4. Critical friend training -The training of Critical Friendship partnerships in one of thenetworks was designed to help teachers learn from observing each others’ classroompractices more effectively. Critical Friendship work seemed to resonate strongly with manystaff and has produced some tangible changes ion how colleagues go about their daily work. 5. The inclusion project - Within one of the networks, the development of an InclusionProject served to benefit of schools and all who work with young people. The networkoriginally had a special needs unit which was used by very few pupils as there were problemsrelating to transporting pupils to and forum the unit. Rather than continue with the unit whichwas of benefit to very few pupils, schools within the NLC decided to pool the resourcesrelating to the special needs unit and develop a role of Inclusion Project manager and asupporting TA. The Inclusion Project manager and TA now go into schools to help childrenwith special needs, this has resulted in so help for special needs pupils being extended from aminority to a much larger number of pupilsAppendix 3DfES report Factors Influencing the Transfer of Good Practice (Fielding et al 2004)Modes of learning and activitiesa)Experiential learning-the partner is directly involved with the practice being transferredfrom a more experienced person. For example through:Co-teachingTeachers work alongside one another in the classroom context.Lesson ObservationsThese could be observations of modelled lessons for partners to develop a practicalunderstanding of good practice or observation of lessons to suggest next steps inpractice development.26
Joint planningThese aspects attend to planning and assessment, important aspects of teachers’practice outside of the classroom.Practical workshopsWe came across examples in contexts e.g. drama and thinking skills, where theapproach of the originator was to ask teachers to participate in the activities theyoffered as good practice. Here teachers’ practical involvement led to the developmentof new practices in their classroom.b) Reflective Learning-the practice is addressed, but the partner does not directlyexperience the practice. For example:Meeting to discuss shared problems or issues for development.E.g. “we’re trying to develop this aspect of our wok, what do you do in your school?”Seminars, theory / idea based CPD training and educationSuch activities were normally a combination of ideas or theories underlying goodpractice and practical examples of how these ideas can be used in the classroom.Discussing good practice with other teachersIn formal situations (e.g. shared CPD) ‘carousel’ type arrangements allowed teachersto tell one another about aspects of their classroom practice they feel positive about.