Broader Professional Context

Learning Environments

An issue and a trend that is currently in the forefront of many schools is having 21st learners  who are working in 20th century buildings.

There has been many schools that have  attempted to reconfigure and change their old  existing  buildings but often are constrained by the types of classrooms. Often spending money  on a patch up job that is actually not sufficient.

The new style of collaborative teaching and learning is one to be admired and the benefits for the students are definitively positive as stated by case study by York-Barr, Ghere and Sommerness (2007) whose  research, conducted in a Midwest urban elementary school found that ‘collaborative teaching relationships were productive and rewarding’ (p. 301) with a substantial increase in student achievement.”

As our teacher inquiry we looked at MLE/ ILE’s and went to a couple of schools to observe and ask questions. One MLE/ ILE had just been purposed built and was struggling with issues for staff who were finding the change difficult. As well the noise was quite challenging as the building had been built on piles.

The other school was using half a library,the old technology classroom as well as the cloak bay. Here the differences were that the kids were in three different areas, but they did not all like the technology room so all squashed into half of the library. The programmes that the teachers were putting into place were of a high quality, but the physical side was not  at all appropriate.

Our school is due for refurbishment in 2018 in our old single cell ‘Canterbury blocks’. I am relieved that the Board have had the foresight to wait, to ensure that the buildings are renovated with some research and with careful consideration . Fortunately one of our cluster schools is currently renovating its ‘ Canterbury blocks’  and creating exciting and usable new innovative learning environments.  As a staff we were able to see this and discuss the different issues and what they would do differently. Another point is will our staff be able to work collaboratively, it will definitely make for interesting times. How will this change be led?

Self Regulated Learning

Another issue or trend is that of self regulated learning and although is has been has been around for a long time. It is one that is currently taking centre stage, it may present itself in different forms such as flipped learning, blended learning or self directed learning.

This type of learning in my school has not happened until recently. I have introduce a self directed maths programme into the team, some have embraced, while some are still doing what they have always done. The teaching is good and yes, getting results but  they need to move with the times.

Spiro, (2010) notes that many change initiatives fail because “participants may feel uncertain and unprepared for what is to come, stakeholders may oppose disruption of their current influence, or people may feel disempowered.”  

So we need to ensure that as stakeholders, we help and encourage our colleagues. That we help them realise that change is happening and that they should be prepared for it. As well as giving them time to absorb the new changes and to encourage them to have a go.

Spiro, Jody (2010). Leading Change Step-by-Step: Tactics, Tools, and Tales. Retrieved from http://www.eblib.com

York-Barr, J., Ghere, G., & Sommerness, J. (2007). Collaborative teaching to increase ELL student learning: A three-Year urban elementary case study. Journal of Education for Students Placed at Risk, 12(3), 301-335.