Every School a Great School

A Contribution to Classroom Research

Presentation made at the Leading Edge Partnership Programme, Partnership Researchers Launch Day London, Wednesday 28th February 2007
Professor David Hopkins
HSBC Chair of International Leadership

Outcomes for the Workshop

The purpose of the day is to: re-examine the nature of classroom research share practice explore how innovative teaching and learning can be generated from the research activity develop guidelines and plans for future research within the programme

Overview of the Workshop

9.45 - 10.45: Sharing experiences of classroom research 11 12.30: Current and Future Practice for School-based Research 1.15 3.30 Teaching and Learning for extending innovative practice Planning for the Partnership Researchers Programme

Session One
Classroom Research in Practice sharing experiences

Case Studies
Robin Bevan King Edward VI High School Mary Martin Comberton Village College Thalia Hinkley Sandbach High School and Sixth Form College

Discussion

Plenary What conclusions can we draw from our discussion?

COFFEE!

Session Two
Current and Future Research for School - Based Research

Overview of Session Two

Research models Developing a focus Classroom observation Data gathering Data analysis Reporting on research School improvement processes

The Action Research spiral

Plan Plan
My students think that science means recalling facts rather than a process of enquiry. How can I stimulate enquiry in my students? Change my questioning? Settle on questioning strategies.

Reflect

My enquiry questioning is disrupted by my need to keep control in ways the class expects.

Record questions and responses on tap for a couple of lessons to see what is happening. Keep notes of my impressions in a diary.

Observe Observe
Act Act

Shift questioning strategy to encourage students to explore answers to their own questioning.
Try questions which let students say what they mean, what interests them.

Revise Plan

Reflect

Enquiry developing but students are more unruly. How can I keep them on track? By listening to each other, probing their questions? What lessons help?

Observe Act

Continue general aim but reduce number of control statements.

Use less control statements for a couple of lessons.

Record on tape questioning and control statements. Note in diary effects on student behaviour

Based on Kemmis and McTaggart, 1988

Identifying initial idea Reconnaissance (fact-finding and analysis) General Plan Action steps 1 Action steps 2 Action steps 3 Monitor implementation and effects Reconnaissance (explain any failure to implement, and effects

Elliots Action Research Model (Elliot, 1991:71)

Implement Action step 1

CYCLE 1

Revise general idea

Amended plan Action steps 1 Action steps 2 Action steps 3 Implement next action steps Revise general idea Amended plan Action steps1 Action steps 2 Action steps 3 Implement next action steps

CYCLE 2

Monitor Implementation and effect Reconnaissance (explain any failure to Implement, and effects)

CYCLE 3

Monitor implementation and effects

Reconnaissance (explain any failure to Implement, and effects)

McKernans Action Research Model

ACTION CYCLE 1
Action requires improvement Problem situation

ACTION CYCLE 2

Etc....

Decisions (reflect, explain, understand action)

Define problem

Decisions (reflect, explain, understand)

Redefine problem

Evaluate action

Needs assessment

Evaluate action

Needs assessment

Implement plan Hypotheses ideas

Implement revised plan

New Hypotheses

Revise action plan Develop action plan T1 T2 T3

Criteria for Classroom Research by Teachers

Teachers primary job is to teach, and any research method should not interfer with or disrupt the teaching commitment The method of data collection must not be too demanding on the teachers time The methodology employed must be reliable enough to allow teachers to formulate hypotheses confidently and develop strategies applicable to their classroom situation The research focus undertaken by the teacher should be one to which s/he is committed Teachers researchers should pay attention to the ethical procedures surrounding their work Classroom research should adopt a classroom exceeding perspective

Developing a focus
1. Start with a general idea about something that needs to be improved and centre your attention on:
What is happening now? In what sense is problematic? What can I do about it?

General starting points will look like:

I would like to improve the Some people are unhappy about I am perplexed by. is a source of irritation. What can I do about it?

Developing a focus
2. Produce a list of ideas. These may relate to:
the schools Development Plan the schools aims, targets and mission statement Practical and immediate concerns

3. Evaluate the usefulness, viability and or importance of the individual issue by selecting an initial focus that:
is viable is discrete is intrinsically interesting involves collaboration is related in some way to teaching and learning and whole school concerns

Formulation evaluation questions

1 A linear Approach Take a specific evaluation Issue To what extent is TAC awareness shared by all staff in the establishment?

