learning or transformation of teaching practice to take place.

Supportive school leadership and culture

Supportive school leadership and culture are important for effective teacher professional learning. School leaders can foster learning and help to sustain improvements in practice by

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setting high standards for student outcomes, being open to alternative approaches and pedagogies, promoting a challenging learning culture and themselves engaging in professional learning. Equally important for school leaders is actively prioritising teacher professional learning amongst competing demands for time and resources, sourcing appropriate expertise and opportunities and working sensitively with teachers who show reluctance to engage. Finally, a school culture that encourages collegial support, collaboration, experimentation and innovation is also critical to effective teacher development.

Incorporates models of effective practice

Research suggests that models of effective practice provide teachers with a clear vision that they can work toward, helping them envision alternatives to current practice, often a prerequisite for change. These practice models can include case studies in video or written format, demonstration lessons, lesson or curriculum plans/materials or peer observation/school visits, and are most effective when provided alongside other approaches (e.g. collaborative enquiry; specialist support).

Evidence based approaches to teacher professional development

Coaching and Mentoring

Coaching and mentoring concerns the role of experts in ‘helping to guide and facilitate teachers’ learning in the context of their practice’ (Darling-Hammond et al, 2017, p.12). These experts or coaches, often teachers themselves, promote teacher professional learning by modelling effective strategies, supporting groups of teachers to work collaboratively, challenging established norms and practice and, sharing content expertise and evidence based practice which can enhance classroom practice and the implementation of classroom based programmes. Increasingly, such support can be provided remotely by technology. The international research associates coaching with teacher learning and improved outcomes for students. It is considered more effective, as

measured by changes to teacher classroom practice, than traditional professional development and either collaboration and peer review activities (Thurlings and den Brok, 2017; Darling-Hammond et al, 2017).

The research and practice literature details many examples where this approach to teacher professional development has been effectively used. Practice Example 1 below, describes the use of coaching to support teacher professional learning concerned with using the PAX Good Behaviour Programme. Practice Example 2 below describes the use of coaching to support teacher professional learning within the PATHS programme concerned with facilitating primary school aged children’s development of self-control, emotional awareness and interpersonal problem-solving skills.

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Practice example one

How coaching is used to support teacher professional learning to use the Pax Good Behaviour Game in their classroom

The PAX Good Behaviour Programme is led by teachers or other education professionals and seeks to encourage children to show attentive and pro-social behaviours in the classroom. Teacher professional development involves initial training, followed by a two-phase coaching model. In the first universal coaching phase, specialist coaches (with an educational background and specific programme expertise) use the first two weeks to build rapport and a climate of support with teachers, help them to prepare their classrooms and pupils for the programme and promote positive expectations. During the following four-weeks, they work with teachers to develop and refine their skills in delivering the programme. Coaching support during these weeks takes the form of modelling elements of the programme in the classroom setting, observing and providing feedback on teachers’ delivery of key programme elements and engaging teachers in active reflection. In the second tailored coaching phase, coaches work with teachers either to consolidate or to intensify their learning, depending on the current quality of their engagement with and use of the programme. Consolidation coaching involves bi-weekly check-ins looking at progress and resolving barriers and continued observation, feedback and reflection. Intensive coaching involves a four-step programme using behavioural approaches to identify and resolve barriers to programme use (Becker et al, 2013).

Where has the model worked?

The PAX Good Behaviour Game has been delivered internationally and has a robust evidence base confirming its efficacy (Becker et al, 2013). It is presently being piloted and evaluated in 20 schools in Northern Ireland.

What resources are required?

• Dedicated teaching materials

• Initial training

• Substitute cover for training days

• Specialist coaches

• Up to two months of coaching support

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How coaching is used to support teacher professional learning to use the PATHS® Programme in the classroom

Teacher professional development combines initial training with ongoing coaching support. Two-day group workshops are provided initially to help teachers understand and become familiar with the PATHS® curriculum, as well as the concepts that underpin it. Workshops focus on active learning, allowing teachers to experience the curriculum and to practice teaching it. Ongoing coaching support (provided by coaches with an educational background and specific PATHS® expertise) is then provided when teachers use the programme in their classroom. Coaching sessions are designed to ensure the curriculum is taught as designed and embedded more widely in the school. They take place on average once a month and can take the form of one-to-one planning and mentoring sessions, support and feedback in the classroom and delivery of assemblies on PATHS® themes. Coaching support is provided within a framework of partnership and collaboration; teachers are encouraged to share their own experiences of success and challenges in delivering the programme, and this in turn informs its monitoring, evaluation and refinement (Barnardos, Northern Ireland, n.d.; PATHS® Education UK, n.d.).

