Professional Development - Dr Jake Madden

Investigating Teacher Learning…

While there have been a global shift in education, particularly in the personalised learning arena as schools attempt to deal with greater scrutiny from governments, school systems and parents alike; having a future focused mindset is helping schools grapple with this increased accountability as they work to address the needs of their 21st century learners.

I’ve been an educator for over 30 years, the last 25 in leading schools in both Australia and internationally.

While there has been a global shift in education, particularly in the personalised learning arena as schools attempt to deal with greater scrutiny from governments, school systems and parents alike; having a future focused mindset is helping schools grapple with this increased accountability as they work to address the needs of their 21st century learners.

In recent years, instruction has shifted from the one size fits all to a more differentiated approach to meet the learning needs of the student, and we know that our highly effective teachers are very reflective on their practice. They want to make a positive impact. They want to know what is working and what is not; and they want to know why. It is this notion that has shaped my leadership approach over the years as I help to build capacity within teachers to address the diversity of student needs within their classrooms.

This has seen, over the years, support for teachers to become more action research oriented in their teaching; encouraging them to investigate their teaching and using data or evidence from (and of) their teaching to inform their next steps in the learning journey.

As a consequence of my experiences, I have published in this field of teachers as researchers, authoring and co-authoring books as well as a number of journal articles showcasing my experiences in building teacher capacity and leading educational change.

This brings to me to my latest venture. I am investigating the impact of teacher action research in improving student outcomes. The consequence of this research and the implications for schools is the focus of my next book.

There are two parts to the book: The first provides a context for the investigation through a review of the literature on the need to reform education, looking at what works in teaching and learning and unpacking the ‘whole of school strategies” in effecting school improvement.

The second part of the book outlines the evaluation and discusses the impact on teachers and student before offering some enablers for teaching improvement. It reflects on the role of the teacher as researcher as not only a means for teacher improvement but also a vehicle for fostering whole of school improvement. It discusses the New Curriculum Considerations and the New requirements of Teachers in today’s context. The Role of Leadership in Teaching Improvement is examined and as I outline the Teacher as Researcher concept. I also offer insight into what is effective teaching in today’s educational context?

I believe that schools wishing to foster teacher improvement and improve instructional practices across their school will gain immensely from this book as it provides a roadmap for school leaders serious about improving teacher quality and raising student outcomes in their school.

Feel free to contact me for any further information. Schools (and educators) should not operate as silos. I look forward to hearing from you and furthering school improvement.

7 Ways to Support Your Professional (Educational) Reading

Every effective teacher wants to be a better practitioner tomorrow than they are today. They are always looking to improve. While attending conferences and workshops, undertaking courses or joining a professional association are helpful activities to develop your prowess as a teacher, the reading of academic journals and educational texts/books is a good way to meet your own learning needs.

Here are 7 tips to help you read more:

Set Targets: Aim to read a set number of books and articles in a chosen time period. By setting achievable goals you will build a positive reading habit. Set achievable goals to fit in with your own personal and professional life.
Set a time to read regularly: Whether you schedule to read before breakfast, while on commute to work or after the staff meeting, the important point is to develop a positive reading habit. Even if it is only for 15 minutes, setting time aside to read will keep you on track to reach your reading goal.
Make a List: During your day to day teaching and learning cycle you will come across a field of ideas that you would like to know more about. Maybe it’s dealing with the SEN student or how to rearrange your teaching centres or how to ask questions more effectively. Write them down and make a list. This will direct your choice when visiting the bookshop or browsing the online store. It will also add more value to your teaching and learning as you become more reflective on your teaching practice.
Read With a Purpose (and then take action): Whether you read to answer burning questions or just to learn new ideas and techniques, always take notes. Turn these notes into actionable items that you can use in your classroom.
Set Up A School Book Club: Having colleagues read the same material and then discussing content material over a coffee helps to keep you on track (ie forces you to read!!). This collaborative professional learning activity will help everyone.
Write About It: Share your reading through contributing to the publication field or even sharing with your colleagues. The more you read, the more you will be able to share with others. Writing helps to consolidate your thoughts and gives more clarity to your own reading.
Keep a Book With You: There will be opportunity to read wherever you go (waiting for the Doctor; commuting on the train). While carrying a hard copy is useful, having your phone/tablet with the Kindle app is useful too. (Listening to a book/podcast is good too)

Understanding the Teacher/Student Learning Process

For me, the long end of year break is a great time to engage in professional learning. I was fortunate to spend some time working with Professor Ian Mentor, a revered Oxford University academic on improving teacher education. As a principal of an international school, there was much to be learnt from the guru of teacher learning.

In a presentation given at Southern Cross University during July this year Professor Menter offered insight into a ‘clinical’ approach to teacher learning. Improving student attainment is a key feature of a teacher’s work and using a more de-privatised approach to supporting teacher learning is a key factor to improving student learning.

Building Teacher Professional Learning

One of the benefits of leading an international school is the opportunity to engage in a mix of cultural backgrounds. One of the challenges of leading an international school is the drawing together of a mix of international teachers. While the goal of every principal or head of school is to raise student achievement, the path one takes may be as diverse as the teachers on their staff.

Educators interested in the international arena may enjoy reading the article, Raising Student Achievement: The work of the Internationally Minded Teacher which can be found at the International Journal of Innovation, Creativity and Change (www.ijicc.net).

Would love your feedback.