I started off the IATEFL Brighton 2018 conference at the joint Pre-Conference Event (PCE) run by the Leadership and Management (LAMSIG) and Teacher Development (TDSIG) Special Interest Groups. I have already summarized what I learnt that day, but have included more detailed information from the sessions here, interspersed with ideas from the main conference, hence the combination of topics in the title of this post. This is by far the longest of my IATEFL posts this year, but I couldn’t work out how to separate the streams, so apologies in advance. I hope it’s worth it! 🙂
The #LAMTDSIG PCE was the first time I heard what became one of this year’s conference buzzwords for me: culture. Many speakers mentioned the importance of creating and maintaining a culture of CPD (continuous professional development) within their school.
How can we create a culture of CPD?
The first was Liam Tyrrell, who reminded us that the shared ideas, values and direction that make up the culture of a workplace or team are important. They are what lead to success. Organisational culture is the number one predictor of development outcomes and improved classroom effectiveness, according to Matthew A. Kraft in his 2014 paper with John Papay entitled ‘Can professional environments in schools promote teacher development?’
Liam detailed four questions he asked when aiming to change the culture at his school:
- What does it look like when the culture is changed?
If you don’t know what you’re aiming for, how do you know the steps you need to take to get there? What is the pathway for teachers and the organisation? Small success will carry your organisation.
- Who are the silent majority?
Run down the list of names of people in your staffroom. The ones you come to last, or not at all (!) are the ones you probably need to shine a spotlight on. Find out about their successes and encourage them to share them. By amplifying them, other teachers can learn from them too. (Liam credits this idea to @nikkitau from TESOL France last year.)
- What options can you give to people?
The trick is not to have everyone doing the same thing (one size fits all), but to have everyone do SOMETHING!
- How can you get recruitment right?
Make sure people you recruit know what kind of culture they’re coming into, and that they’re comfortable with that. A team is a delicate balance, and every person entering or leaving it can change the balance, and with it, the culture. Is it better to recruit NQTs who see what you do as norm? Or experienced teachers who can mentor and drive change? Who will be able to create and sustain change?
(Side note: Clare Magee (see below) mentioned that during their recruitment process, they include a description of key challenges in the job, to ensure teachers know what they might be faced with. She also said that whenever possible, they try to recruit two people at the same time so that they’re going through the processes of joining the school together, and can empathise with each other.)
Finally, Liam emphasised that change takes time, and that half of the stuff you try is probably going to fail. This echoes one of my favourite ever things I’ve heard at an IATEFL conference: you have to kiss a few frogs to find the one that’s for you.
I am lucky that I inherited a healthy culture of CPD at the school I currently work for, and ‘all’ I have to do as Director of Studies is maintain and develop it, but if you don’t already have that a CPD culture at your school, Liam’s questions and the ideas below could help you to move towards one.
As part of the main conference, Oliver Beaumont and Duncan Jameson also described how to create a culture of CPD, using the metaphor of a garden. You have to create the right conditions if you want things to grow there. They centred it around three key words:
- Engage: if teachers aren’t engaged, they won’t be interested. Show them how CPD can help them, and how it fits in with the school’s vision. Creating the right environment also helps, for example a classroom with posters from previous CPD sessions. Carve out time where CPD is a priority: if you value it, teachers will too.
- Energise: give autonomy and ownership, and encourage collaboration.
- Empower: ensure there is meaningful action to follow the session, so they can put what they have learnt into action immediately. If you include feedback and coaching in the sessions, a lot more of what they have learnt will stick.
Creating a welcoming culture
Patrick Huang described a transgender candidate’s experience of a CELTA course, with important points for the inclusion of all candidates who might be part of potentially vulnerable populations, and regarding culture changes which may need to take place to allow this. He noticed that there might be something different with this particular candidate due to the combination of a typically male first name and female second name – the example he gave was ‘Robin Jane’. Because of this, he asked the candidate to speak to him about their experience and to share what could have improved it. The main things Patrick learned were:
Safety should be key. Candidates should not be forced to disclose whether they are transgender/non-binary. For example, on the entry form, have an option for ‘Other’ in gender, not just male/female. Forcing candidates to select from a closed list of options could also have legal applications on a form if they have to sign something saying they did not knowingly give false information.
A pre-course meeting could include the question ‘Anything else you would like to tell me about yourself?’ rather than anything more direct, like ‘I notice that you…’ Again, this means candidates are not forced to disclose if they are not comfortable doing so.
Toilet facilities should be available for everyone. Consider converting an existing bathroom by changing the signing, for example to ‘Toilets for everyone’.