Where has the model worked?

The PATHS® programme has been delivered internationally and across various UK locations, including in 69 schools in Northern Ireland (PATHS® Education UK, n.d.). Robust evidence of effectiveness exists and includes that gathered from a randomised trial evaluation in Northern Ireland schools in 2010 (Barnardos, Northern Ireland, n.d.).

What did teachers think?

‘I found the modelled lessons particularly useful to see how experienced PATHS teachers use the lesson script as a guide but are able to adapt their lessons to suit their style/the needs of the class/their own experiences.’

‘I found observing the coach teach my class useful. It allowed me to observe the correct approach to take when teaching these lessons.’

(PATHS® Education UK., n.d.)

What resources are required?

• Dedicated curriculum and teaching materials

• Two-day training workshop

• Substitute cover for training days

• Specialist coaches

• Monthly coaching sessions in the school setting

Practice example two

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Teacher Communities

Teacher communities is an umbrella term used to describe teachers coming together to form a community ‘when they share a common view on the school’s mission, mutually reflect on instructional practices, cooperate, engage in reflective dialogue, and provide one another with feedback on teaching activities, all with a focus on student learning’ (Lomos et al, 2011, p.122). They hold partnership and collaborative learning at their core (Wenger, Trayner and de Laat, 2011) and can exist in various forms including as ‘professional learning communities’, clusters within and between schools, networks, ‘communities of practice’ and increasingly online communities enabled by technology which provide ‘out of school’ informal learning opportunities. Robust research confirms their value in terms of improving teaching practice in the classroom, school culture and student

achievement scores over time (Vangrieken et al, 2017; Vesico et al, 2008; Lomos et al, 2011).

There exist many examples within the research and practice literature where ‘teacher communities’ has been successfully used as an approach to teacher professional development. Aas and Blom (2018) describe, in Practice Example 3, the use of structured learning groups for school principals within the ‘Benchlearning programme’, a professional development programme aimed at equipping principals in Norway and Sweden with the knowledge to develop more innovative leadership practice and school environments. Practice Example 4 details how collaborative practice and communities of learning evolved organically within the Irish National Teachers Association Literacy Initiative within 5 urban disadvantaged primary schools in the Republic of Ireland (King, 2016).

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How learning groups (teacher communities) contribute to professional development of school principals within the Benchmarking Programme

Professional development for principals as part of the Benchmarking Programme involves two structured leadership modules of two and a half days, completed approx. six months apart. At the outset of the programme, principals are placed in learning groups based on school type, and continue to work in these groups for the duration of the programme. The reflective element of the programme requires them to contribute reflections to an online collaborative learning platform (Google Drive). During the first module, principals undertake theoretical learning, school visits, reflection and training in new leadership practices. This module concludes with principals deciding what ideas they would like to try in their own school. The intervening period is then used to put ideas into practice and reflect on their impact in school. The second module begins with principals sharing experiences and reflections of the intervening period and new innovations tried, before repeating the cycle of theoretical learning, school visits, reflection, training and planning for the future (Aas and Blom, 2018).

Where has the model worked?

The programme is a collaborative project supported by the education agencies of Norway and Sweden and has been delivered with 40 to 50 principals in the two countries. An evaluation of the 2015 and 2016 programmes identified positive changes in school leadership (increased motivation, commitment and confidence among principals) and practice (leadership responsibilities shared within schools; greater emphasis placed on collegial professional development; use of learning principles in school development; management of schools’ digital development). Furthermore, the structured school visits linked to theory, learning groups and systematic reflective practice were identified as the critical aspects of the learning process (Aas and Blom, 2018).