Derive evaluation questions That can used

Does Technology feature in the Schemes of work in all subjects? What definitions of Technology are used by heads of department? What is the students experience of Technology in other core subjects? This might include, respectively: document search; interview; student questionnaire.

Choose an appropriate evaluation methodology

2 An Evolutionary approach Take a broad area for investigation Gender issues in the provision of TAC

Carry out initial investigation and analyse data

Analysis of enrolment data and exam results. Classroom observation of some Technology lessons. Unstructured interviews with teachers/ students. Why did more boys than girls enrol for this course this year? Are the practical activities appropriate or interesting to girls? This might include, respectively: student interview; structured observation and interview

Derive evaluation questions that can be used

Choose an appropriate evaluation methodology

A Practical Evaluation Schedule

Question Source Collection Responsibility Method
Interviews Evaluator

TimeLine
Oct.-Dec.

How was the plan for the delivery of TAC formulated?

TAC Co-ordinator; School coordinator

What is the plan? Why was this method of delivery chosen?

TAC/ school Co-ordinator; Staff

Review documents; questionnaires; interviews

TAC co-ordinator; Evaluator

Jan.-Mar.

Have students received 10% balanced TAC? Does the reality reflect the plan?

Staff; Students

Interviews; questionnaires

Co-ordinator; evaluator

Easter onward

The Evaluation Process

College / consortia / school / development plans or policies

Establish priorities and generate targets and success criteria

Loop back to clarify and amplify

Agree on evaluation questions

Loop back for new development and evaluation cycle

Determine sources of information and data collection methods

Collect and analyse the information

Feedback and formative process

Key Features of Classroom Observation

Joint planning
Focus Establishing criteria Observation skills Feedback

The Three-Phase Observation Cycle

Planning meeting

Feedback discussion

Classroom observation

Training for Observation

Thinking about which areas to focus and suitable data collection methods
Each group should in turn select a focus and outline it to the group
Then the group should discuss:
What information could be gathered through classroom observation? How would the observer collect it? How would the observer record it? What are the criteria that could most helpfully be applied to their particular aspect of the teachers work?

Training for Observation

Build upon an aide-memoire as seen below:
Area of focus Information needs How to collect How to record Criteria

Examples of Methods
Observation
Open Observation Focused observation Structured observation Systematic observation

Data Gathering
Field Notes
Advantages
Very simple to keep; no outsider needed

Disadvantages
Need to fall back on aids such as question analysis sheets, tapes and transcripts for specific information Conversation impossible to record by field notes

Provide good on- going record used as a diary they give good continuity First- hand information can be studied conveniently in teachers own time Acts as an aide- mmoire Helps to relate incidents, explore emerging trends Very useful if teacher intends to write a case study

Notebook works with small groups but not with a full class Initially time- consuming Can be highly subjective

Data Gathering
Audiotape Recording
Advantages
Very successfully monitors all conversations within range of the recorder Provides ample material with great ease

Disadvantages
Nothing visual does not record silent activities Transcription largely prohibitive because of expense and time involved Masses of material may provide little relevant information Can disturb pupils because of its novelty; can be inhibiting

Versatility can be transported or left with a group Can trace development of a groups activities Can support classroom assessment

Continuity can be disturbed by the practical problems of operating

Data Gathering
Pupil diaries
Advantages
Very Provides feedback from pupils perspective Can be either focused on a specific training episode or related to the general classroom climate Can be apart of a lesson

Disadvantages
May not be an established practice in the school Difficult for younger children to record their thoughts and feelings

Pupils may be inhibited in discussing their feelings with the teacher Pupils accounts are obviously subjective May raise ethical dilemmas

Can help in identifying individual pupils problems Provides a basis for triangulation

Data Gathering
Interviews:
Teacher/pupil (individually or in groups of 3 or 4)

Advantages
Teacher in direct contact with pupil Pupil(s) familiar with teacher, therefore more at ease

Disadvantages
Time-consuming May be carried out with some form of recording equipment, with attendant disadvantages

Teacher able to seek information he or she wants directly and not through a ream of irrelevant information Can be done in lesson time or outside the class Can follow up problems immediately when they arise and get information while minds are still fresh

Frequently difficult to get younger children to explain their thoughts and feelings

Data Gathering
Interviews: Observer/pupil (individually or in groups of 3 or 4)
Advantages
Leaves teacher free as the interviewer discovers initial information from the pupil(s) Pupil(s) frequently more candid with the outsider than with class teacher or teacher from within the school Outsider is likely to be more objective