Pronouns should be used as indicated by the candidate. (If this is something you’d like to find out more about, I would highly recommend the BBC Word of Mouth episode ‘Language and gender identity’.)
For relationships and safety, consider introducing a code of conduct. Discuss these things with staff and candidates, preferably before you have transgender students on your course, so that they are aware of how they can help candidates feel safe. Make sure that this policy is adapted to the needs of individual candidates. There should be buy-in from the community, with the option to opt out if they really can’t cope with the situation.
Another buzzword I noticed was bottom-up, with many of the speakers I saw talking about the need to move away from CPD which is imposed on teachers by management from above, and instead to create the structures for teachers to be able to work more independently on areas which they want to prioritise. As a couple of people said, ‘one size fits all’ fits noone.
As part of the #LAMTDSIG PCE, Clare Magee and Fiona Wiebusch from Australia talked about a very successful initiative which some of their teachers started, without prompting from management. They set up a Google Plus space to share 2-minute videos of ideas which make their jobs faster, better, or easier. Other people can comment on the videos too, and it often starts face-to-face discussions too. If teachers still have access after they leave the school, I think this could serve as a kind of institutional memory, and an alumni-type space, which they could still participate in if they choose too. This is probably my favourite idea from the whole conference. Once it was started, the institution ran some CPD sessions on how to create videos and how to interact politely on the platform, both in response to teacher requests.
Other ideas that Fiona and Clare described were:
- #pdfest, one-day events organised by teachers for teachers to share their practice
- #meetelt, Pecha Kucha events in pubs
- #auselt, a Twitter hashtag for discussions (similar to #eltchat)
- Pineapple charts to organise peer observation
- A regular newsletter emailed to teachers across their organisations’ various sites
- The Raise Your Voice choir
They suggested that it might be time to move away from the concept of change, and towards that of evolution and revolution. Hamel and Zanini (2014) say anyone can initiate change, recruit confederates, get involved and launch experiments. It’s not the leader’s job to do the process, but to build the platform. Fiona and Clare also said that in order to get all of these things working, managers should:
Give teachers time and money, and get out of the way!
I agree with this sentiment up to a point, but I believe that quite a lot of new teachers probably need a base level of knowledge about the teaching profession and about CPD opportunities before they can organise and run this kind of thing themselves. Most of the teachers at our school are in their first or second year of teaching. I have tried to provide the second-years with more space to direct their own development, but it has been challenging to work out and provide the amount of support that they really need to do this. It’s all well and good saying that they can develop however they want to, but if they aren’t aware of the possibilities and opportunities, it can become very directionless. This is where I think they next idea might help.
Josh Round and Andy Gaskins talked about Personalised Development Groups (PDGs), an idea Josh introduced in his school 3 years ago, and in Andy’s a year ago, and which has now gone through several successful cycles. Research which backs up their approach includes the Sutton Trust 2014 report on what makes great teaching. That and other reports show that effective CPD leads to great teaching, so it’s important to get the programme you offer right.
Teachers chose a first-choice or second-choice pathway, which enables them to be put into groups of 6-8 people. These pathways enable classroom-based, collaborative professional development, based on the choices of the participants, rather than the more top-down programmes traditionally offered by schools. They were based on areas that teachers had requested, or where they often needed more support. The school wanted a balance between structure and support, and autonomy.
Of course, PDGs aren’t perfect! Initially, they underestimated how long it might take teachers to come up with research questions, so they started to suggest examples within each pathway. It took time to put the scheme into place: change always takes time to be effective. There can also be problems with some members of groups not fully contributing, absence or sickness, and lack of structure – these are all problems I’ve found with a similar scheme I’ve tried to set up at my school.
Josh and Andy encourage teachers to be transparent with their students about what they’re doing – students seem to really engage with the teachers’ research. At the end of the cycle, there are feedback presentations which have become inspirational to other teachers at the school.
At the #LAMTDSIG event, Ed Russell described using the idea of PDGs at his school, once he’d got over the idea that he needed to ‘do some managing’, a feeling I’ve had occasionally too! As part of this, he created a new screensaver for staffroom computers to remind teachers about the stages of the PDGs. Generally, Ed wanted to make what happened in the classroom as visible as possible so that his teachers could share their practice and learn as much as possible from each other. He said it has led to greater discussion in the staffroom, and more of a feeling of cooperation between teachers. I was pleased that he mentioned using my post of ideas for alternatives to the Friday afternoon seminar as inspiration – always good to know! Ed’s school also used ‘cooperative development’, with one teacher talking for 15 minutes while another actively listened to them, then switching roles. Another change they made was in their use of language, talking about ‘my puzzle’ rather than ‘my problem’. Ed has shared some of the resources he uses on Google Drive.
