This website is focused on developing adaptive expertise for both our Teacher Educators (TEs) and Beginning Teachers (TEs). Adaptive expertise is recognised as being principled. We develop our expertise by relating observed practices to principles generated from the evidence-based for teaching. Informed professional dialogues are one essential way that such connections can be made. This website has used the five core areas of the Core Content Framework to organise and specialise our understanding of professional principles. Each tab contains information about the significance of the professional concept, as well as example questions and resources that relate to each of the five concepts. By providing easy access to principles and examples from the evidence-bases we believe that this will help TEs to make explicit, why we make the choices that we do in teaching. The website can then be brought into a dialogue that is exploratory, evaluative and elaborative.
The use of questions, and an analysis of the responses enables a professional learning conversation that is….
Exploratory. This is characterised by:
- Seeking clarity, through ‘unpacking’ the thinking that lies behind what has been observed. This should be done in relation to one of the five areas. It is important to give a strong focus to the exploration, otherwise the conversation could become overwhelming, if too many concepts are covered, or too generic, if it is just a description of what has happened.
- Accessing relevant information in relation to a shared professional purpose, in other words, we use the concept to build coherence and avoid the fragmentation or atomisation of professional knowledge.
Evaluative. This is characterised by:
- Focusing on valuing the impact of our actions, both on pupils and on professional learning. Evaluation is carried out in relation to what we value in the profession, and the educational purpose of why we value what we value is made explicit. This enables appropriate support and challenge in relation to the development of professional learning.
- Valuing deep conceptual knowledge. Evaluation is predicated on using evidence critically so as to enable a systematic professional knowledge development. We can challenge assumptions and misconceptions.
- An atmosphere or trust built through a sense of shared purpose – the improvement of professional knowledge and understanding so that education is transformational for our pupils.
Elaborative. This is characterised by:
- Drawing on evidence beyond the context, so that learning can be professionally enabling rather than an approach being restricted to a particular context.
- Being explicit about the five core areas. These are referenced regularly so that professional knowledge is deliberately and intentionally related to these. This will help you to be discerning and selective in noticing and responding to what matters.
- Valuing coherence in professional learning. This helps both you and your beginning teacher to contribute to professional knowledge conversations beyond your context.
What might adaptive expertise look like in teacher education?
It could involve
- Joint lesson planning, with a focus on one of the five areas, to make explicit how professional understanding informs our pedagogic choices
- Discussing the school curriculum with the BT and explaining how the curriculum has been designed to support learners in your school setting.
- Model how you develop your own subject knowledge and awareness of key curriculum concepts to the BT so they understand the importance of this throughout their teaching career.
- Sharing and modelling assessment practices within the class, key stage and school as a whole
- Sharing useful resources and documents around assessment practices Joint planning (modelling how building in assessment opportunities should be part of the planning process)
We asked a Teacher Educator working in a Stoke on Trent school, how they have helped an Early Career Teacher who needed more support with classroom management
“My trainee was struggling to set clear expectations for behaviour and, as a result, pupils were often unfocused and disruptive in lessons. It was important that behaviour became a key focus of my mentor meetings with my trainee.
We discussed the issues he was having and chose several strategies to improve on these areas. He came to observe me teaching and I made a specific effort to show how I was managing behaviour. After this we discussed how I had approached behaviour in my lesson and I observed him trying the same in his.
Following on from this, we practised specific techniques he could use and, again, I observed him using these in his lessons.
The impact was that his behaviour management dramatically improved and the pupils are now making good progress in his lessons.”
The Professional Learning Conversation Section of the website is divided into five sections, Assessment, Behaviour, Curriculum, Pedagogy and Professional Behaviours. Each section has three segments, one that articulates the significance of each concept in relation to professional knowledge, one that offers example questions. They are illustrative questions, rather than an exhaustive set. The final section links to resources that are freely available that will enable you to be exploratory, evaluative and elaborative in approach. We very much hope that you enjoy bring these materials into your dialogues.
Here are some of the Opportunity Area funded projects which all have the common aim of improving the educational outcomes for pupils.