Disadvantages
Pupil(s) unfamiliar with observer may be reluctant to divulge relevant information Mutual uncertainty If the teacher is the primary agent in the research, then he or she will get his or her information secondhand and subject to the biases of the interviewer

Outsider can focus the information provided along predetermined lines of investigation

The whole set up is time-consuming as information goes from pupil(s) to interviewer to teacher
Difficult to obtain a skilled outsider

Data Gathering
Interviews: Pupil/pupil
Advantages
Pupils may be more candid with each other Leaves teacher free Can occur during lesson time May produce unanticipated/unusual perspectives

Disadvantages
Pupils may find the activity too unfamiliar May encourage disruption Has to be recorded and played to teacher

Data Gathering
Video recorder and digital camera
Advantages
Video recorder Enables all situations to be constantly reviewed Origin of problems can be diagnosed Behavioural patterns of teacher and pupils can be seen Patterns of progress over long periods can be clearly charted Digital camera Advantage may be obtained by looking at images of kids working, or at end products of their work, and as a stimulus for discussion As an instrument which helps you get observation and comment from other teachers who were not present at the time

Disadvantages
Video recorder Can be very conspicuous and distracting If camera is directed by operator, it will only record that which he or she deems to be of importance; operator acts as editor

Digital camera Shows isolated situations; difficulty of being in the right place at the right time; concentrates on small groups and individuals, not classes; records nothing in depth Images may not truly depict activities of the children, if photographer is selective

Data Gathering
Questionnaires
Advantages
Easy to administer; quick to fill in Easy to follow up

Disadvantages
Analysis is time-consuming Extensive preparation to get clear and relevant questions

Provides direct comparison of groups and individuals

Provides feedback on:
attitudes adequacy of resources adequacy of teacher help preparation for next session conclusions at end of term

Difficult to get questions that explore in depth

Effectiveness depends very much on reading ability and comprehension of the child

Children may be fearful of answering candidly

Children will try to produce right answers

Data are quantifiable

Data Gathering
Sociometry
Advantages
Simple way to discover social relationships in class Provides guide to action Can be integrated into class activity

Disadvantages
Possibility of compounding the isolation of some pupils

Documentary evidence
Advantages
Illuminate issues surrounding a curriculum or teaching method Provide context, background and understanding Provide an easy way of obtaining other peoples perceptions

Disadvantages
Obtaining documents can be timeconsuming Certain documents may be difficult to obtain Certain persons may be unwilling to share confidential documents

Data Gathering
Case Study
Advantages
A relatively simple way of plotting the progress of a course or a pupils or groups reaction to teaching methods

Disadvantages
In order for the case study to be of value it must be fairly exhaustive; this means that it will be timeconsuming in its preparation and its writing Feedback available to teacher only after considerable lapse of time

Information yielded by case studies will tend to give a more accurate and representative picture than will any one of the research methods detailed above; case studies draw on data gathered by many methods

Mapping the process of change in schools

Series 1: Individual (teacher) level Technique 1: The time line of change. The aim of this technique is to record how individuals within a school perceive their experience of a particular change over a period of time. Technique 2: The experience of change. The purpose of this technique is to gather information about the feelings of individuals towards changes in their school. Technique 3: The initiation of change. This technique taps teachers commitment to change and their sense of control over it. It differs from the previous two techniques in that it is concerned with change in general rather than a specific change. Series 2:Institutional (school) level Technique 4: The culture of the school. The purpose of this technique is to generate data on teachers perceptions of the culture of their school, the direction in which the culture is moving and their ideal culture (see Hargreaves 1995). Technique 5: The structures of the school. The purpose of this technique is to generate data on some of the basic social structures underlying school cultures. Technique 6: The conditions of school. This technique consists of a scale for measuring a schools internal conditions and potential for innovation. The 24 items are grouped under six headings that represent the key conditions necessary for school improvement.