The language of CPD
Ania Kolbuszewska extended the idea of the importance of language, a particular problem in her large school in Switzerland, a country where people are only prepared to take a risk if they are 100% sure of the outcome! She described her attempts to be more aware of the intercultural aspects of her job, something she had never been trained in. As she said, there is a lot of intercultural training available for students and businesspeople, but nothing specifically for managers in language schools, where we are very often working with people from other cultures who may have different expectations to our own.
In Ania’s experience, her teachers generally felt that institutions benefit from professional development, but teachers don’t really, especially if they’re not being paid for it. For some Swiss people, the status of teachers is like that of actors working as waiters until something better comes along. For others, CPD is a checklist for managers, and not something personal.
Cultural diversity in her school provides an additional problem: not everyone in her team speaks English and not everyone speaks German. She described the problems created by the fact that the term ‘CPD’ in English doesn’t have a direct equivalent in German or French, the two other languages she works with. The translations do not cover the same range of concepts, and are much more connected to training than development. Sending out emails in three languages meant that teachers who spoke more than one might compare the different versions and read into them meanings which weren’t intended. Ania therefore decided to use ‘CPD’ across all languages at the school, as well as replacing ‘workshops’ with ‘labs’, a more universal term which encompasses the idea of experimentation, not just learning. She also renamed all of the types of observation she wanted to use to make them as widely and easily understood as a possible.
The language you teach dictates the way that you teach it.
By making sure that the key terms being used were clearly defined and understood in the same way across the organisation, it has started to contribute to culture change. While Ania acknowledges that this process is top-down, she emphasises that this is to minimise problems with understanding the key concepts, in order to create the conditions for more bottom-up development further down the line.
Another change in their organisation is to have cross-language teams. Previously there were separate heads of French, German and English, but now teams are mixed. Echoing what Liam Tyrrell said (see above), these changes are a slow process, but they are gradually moving towards the CPD culture her school wants to have.
The cooperative development at Ed Russell’s school mirrors the first talk I went to in the main conference, which looked at how to help teachers come up with appropriate questions for their own action research. Paula Rebolledo and Richard Smith demonstrated a dialogue approach with a mentor to help teacher researchers come up with specific questions. When you’re listening to the potential researcher, you can guide them towards questions by noticing when they say ‘I think…’, ‘I guess…’, ‘I assume…’ For example, if they say ‘I think they enjoy it.’ ask questions like ‘What evidence do you have of that?’ If they have none, that could be one of their questions. It’s important that the listener doesn’t come up with answers, but pushes towards questions.
Potential researchers who don’t have a dialogue partner could use question frames like these:
When checking if the questions researchers come up with are suitable, you can use the slightly rephrased version of SMART:
- Study-oriented (oriented towards the study of the situation rather than action on it)
If action research is something you’d like to explore further, there is a free publication written by Paula and Richard available on the British Council website: A Handbook for Exploratory Action Research. It includes everything (as far as I know!) that was covered in the talk, along with a lot more. You might also be interested in ELT Research in Action, a free ebook edited by Jessica Mackay, Marilisa Birello and Daniel Xerri, published by IATEFL in April 2018.
Supporting new teachers
A cooperative practice of a different kind is mentoring, which Alistair Roy covered in his presentation. After 12 roles in 12 years at private language schools, Alistair has had one mentor. He’s had 26 ‘mentees’, including 7 at one time (as he said, how can you mentor people properly like that?!) When asked whether they’d ever had a mentor, I think less than a quarter of the 100+ people in the room put their hand up to say yes, not including me.
When Alistair asked colleagues for help with how to mentor, he was just given checklists, so he started to talk to teachers about what they want from mentoring. He pointed out the amount of questions that we have on the first day of a new job, and how this is multiplied on your first ever day as a teacher, when you’re on your own in the classroom for the first time. He described the story of one new teacher who was given a checklist of things they should know soon after joining the school, and returned it with more than half of the items marked ‘I don’t know’, even though he knew they’d been given that information. This is something I’ve also wondered about in our intensive induction week model (anyone got any other ideas?!)
