Contributor: Jacq Emkes
Session 2 Tom Middlehurst and Tom Sherrington SSAT
Building a new professionalism, underpinned by school based action research which develops their professional capital.
Encouraging small scale research in school bridging university gap to schools. I asked if the erstwhile GTC Teacher Learning Academy (TLA) small scale research accreditations still had any meaning. There seems some confusion on this.
Delegates were invited to log onto the SSAT Vision 2040 site and register an interest. Also to attend: National Conference 2013 5th-6th December Manchester. Fullan, Hargreaves and other eminent researchers will be speakers.
The evidence shows that we can make our education system world class. But only if we give teachers responsibility as professionals and allow them to become innovators and researchers in education.
The conference sounds interesting, it will move away from traditional conference formats to offer a logical learning process with session building meaningfully upon one another.
In addition attention was drawn to the NfER ‘research mark’ site for schools. Recognition for achievements in research. The cost? £750 but lasts for 3 years. Expensive methinks.
Session 3 ‘This Year’s Brain Gym’ Tom Bennett (T.E.S)
Tom is a great speaker and realised he was in dangerous water the moment a delegate professed her enthusiasm for Brain Gym! He challenged her to produce the evidence!Tom spoke about where educational research went wrong for schools and how research and schools should work together. In addition what areas could distract good teaching in the future. He suggested we should ask for evidence: ‘Where did this claim come from?What is your justification?
Session 4: How the millennium Prize problem could save us all. Laura McInerney University of Missouri
Laura explained the millennium maths seven problems idea and extended that to ask: What problem in education would you pay £1m to solve? Otherwise known as Touch paper problems.
She explained further: There may not be a solution at all but the point is to keep working at it. We must think about the principle not just the invention itself. How and why does it work? ( again challenge the interventions: where is the evidence ?).
She emphasised that both cognitive and social elements important. Delegates were asked to come up with the seven most important educational problems they could think of. Sadly time ran out and we did not share those. It would have been fantastic to debate that. An idea for future work?