Components of data analysis: Miles and Hubermans flow model

Data collection period ||

Anticipatory

Data reduction
During Data displays Post

During

Post

= ANALYSIS

Conclusion drawing/verification During Post

Components of data analysis: Miles and Hubermans interactive models

Data collection

Data display

Data reduction

Conclusions: drawing/verifying

Fieldwork Methodology
Classroom research
Data collection

Becker
Selection and definition of concepts

Glaser and Strauss

Compare incidents applicable to each category Integrate categories and their phenomena Delimit theory

Validation Interpretation

Frequency and distribution of concepts. Incorporation of findings into model

Action

Presentation of evidence and proof

Write theory

A matrix for analysing data

Information Source
Analysis

Surveys

Questionnaires

Observations

Interviews

Documents

1 Data collection and the generation of categories or hypotheses 2 Validation of categories or hypotheses

3 Interpretation by reference to theory, agreed criteria, established practice or teacher judgment 4 Plan action for development

Reporting Research The research should be replicable

The evidence used to generate hypotheses and consequent action is clearly documented
Action taken as a result of the research is monitored

The reader finds the research accessible and that it resonates with his/her own experience

Joined up learning and teaching in Schools

Make space and time for deep learning and teacher enquiry Use the research on learning and teaching to impact on student achievement Studying classroom practice increases the focus on student learning Invest in school-based processes for improving teachers pedagogical content knowledge By working in small groups the whole school staff can become a nurturing unit

Structuring Staff Development

Workshop Understanding of Key Ideas and Principles Modelling and Demonstration Practice in Non-threatening Situations Workplace Immediate and Sustained Practice

Collaboration and Peer

Reflection and Action Research

Devise a programme around these core values:

Every school can improve

Improvement is assessed in terms of enhanced pupil outcomes

Every individual in the school has a contribution to make Start from where the school is, but set high goals Model good practice with precision Raise expectations of what is possible.

A Three Phase Strategy for School Improvement

Phase One: Establishing the Process Phase Two: Going Whole School

Phase Three: Sustaining Momentum

Phase One: Establishing the Process

Commitment to the School Improvement Approach Selection of School Improvement Group or Cadre Enquiring into the Strengths and Weaknesses of the School

Designing the Whole School Programme

Seeking Partners and Seeding the Whole School Approach

Preparing for School Improvement

Pre-conditions School Level Preparations Unifying Focus Means

Commitment to School Improvement General consensus on values Understanding of key principles

Shared values A mandate from staff Leadership potential Identification of change agents Willingness to make structural changes Capacity for improvement

Improvement Theme An enquiry into Teaching and Learning

School Improvement Strategy

Phase Two: Going Whole School

The Initial Whole School INSET Day(s) Establishing the Curriculum and Teaching Focus Establishing the Learning Teams: Curriculum groupings

Peer coaching or buddy groups

The Initial Cycle of Enquiry Sharing Initial Success on the Curriculum Tour

Curriculum Tour
WHOLE SCHOOL DEVELOPMENT PRIORITY An Enquiry into Teaching and Learning

Stage I

Dept. A (Inductive Teaching)

Dept. B (Inductive Teaching)

Dept C (Inductive Teaching)

Stage II Stage III Group Work

Curriculum Tour

Memory

Synectics

WHOLE SCHOOL WORKING TOWARDS REPERTOIRE OF TEACHING AND LEARNING STRATEGIES

Phase Three: Sustaining Momentum

Establishing Further Cycles of Enquiry

Building Teacher Learning into the Process

Sharpening the Focus on Student Learning

Finding Ways of Sharing Success and Building Networks Reflecting on the Culture of the School and Department

Moving to Scale
Cohorts of 6 - 8 Schools 6 - 8 Members of School Improvement Group

Year 1
PLAN |

Year 2

Year 3

Cohort A

| .

Cohort B

.........

Cohort C

| .....

The Logic of School Improvement

Learning Potential of all Students Repertoire of Learning Skills Models of Learning - Tools for Teaching Embedded in Curriculum Context and Schemes of Work

Whole School Emphasis on High Expectations and Pedagogic Consistency Sharing Schemes of Work and Curriculum Across and Between Schools, Clusters, Districts, LEAs and Nationally

Discussion What are the implication of this presentation for our partnership? What guidelines can we generate for the programme?

LUNCH!

Session Three
Enriching Pedagogy for Personalised Learning

The Moral Purpose of Schooling

I know what my learning objectives are and feel in control of my learning I get to learn lots of interesting and different subjects

I can get a level 4 in English and Maths before I go to secondary school

I know what good work looks like and can help myself to learn

I know if I need extra help or to be challenged to do better I will get the right support

My parents are involved with the school and I feel I belong here

I can work well with and learn from many others as well as my teacher

I enjoy using ICT and know how it can help my learning

I know how I am being assessed and what I need to do to improve my work

I can get the job that I want

All these . whatever my background, whatever my abilities, wherever I start from

I wrote (with Bruce Joyce) some time ago that:

Learning experiences are composed of content, process and social climate. As teachers we create for and with our children opportunities to explore and build important areas of knowledge, develop powerful tools for learning, and live in humanizing social conditions.

