| How can schools enhance teacher’s ownership of change? |
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Research taster
Positive opportunities for learning about practice can be created in schools by teachers developing ownership for things such as planning, problem solving, success and achievement.  A sense of ownership gives teachers the confidence that they need to explore and experiment with their teaching, creating a sense of control over their work.
Your evidence
It may be helpful to think about your school, and recall two examples of change, one which could be considered to have gone well, and one which did not go well. Were teachers the ‘main agents of change’ in each of the examples, if not did they have a degree of freedom to interpret or adapt the change to their pupils’ needs and their own stage of development? What positive benefits can you identify that the teachers gained from their experiences? Were there any disbenefits? Moving forward Having reflected on examples of developing and/or missing opportunities to build ownership in your school you will have started to identify some of the conditions for change. You might like to use these to enhance your planning for future classroom or CPD activities. At which points are you planning to encourage colleagues, pupils or students to take responsibility and adapt or interpret what you offer for their own context?  Find out moreYou may be interested in reading more about the use of research in CPD at: http://www.standards.dfes.gov.uk/research/themes/cpd/researchfindingspractice/ |
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