The whole situation was very different in his first year as a teacher at a UK state school, where he was given a mentor and an effective and useful process:
Alastair found that a lot of teachers seemed to want mentors in a similar position to them, rather than people with a lot more experience. They wanted people who could empathise with them and remember what it was like to be in their position. Josh Round also mentioned something similar at his school, where they have a buddy system for new teachers, with each being assigned a buddy who has been at the school for a little longer than them.
After 5 years, 91% of teachers who have a good mentor stay in the profession. Only 71% without a mentor do. (Institute for Educational Science) So what can managers do to support mentors? Invest money and time, support mentor and mentee, and understand what it’s like to be in their positions.
CPD for teacher trainers
Of course, it’s not just teachers who need to develop their practice: trainers do too. This was another theme that I noticed: the desire for more systematic training for trainers.
Teti Dragas talked about interviews she had done with teacher trainers to find out their stories, covering how they got into training in the first place and how they have subsequently developed. Her main findings were that trainers developed through building up experience, reflecting on critical incidents, working with and talking to colleagues, and attending events like IATEFL. There was little, if any, formal training for them. Another key way that trainers improved was by listening to their trainees, especially when there was resistance to their ideas. This prompted them to think about why that resistance existed, and how to counter it. Mentoring new trainers also helped. What are important qualities of trainers according to Teti’s interviewees? Knowledge, experience, empathy, reflection and open-mindedness. You also need to give trainees time to change their practice. We also need to keep up-to-date with changes in our field, so that we can give trainees the best possible information during their courses.
If you’d like to contribute to Teti’s research, here are her questions.
Jo Gakonga’s presentation was based around the idea that trainers need feedback on their feedback, but that most of us never get it. To get around this, we can audio record ourselves, transcribe a minute or two of the feedback, and reflect on what we hear ourselves say and do. The presentation is available as a mini-course on her ELT Training website, and it’s something you can use for professional development within your organisations. We used the course during Jo’s talk, and I would definitely recommend it. I’m hoping to record myself giving feedback at some point before the end of this school year, having just missed our final round of observations. Jo also mentioned the article ‘RP or ‘RIP’: A critical perspective on reflective practice’, written by Steve Mann and Steve Walsh, which I plan to read at some point.
Trinity and Cambridge
Finally, here are two representatives of the main pre-service training certificates for the private language school market.
Ben Beaumont’s talk about the effect of washback on teacher training doesn’t really lend itself to being summarised in a paragraph. However, he did share these Trinity materials designed to help teachers improve their assessment literacy. Each video comes with a worksheet, so they could be used as part of a wider professional development programme.
Clare Harrison described extensive research Cambridge has done to find out what changes people want to see in the CELTA course, and what changes have already happened. You can watch the full talk here.
They noticed that the percentage of L1 and L2 speakers of English taking the course is now roughly 50/50, compared to 75/25 in 2005. There are also more and more teachers with experience taking this course, which was designed for pre-service teachers. The ICELT, which was designed for experienced teachers, has a much lower take-up. The young learner extension course and CELTYL both had such low take-up that they have ceased to exist, but there is a huge demand for YL to be added to the course, as well as other types of teaching such as 121 or ESP. As Clare said, these are probably beyond the boundaries of a course designed to last for only four weeks and to train inexperienced people to teach adults, but CELTA seems to dominate the market so much that other courses can’t get a foot in the door. Other requests were connected to the syllabus, such as having a greater focus on digital, but as Clare pointed out, this is entirely dependent on the centre, and she reminded trainers to go back to the criteria regularly to check that their course is fulfilling the needs of trainees. Fiona Price has screenshots of some of the changes in criteria on her blog. There are changes in how CELTA is being delivered too: quite a few courses now embed CELTA in an undergraduate or postgraduate programme, for example. After the talk, Clare asked people for any other ideas they may have. Audience members suggested ideas like a post-CELTA module that could provide an extra qualification (Jason Anderson said this), or post-CELTA or –Delta mentors, perhaps with the option of uploading videos of your lessons to be commented on. There was also the suggestion of recertification requirements. I feel like my ELT Playbook series could address some of these needs, so please do take a look at it if you’re interested!
Find out more
Katherine Martinkevich has short summaries of quite a few of these sessions, plus a few others which I didn’t attend. Gerhard Erasmus summarised the #LAMTDSIG day for the TDSIG blog.
If you’re interested in Teacher Development, you might want to investigate some of the other things TDSIG does. They have an e-bulletin (members only), a podcast and run facebook Live sessions, all of which you can find information about on their website. For managers, you can find out more about the Leadership and Management SIG here. If you’d like to join IATEFL, find out how here.
And if you made it all the way through the nearly 4000 words of this post, well done! 🙂