Steve Farndon

Associate Director at Ambition Institute ( all opinions expressed are my own.

[Nick Pointer @nickpointer_]

🧠 A thread on “something in teaching/teacher development that seems obviously true, but *might* not be”. Or at least not so cut-and-dried…

In the dock: “Obviously, rehearsal should be as authentic as possible.”

At first glance this sounds pretty hard to disagree with… 🧵

[Ambition Institute @Ambition_Inst]

New Expert Edit: Teacher Development

🧠Insights from our experts @nickpointer_, @wheninclass and @overpractised.

🔖 Five handpicked pieces of academic research.

💡 Reflective prompts to hone your own practice.

🔽 Get your free copy

[Steve Farndon @wheninclass]

Really proud to be involved in the @cape_alliance launch event today. Lots of positivity about the vital work of developing climate change education across the sector - glad to be representing @Ambition_Inst

[Sam Sims @DrSamSims]

We'll be working closely with lots of my favourite teacher educators @wheninclass @PepsMccrea @overpractised @Suchmo83 @Barker_J @becca_curtis @nickpointer_ @fdenely @nmgilbride @hamer_marie @tomrees_77 & more

I'll also continue to work with the brilliant people @CEPEO_UCL

[Sam Sims @DrSamSims]

Does adding modelling to PD help early-career teachers develop evidence-based practice?

The first paper from the @Ambition_Inst research team, with @HFletcherWood @thomgf @stefaniemeliss

[Chartered College of Teaching @CharteredColl]

In this Impact minute ⏲️ , @nickpointer_ introduces the article he co-authored with @wheninclass

'Re-evaluating the role of deliberate practice in teacher development'

Available to read here: https://t.co/1WYYgfTxlz

#TeacherCPD #TeacherDevelopment

[Steve Farndon @wheninclass]

@katrina_morley @SeanHarris_NE @Ambition_Inst @teesvalleyed It's been an absolute pleasure to work with your fantastic team 😊

[Nick Pointer @nickpointer_]

🗞️ Super proud to have a piece in the latest @CharteredColl Impact journal alongside the brilliant @wheninclass.

Is deliberate practice a salve-all for CPD and teacher education? Where might it help (or hinder)? Thoughts, challenge and feedback welcome!

https://t.co/xVpkyeTnpo

[Alex Reed @MrReedMCPA]

The best CPD I’ve had in ages, I would thoroughly recommend. Just save us a place or two. @wheninclass 🤞🏻😀

[Steve Farndon @wheninclass]

@dare_richard @Josh_CPD @overpractised @DrSamSims Hi Richard, good to see you the other day. I think this might be one of mine: https://t.co/HdMAaneVRg

[Josh Goodrich @Josh_CPD]

5. And we have a ton of great speakers to share key ideas around IC theory, practice and implementation

@ollie_lovell, @teacherhead, @olicav, @Claire_Hill_, @SaysMiss, @jon_hutchinson_ @overpractised, @wheninclass, @nickpointer_
@msybibi, @JTavassolyMarsh @samlgibbs1

AND MORE!

[Josh Goodrich @Josh_CPD]

In the last year, I’ve read 50+ journal articles on teacher coaching.

Here are my top 5.

For each, I'll outline:
→What are the key findings?
→How do the researchers define IC?
→What's the most powerful idea?

🧵👇

[Steve Farndon @wheninclass]

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ This suggests to me that the content of the coaching is a key variable here - I think a key question is why does generic coaching seem to have a more positive impact on student learning when done at scale?

[Steve Farndon @wheninclass]

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ What I find interesting is that they measured a stat sig change in both teacher knowledge and teacher classroom practice, but saw no positive change on student learning. This is in contrast with MTP-S where with only 2-3 more coaching sessions they saw a really positive change.

[Steve Farndon @wheninclass]

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ ..in student thinking and 3 lots of coaching per teacher to enact subject specific pedagogies in their classroom - all sustained over a year. I struggle to know what else they could add! Except possibly more mechanisms as previously mentioned.

[Steve Farndon @wheninclass]

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ Might be worth revisiting this as I think it's a good example of people trying really hard to develop high quality subject focused CPD: 80 hours of conceptual depth in maths, 20 hours of analysing and discussing student work to look for how conceptual understanding manifests...

[Steve Farndon @wheninclass]

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ ..like potential issues with construct validity, but they do have advantages in terms of both reliability and (presumably) predictive validity.

[Steve Farndon @wheninclass]

@jonniegrande @samlgibbs1 @DrSamSims @HFletcherWood @PepsMccrea @jon_hutchinson_ The granular aspects are captured in the CLASS-S framework - a rubric focusing on very specific areas of teaching. The MCQ questions are part of the state-wide standardised assessment taken at the end of the school year. Like any methods they certainly have limitations...