Traditional Teaching

Knowledge of the discipline

Effective subject teaching

General Teaching Knowledge

Generalised pedagogical knowledge

Effective subject teaching

Disconnected Knowledge

Knowledge of the discipline Effective subject teaching

Generalised pedagogical knowledge

Pedagogical Content Knowledge

Knowledge of the discipline

Pedagogical content knowledge Generalised pedagogical knowledge Effective subject teaching

Capacity to Learn
Principles of learning
Effort is a more important determinant of achievement than ability Given the right time and support, almost all can become proficient learners

Principles of teaching
High expectations and challenging targets should be set for all While the standards should remain constant, time and support should be varied according to individual student need

Are there standards in place and targets for all students? Do we vary time and support?

Constructing Knowledge
Principle of Learning
Knowledge is a constructive process: learners actively make meaning and construct ideas and the connections between them

Principle of teaching
Students should be encouraged to be active learners and problemsolvers

Are students encouraged to be active learners when:

About 2/3 of the talk in classrooms is done by the teacher, About 2/3 of teacher talk is organization-controlling talk?

So
We teach not to produce little living libraries on a subject, but rather to get students to think mathematically for themselves, to consider matters as an historian does, to take part in the process of knowledgegetting. Knowing is a process not a product.
Adapted from: Jerome Bruner, Toward a Theory of Instruction (1966)

Personalised Learning is
An educational approach that focuses on every individual achieving their potential and enhancing their learning skills About designing teaching, curriculum and the school organisation to address the needs of the student both individually and collectively A system that is more accessible, open to customisation and involves the learner in their own learning A learning offer to all children that extends beyond the school context into the local community and beyond

Three ways of thinking about Teaching

Teaching Skills

Teaching Models

Reflection

Teaching Relationships

Teaching Skills
Content coverage

Time allocated to instruction

Engaged time time on task

Consistent success
Active teaching

Structuring information
Effective questioning

Teaching Relationships
Expectation effects on student achievement are likely to occur both directly through opportunity to learn (differences in the amount and nature of exposure to content and opportunities to engage in various types of academic activities) and indirectly through differential treatment that is likely to affect students' self-concepts, attributional inferences, or motivation.
Good, T.L. and Brophy, J.E. (1994) Looking In Classrooms (2nd ed)

Teaching Models
Our toolbox is the models of teaching, actually models for learning, that simultaneously define the nature of the content, the learning strategies, and the arrangements for social interaction that create the learning contexts of our students. For example, in powerful classrooms students learn models for:
Extracting information and ideas from lectures and presentations Memorising information Building hypotheses and theories Attaining concepts and how to invent them Using metaphors to think creatively Working effectively with other to initiate and carry out co-operative tasks

The Key Question

What teaching strategies do I and my colleagues have in our repertoires

to respond to the student diversity

that walks through our classroom

doors?

CURRICULUM

PERSONALISED LEARNING

TEACHING and LEARNING STRATEGIES

ASSESSMENT FOR LEARNING

Joineduplearningandteaching
1. There are many teaching approaches that can impact powerfully on learning its all about fitness for purpose

Reaching for the Double Sigma Effect

Number of students

Achievement of students

Joineduplearningandteaching
1. There are many teaching approaches that can impact powerfully on learning its all about fitness for purpose 2. The most successful teaching patterns induce students to construct knowledge - to inquire into subject areas intensively

Powerful Learning
Is the ability of learners to respond successfully to the tasks they are set, as well as the task they set themselves In particular, to:
Integrate prior and new knowledge Acquire and use a range of learning skills Solve problems individually and in groups

Think carefully about their successes and failures

Accept that learning involves uncertainty and difficulty

All this has been termed meta-cognition it is the learners ability to take control over their own learning processes.

The Common Curriculum of L2L

Thinking skills
Learning styles Gardners multiple intelligences

Golemans emotional intelligence

How the brain works and brain gym Study skills Guy Claxtons 4Rs (resilience, recoursefullness, reflectiveness, and reciprocity) Mindmapping

The Dialectic between Curriculum, Learning and Teaching

Curriculum Development

Problem solving

Group Investigation

Role Playing

Synectics

Simulations

Non directive

Models of Learning Tools for Teaching

Rule using

Simulations

Concept Attainment

Inductive Thinking

Classifying

Inductive Thinking

Concept Attainment

Multiple discrimination

Inductive Thinking

Concept Attainment

Chaining

Mnemonic

Inductive Thinking Phase 1 Inductive thinking

Specific Responding

Mnemonic

Simulations

Group Investigation Phase 2 (data of Concept gathering Attainment activities)