What did principals think?

‘When you get concrete practical ideas to talk about and a picture of how change is possible, it helps you to believe you can do the same.’

‘In conversations with colleagues from other schools and within an inclusive climate, it is possible to get oneself and one’s school mirrored. We are different enough that I had to think beyond that which would otherwise have been perceived as fixed structures and unyielding conditions.’

(Aas and Blom, 2018, p.68)

What resources are required?

• Two facilitated two and a half day modules, completed 6 months apart

• Module inputs including theoretical learning, school visits and professional training

• Learning groups based on school type

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Practice example three

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Emergence of collaboration (teacher communities) as a key feature of teacher professional learning in Irish National Teachers Association (INTA) Literacy Initiative

Formal teacher professional development to support implementation of the INTA Literacy Initiative (which aimed to improve children’s reading accuracy and fluency using peer tutoring) involved a professional development day and ongoing support. The professional development day, attended by the classroom teacher, special educational needs (SEN) teacher and principal in each participating school, introduced the theoretical underpinnings of the initiative/programme as well as what was involved. Ongoing support included two school visits during the period of the initiative, where the peer tutoring model was observed in the classroom setting and support and feedback were offered. While not part of the formal professional development model, collaborative practice and communities of learning also evolved within schools to support the initiative and were identified as critical to teacher professional learning. Teachers worked together to plan, reflect on and evaluate the new literacy practice. They also modelled it to other teachers, supporting its diffusion throughout the school. These communities of practice were facilitated by principals who were themselves advocates for collaborative practice, who fostered teacher agency and who secured the time and resources necessary for collaborative work, despite competing pressures (King, 2016).

Where has the model worked?

The INTA Literacy Initiative was used to improve reading accuracy for participating pupils by 12.7 months on average (King, 2016) in five urban, disadvantaged schools in the Republic of Ireland. The evaluation highlighted a willingness amongst teachers to sustain the Literacy Initiative and a later review confirmed that the practice was sustained, and in some cases diffused, in four out of five participating schools (King, 2016).

What did teachers think?

‘That [team teaching] was new and … I really liked the fact that there were other people, especially other skilled people … They had a wisdom and knowledge that I was able to learn from them as well. So I found it, as a new teacher, very, very beneficial because I was able to learn lots from experienced people’ (King, 2006, p.585).

What resources are required?

• Dedicated curriculum

• One-day training workshop

• Substitute cover for training day

• Specialist input via school visits

• Informal collaboration/communities of practice

• School culture supportive of collaboration/communities of practice

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Practice example four

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Lesson Study

Lesson study, also known as Research Lesson study involves ‘groups of teachers meeting regularly over a period of time to work on the design, implementation, testing, and improvement of one or several ‘research lessons’. Research lessons are actual classroom lessons, taught to one’s own students, that are (1) focused on a specific teacher generated problem, goal or vision of pedagogical practice, (2) carefully planned, usually in collaboration with one or more colleagues, (3) observed by other teachers, (4) recorded for analysis and reflection, and (5) discussed with lesson study group members’ (Rock and Wilson, 2005, p.78). A growing body of evidence suggests benefits for teacher and student learning. Teachers report increased interest, confidence and enjoyment from working with peers using this

approach. Research indicates that teachers become more tuned in to the learning needs of their students, are better able to respond and differentiate their teaching to meet these varied needs while students benefit through improved understanding (Xu and Pedder, 2014; Ming Cheung and Yee Wong, 2014).

There are a growing number of examples from Japan and internationally, including in the United Kingdom, where the lesson study approach has been successfully used to support teacher professional development. Practice Example 5 describes a pilot project of the lesson study approach funded by the Standing Conference on Teacher Education North and South (SCoTENS) within 2 post primary levels schools in Northern Ireland and the Republic of Ireland.

