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Twenty-first century learning networks for 21st century educators

 

Twenty-first century educators need 21st century professional development. This paper shares lessons that we, at London Gifted and Talented, have learned from developing and establishing a series of learning networks that embody some of the 21st century attitudes and approaches laid down in the 2020 Review.

What did we set out to do? Our aim was to establish a model of Continuing Professional Development (CPD), which enabled sustained, embedded change to take place in schools, rather than the short-term approach of a one-day workshop. We wanted to reach more teachers and ensure that what they did as CPD had an impact on student learning and the daily classroom experience, incorporating the principles of personalised learning. Rather than only looking for solutions from outside experts, we wanted educators to share their own knowledge and expertise, collaborating with colleagues from other schools to build resources, ideas and strategies together. We also wanted to exploit the potential of the online environment, to promote and support this collaboration.

What did the outcome look like? Each of our learning networks has a defined focus. For example, how do you increase the proportion of A and A* grades within your school at General Certificate of Secondary Education (GCSE)? How can you deliver a science curriculum in year 6 that engages and inspires pupils, introduces high level concepts and delivers results in the key stage 3 SATs? How can you make effective use of e-resources to enhance learning in key stage 3 science?

To support network members through their exploration of these topics, each learning network has a dedicated network leader with expertise in the focus area and experience of working with educators to facilitate change. Organisational support is provided by network coordinators, giving network leaders and members a defined point of contact.

The learning networks are structured around a blend of face-to-face and online activities. The initial face-to-face session gives members the opportunity to meet, share ideas and get expert input on resources and strategies to take back to the classroom. Members are also introduced to the network website, a central feature of all the networks. Through the website network members can blog, discuss, share reflections, access resources and participate in activities.

There are two key network activities that all members agree to complete when they join the network. Firstly, we ask members to design and deliver learning activities, tailored to their pupils’ needs, which utilise the resources and strategies introduced in the initial session. Secondly, we ask members to share what they’ve learned with colleagues. Again, this training is tailored to individual school needs and promotes the spreading of new approaches to other educators – leading to more pupils benefiting from improved teaching and learning. This learning process is reiterated after the official close of the network, with members building further strategies to personalise learning into their teaching practice, sharing them with colleagues, who put them into practice, sharing them with others, and so on.

What’s changed as a result of our learning networks? So far, we have launched 15 learning networks, involving 290 schools and 550 educators. Of the schools connected to the seven networks that have been completed so far, all have reported an improved capacity to plan and provide for gifted and talented pupils, and a positive impact on their pupils’ skills, motivation and attainment as a result of the learning activities delivered in school.

Network members have also reported changes in attitudes, teaching and pupil responses. Through the website, they discussed the effects of the network, describing their keenness to integrate ideas and resources within their departments, their realisation that they can take risks in their teaching and the positive changes in behaviour from pupils when they are given responsibility for their own learning. Network members have also shared how their planning processes have altered, with stretch and challenge built into all lessons – rather than an extension task as an afterthought. One science teacher with 30 years of experience within the classroom was inspired to become more adventurous, using whole-class role play strategies in order to promote higher order questioning for the first time in her career.

While our networks have a focus on planning and providing for gifted and talented pupils, others benefit, too. As an early years teacher commented: ‘I will also use these problem-solving activities with all of the children in the class, as my recent work has shown that all children benefit from this style of learning and level of expectation!’.

Network participation has also had an impact at an organisational level. One member reported how, following a successful lesson observation, incorporating the high challenge principles shared on the network, her headteacher agreed to release some of her time to team teach with other colleagues and disseminate effective practice. In another network school, teaching assistants are now being used to work with more able pupils and observations will include a gifted and talented focus. Participation in the network gave one school the impetus to review its results-oriented approach, step back and recognise where pupils were unengaged and underachieving.

What have we learned? As expected, some educators embrace the online experience more readily than others. We realised early on that tools such as blogs and discussion boards need to be clearly demonstrated for members to be confident in the technical aspects involved in using them and to understand how they can be used to facilitate dialogue and collaboration. Although we felt we had developed digestible, streamlined online content and resources, members could still get lost in an unfamiliar session structure. However, many network members have become keen users of the websites and we have seen much growth in the use of these collaborative tools.

One of our network principles was the value of peer-to-peer learning. However, we found that educators still value ‘expert input’ – particularly during the early stages of the network. In the opening sessions, we ensure a balance between fostering sharing and discussion, and providing resources and strategies which members can take away and put into practice immediately.

As ever, time – and not having enough of it – is an issue for educators. Our networks vary in length, some running over two or three terms, and some for just one term. Interestingly, we have found greater success with the shorter, more focused networks. As one network leader suggested, having ‘the end in sight throughout’ concentrates member’s minds and gives greater energy to the network experience. Responses from members in the final session generally acknowledge that, whatever the time frame they are given, they would find it difficult to fit in the network activities. To counter this, we very much encourage network members to build the lesson planning and training into what they are already doing at school, rather than seeing them as something additional.

Where to next? As we look forward to launching more learning networks in October, we want to ensure that previous network members feel supported in continuing to share and develop their practice. We’ve created a new website, LGTnet, specifically for this purpose. We also want to promote greater partnership working between schools, with more visits among the network schools to observe lessons, explore different ways of working and create resources. Most importantly, we will continue promoting and disseminating innovative practice, enabling network members to explore effective teaching and learning for the benefit of their pupils.

So, how do we prepare educators for their role in the ever-changing world of the 21st century? We need training models that support educators in making the transition to a 21st century approach, starting with the expert input and moving toward greater trust in peer-to-peer learning. We need to demonstrate the possibilities of new technologies, giving educators the confidence to explore the digital world for both themselves and their pupils. We need to ensure that educators feel trusted to take risks with different approaches. Finally, in this 21st century world, teachers can no longer just teach: they learn, both with and from their pupils.

To find out more about London Gifted & Talented’s learning networks, please visit: www.londongt.org/learningnetworks.

ABOUT THE AUTHOR

Ms Liz Worthen is Deputy Director, Programmes, of London Gifted & Talented (www.londongt.org) in London, UK.

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