Joineduplearningandteaching
1. There are many teaching approaches that can impact powerfully on learning its all about fitness for purpose 2. The most successful teaching patterns induce students to construct knowledge - to inquire into subject areas intensively 3. Importantly, the most effective models of teaching are also models of learning they increase the intellectual capacity of every student

Relationship between Model of Teaching and Learning Skills

Model of teaching
Advanced organiser (or whole class teaching model) Group work

Learning Skill
Extracting information and ideas from lectures and presentations Working effectively with others to initiate and carry out cooperative tasks

Inductive teaching Synthetics

Building hypotheses and theories through classification

Using metaphors and allegory to promote creativity

Whole Class Teaching Model - Syntax

Phase One: Review

Phase Two: Presenting Information

Phase Three: Involving students in discussion

Phase Four: Engaging students in learning activities Phase Five: Summary and review

Cooperative Group Work Teaching Model - Syntax

Positive interdependence Individual Accountability Face-to-face interaction Social skills Processing

Cooperative Group Work Teaching Model - Examples

Numbered Heads
Jigsaw Twos to fours or snowballing Rainbow groups Envoys Listening triads Critical Friends

Inductive Teaching Model - Syntax

Phase One: Identify the domain Phase Two: Collect, present and enumerate data

Phase Three: Examine data

Phase Four: Form concepts by classifying Phase Five: Generate and test hypotheses Phase Six: Consolidate and transfer

Joineduplearningandteaching
1. There are many teaching approaches that can impact powerfully on learning its all about fitness for purpose 2. The most successful teaching patterns induce students to construct knowledge - to inquire into subject areas intensively 3. Importantly, the most effective models of teaching are also models of learning they increase the intellectual capacity of every student 4. The application of specific models of curriculum and teaching can greatly reduce the effects of gender, socio-economic status and linguistic background as factors in student learning

Effects of Complex Co-operative Learning by SES (Social Economic Status)

Co-op
Hi SES Lo SES

Whole Class
Hi SES Lo SES

Test Scores

20

0
60

Pretest

Test Scores

40

20

Posttest

1. There are many teaching approaches that can impact powerfully on learning its all about fitness for purpose 2. The most successful teaching patterns induce students to construct knowledge - to inquire into subject areas intensively 3. Importantly, the most effective models of teaching are also models of learning they increase the intellectual capacity of every student 4. The application of specific models of curriculum and teaching can greatly reduce the effects of gender, socio-economic status and linguistic background as factors in student learning. 5. Teaching strategies should also be adapted to individual need through Assessment for Learning.

Joineduplearningandteaching

Assessment for Learning

The Given A detailed map of a given curriculum with precise knowledge of how best to teach to the learning objectives in regular classroom settings. What Else is Needed A set of formative assessment tools for each lesson Formative assessment that is not time-consuming Using the assessment information on each student to design and deliver differentiated instruction A built-in means of systematically improving the effectiveness of classroom instruction If classroom instruction could be thus organised, then for the first time, teaching would follow the student.

Discussion

Partnership Researchers Programme

Planning

Discussion What are the implications of todays discussions for our partnership planning over the next months and beyond?

From today
What is your focus? What aspects of teaching and learning will you focus on? How will you organise the whole school approach What will be your first steps? What input or support will you need? What will you be able to share with the Leading Edge Partnership Programme in June?

Next Steps
The Practitioner Research Programme Spring and Autumn 2007

Key Milestones
March and April research activity Strengthening the network online and school to school May sharing progress 20th June - The Leading Edge Partnership Programme conference July - Contributing to the LEPP dissemination materials Autumn workshop

Paulo Freire once said No one educates anyone else Nor do we educate ourselves We educate one another in communion In the context of living in this world

Professor David Hopkins HSBC Chair in International Leadership

David Hopkins was recently appointed to the inaugural HSBC Chair in International Leadership, where he supports the work of iNet, the International arm of the Specialist Schools Trust and the Leadership Centre at the Institute of Education, University of London. He has also just been appointed a Professorial Fellow at the Faculty of Education, University of Melbourne. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Professor of Education, Head of the School, and Dean of the Faculty of Education at the University of Nottingham. Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. Before becoming a civil servant he outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, London: Routledge / Falmer. His new book Every School a Great School has just been published by The Open University Press.