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How the Lesson Study model was used to support teacher learning in two secondary schools in Northern Ireland and the Republic of Ireland

The Standing Conference on Teacher Education North and South (SCoTENS) pilot used the lesson study approach to promote teacher professional development. Within this peer-to-peer model, teachers form learning communities (within or between schools) in which they plan, deliver and evaluate lessons on an ongoing basis with a view to improving classroom teaching and learning. Teachers in the pilot formed groups of three (two groups in Northern Ireland, and one in the Republic of Ireland) and worked with a facilitator to prepare for the project, developing project goals and aspirations and professional skills for participation (e.g. in sharing practice and giving constructive feedback). They then collaborated within their groups to design lessons on chosen subject areas, teach and observe the lessons (each teacher taking a turn to teach) and evaluate them through group debrief discussion and student feedback (Gardner et al., 2012).

Where has the model worked?

Lesson study originated in China and Japan but has been employed internationally in recent decades, mainly within the teaching of mathematics and science. A thematic analysis, drawing on planning meetings, observations, student evaluations, lesson videos, interviews and focus groups with teacher-participants as data, found that the approach was effective in promoting reflective teaching practice, collegial engagement, experimentation and students’ engagement in their own learning. Lack of time to work collegially was identified as the main barrier to the success of the lesson study approach (Gardner et al, 2012).

What do teachers think?

‘We found this very effective as we soon realised that we should be doing this all along! We are all teaching the same subject matter based on a common scheme and while we would check in with what the other teachers were doing, we were not focusing on their methodologies. It gives an opportunity to share expertise and resources and to bounce ideas off one another. It is more valuable than subject workshops as it’s based at ground level.’ (p. 8, Gardner et al, 2012).

What is required?

• Small teacher communities of practice

• Dedicated time to work collegially

Practice example five

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Online professional learning

Teachers engage with online learning for professional development in varied ways and use a variety of tools including social networking and blogs. Increasingly as technology develops, this can include the use of audio/video streaming, learning management systems, 3D simulations and visualisations and new collaboration and communication technologies such as chat, wikis, screen sharing etc. There exists robust research evidence confirming that purely online learning is equally as effective as face to face instruction and a blended model is more effective than entirely face to face (Means et al., 2013). Teachers identify independence and ownership

of working practices, tutor support, meaningful relevant materials, course access and design, and the sharing of professional practice as helpful in their online learning. Others report problems with self-motivation, coping with technical problems, professional time constraints, and a lack of personal contact as challenges/ barriers.

There is a growing body of research examining the use of online learning to support professional development in teaching and the context of education, and this is particularly true of online communities. Practice Example 6 describes how virtual learning environments support face-to-face professional learning for student teachers in the Professional Online District (POD) model.

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How virtual learning environments support face-to-face professional learning in the Professional Online District (POD) model

In the POD model, student teachers’ classroom-based, face-to-face learning as part of their initial teacher training is complemented by online learning within a virtual learning environment (VLE), or POD. The VLE involves asynchronous discussion areas (discussions are not in real time) or forums. Within this environment, students engage in online tasks such as sharing written reflections on practice and teaching resources as well as exchanging messages in informal, non-compulsory ‘coffee bars’. A student-led curriculum and online ‘community of practice’ is created via these exchanges. Four key characteristics of the POD model have been identified: use of high-quality, up to date VLE technology; having a learning and learner focus (rather than a tutor and teaching focus); being permeable rather than isolated (having links across boundaries with other subjects and student cohorts); being ‘alive’ (incorporating a mix of activities and redesigned in consultation with community members) (Clarke, 2009).

Where has the model worked?

The model was developed as part of research looking at online learning within an initial teacher training course, or Post-Graduate Certification in Education, in Geography at the University of Ulster, Northern Ireland (Clarke, 2009).

What do teachers think?

Tracking data and thematic analysis of online contributions showed that student teachers contributing to the VLE showed different degrees of enthusiasm, with some exhibiting difficulties with being forthright. However, Clarke (2009) noted how participants shared advice and ideas about practice, pupil activities and classroom management as well as engaging in general ‘chat’. She described these non-compulsory discussion forums as ‘online coffee-bars’ that helped build a sense of community, promoting peer engagement, collaboration and informal learning within the context of virtual learning environments.

What is required?

