Reigniting subject passion a collaborative approach to delivering

Reigniting subject passion: a collaborative approach to delivering continuing professional development for teachers within a widening participation context. Naomi Austin – Senior Outreach Officer www. herts. ac. uk/hertsahead

About the intervention • Herts AHEAD was an NNCO collaboration between organisations in Hertfordshire that promoted access to Higher Education. • HEFCE (Government funded) funding from January 2015 to December 2016. • Intervention: Funded 5 -day practical CPD training trip to Iceland for 14 teachers. • Collaboration between UH and the Royal Veterinary College supported by academics.

Why did we undertake this bold intervention? • The English Education Select Committee report (House of Commons Education Committee, 2017). • Providing opportunities for good quality staff development has a direct impact on education provision (Teacher Development Trust, 2017). • Science and geography are subjects well suited to learning experiences which take place outside the classroom (Richmond-Krakowka, 2012), (Balci, 2010), (Cordingley et al. 2015) • Collaborate with partner institution (RVC)

Main aims of the intervention 1. To re-ignite subject passion within teachers who have fewer opportunities to develop and inspire their practice. 2. To stimulate new ideas, lesson plans and teaching content. 3. To improve knowledge around the needs of widening participation students. 4. To encourage collaboration between 14 teachers across their local schools.

Planning model Kolb (1984) Kolb’s (1984) experiential learning model - blending a combination of academic-led sessions and visits. 1. Learning experiences – trips

Learning experiences • Blue Lagoon • Thingveillr national park – Gulfoss waterfall – Geysir – Tectonic plates (Eurasian and North American plate boundary) • Northern Lights • Geo-thermal power station • Geo-thermal powered tomato farm • Icelandic horses*

Planning model Kolb (1984) 1. Learning experiences trips 2. Reflections discussions with peers 3. Studying theory academic sessions 4. Planning the next experience - workshop to bring into classroom

Methodology Mixed methods approach: 1. Qualitative data collected using open ended questions 2. Quantitative data collected using Likert scales • Feedback review session postintervention • Small sample group of 14 - transferability not generalisability

What were the results? Aim: To re-ignite subject passion 100% Of teachers were more passionate about their subject than before the intervention

Aim: To re-ignite subject passion “I became a teacher to make a difference in the lives of my students, and this opportunity definitely provided lots of new ideas and a much needed injection of enthusiasm to reignite my passion for teaching science. ”

Aim: stimulate new ideas, lesson plans and teaching content 100% Of teachers planned to regularly update lesson plans with content from the intervention

Aim: stimulate new ideas, lesson plans and teaching content “I have already used my photographs in my lessons and been able to bring a taste of Iceland back to my lessons. In that I can talk passionately about the physical features we saw. I feel my understanding of our physical landscape has improved. I also feel a light has been rekindled. ”

Aim: stimulate new ideas, lesson plans and teaching content “There is nothing like first-hand experience to enhance your teaching practice. Even passing around rocks from Iceland - explaining their provenance - has ignited lots of interest. ”

Aim: To improve knowledge around the needs of widening participation students. 100% Of teachers were confident in understanding WP students’ needs 77% Of teachers were confident in addressing WP students’ needs 92% Of teachers were confident in providing information about HE to WP students

Aim: To improve knowledge around the needs of widening participation students. “[The intervention] had a positive impact on my ability to engage widening participation students by providing more resources for my daily teaching practice. It is important to use real-world examples - by simply recounting what experience I have had and/or incorporating students' experiences. ”

Aim: To improve knowledge around the needs of widening participation students. “[The intervention] has impacted a number of my students already. A large group of girls in my GCSE class for instance were amazed to hear of some of the uses of geothermal energy in heating pavements. [These pupils are] ordinarily are rather disengaged with physics but have already been very interested in hearing about how science is implemented in Iceland. ”

Aim: To encourage collaboration between 14 teachers across their local schools. “It gave us an insight into the research that goes on at RVC and the wide range of specialisms that they offer. It also enabled us to link unique teaching ideas to KS 3 and KS 4 science content to enable real life links to the science concepts in levers/moments and forces, as well as evolution. ”

Lessons learnt and what’s next Positives • Improved motivation of teachers • Fostered collaboration • Upskilling teachers • Raise profile of WP students Critical reflection • Cost per head • Small sample group • Transferability • Limited student focus

Lessons learnt and what’s next • The University now leads on the (smallest) HEFCE funded NCOP consortia – Aspire Higher • Sustainability - key to this will be ‘influencing the influencers’ – parents and teachers • Offers an opportunity to provide teacher CPD – both HE related and subject specific

References Balci, A. (2010) The opinions of the geography teacher candidates about the place of field trips in geography teaching. Education, 130. Cassady, J. C. and Kozlowski. (2008) Electronic field trips as interactive learning events: Promoting student learning at a distance. Journal of Interactive Learning Research, 19(3). Cordingley, P. , Higgins, S. , Greany, T. , Buckler, N. , Coles-Jordan, D. , Crisp, B. , Saunders, L. , Coe, R. (2015) Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. Higher Education Funding Council for England (2016) National network for collaborative outreach. Available at: http: //www. hefce. ac. uk/sas/nnco/FAQ/. (Accessed 08 March 2017). House of Commons Education Committee (2017) Recruitment and retention of teachers. Available at: //www. publications. parliament. uk/pa/cm 201617/cmselect/cmeduc/199. pdf (Accessed 08 March 2017). Kolb, D. , A. (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice-Hall. Richmond-Krakowka, A. (2012) Field trips as valuable learning experiences in geography courses. Journal of Geography, 111 (6). Teacher Development Trust (2017) How does your school’s spending compare? Available at: http: //tdtrust. org/benchmarking (Accessed 08 March 2017).

Any questions? Naomi Austin Senior Outreach Officer n. n. austin@herts. ac. uk