• Up to date virtual learning environment

• Formal and informal contributions from a community of learners

• Learner and learning-focus (rather than tutor-teaching focus)

Practice example six

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Blended Learning

Also described as ‘hybrid’, a blended learning approach combines online activities and face to face instruction (Means et al, 2013). This represents an important trend in teacher professional development and may include, for example, online instruction paired with a teacher community, or with coaching and mentoring. This latter blend was used within a Special Educational Needs Literacy project commissioned by the Department of Education in Northern Ireland with a view to improving teachers’ knowledge and skills to identify and support children with literacy difficulties. The blend, described in Practice Example 8 below, involved a whole-school online training programme with additional mentoring support provided by two specialist teachers within each school (McMurray, O’Neill

and Thompson, 2016). Robust evidence confirms blended learning as more effective than either online or face to face alone (Means et al, 2009; 2013).

There are numerous examples in the literature of where blended approaches have been used effectively to support teacher professional development. Practice Example 7 below discusses TeachNet Ireland, an online platform hosting web-based projects for use in the classroom. These projects have been developed by practicing teachers and are available to colleagues and peers with guidance on how to implement or adapt them in the classroom. Teachers developing new projects are supported in this work using a blended approach that combines face to face workshops, online support and specialist mentors.

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How a supportive learning environment helps teachers develop new online teaching materials for the TeachNet Ireland Project

The professional development approach for teachers contributing projects to Teachnet (an online platform hosting web-based projects for use in the classroom) is based on the idea that using digital technologies within a supportive learning environment can help learners to develop the critical judgement skills necessary to generate new ideas and knowledge. The approach blends a range of support for teachers as they develop their online content including face-to-face workshops, online support and dedicated mentors. Face-to-face workshops, combining general sessions tailored to teachers’ expressed needs with individualised project support, take place throughout the academic year. Online technical support is also available, with responses guaranteed with twenty-four hours. Finally, specialised pedagogical mentoring support on both the content and presentation of the projects is available (Butler and Leahy, 2005).

Where has the model worked?

TeachNet Ireland has now published over 300 teacher-generated projects (TeachNet Ireland, n.d)

What do teachers think?

‘Every time I came to the workshops I had questions and even there on the day there were things you might not understand but there was always somebody there to help you before you went home.’

‘I was never stuck with a problem. You’d contact the technical advisors and they’d phone you back and talk you through it. It’s great to know that there is somebody at the end of the phone who will help you through it.’ (Butler and Leahy, 2005)

What is required?

• Face-to-face workshops tailored to express needs of participants

• Online technical support

• Pedagogical mentoring

Practice example seven

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How a blended approach supports teacher learning in the Special Educational Needs (SEN) Continuing Professional Development Literacy Project

The teacher professional development model for the SEN Literacy Project blends specialist face-to-face training for two teachers in each school with whole-school online learning. Two teachers in each school were invited to attend face-to-face, Masters-level seminars to develop in-depth knowledge of literacy difficulties. These seminars also provided a setting to meet teachers in other schools and to share experiences. One of these teachers was also supported to undertake two Masters modules and be assessed for the award of Approved Teacher Status by the British Dyslexia Association. These specialist teachers subsequently led a programme of whole-school online learning in their own schools and provided ongoing advice, support and professional development to colleagues (McMurray et al, 2016).

Where has the model worked?

The project was developed by Stranmillis University College, Belfast in partnership with St Mary’s University College, Belfast (McMurray et al, 2016). It has not yet reported outcomes.

What is required?

• Specialist face-to-face training at Masters level for two teachers in each school

• Accreditation for one teacher in each school

• Substitute cover for training days

• Dedicated online curriculum made available to whole school

• Ongoing teacher-led CPD within schools

Practice example eight

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Everyone who comes into contact with children and young people has a responsibility to keep them safe. At the NSPCC, we help individuals and organisations to do this.

We provide a range of online and face-to-face training courses. We keep you up-to-date with the latest child protection policy, practice and research and help you to understand and respond to your safeguarding challenges. And we share our knowledge of what works to help you deliver services for children and families.

It means together we can help children who’ve been abused to rebuild their lives. Together we can protect children at risk. And, together, we can find the best ways of preventing child abuse from ever happening.

But it’s only with your support, working together, that we can be there to make children safer right across the UK.

nspcc.org.uk

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