School Wide Learning
Home Up Budget Commentary Co-operative learning Staff Learning Leadership Learning School Wide learning School to School learning It is essential that the programme to develop Co-operative Learning within the NLC schools, whilst extremely important, does not become the only outcome. Schools need to learn how to examine their own current practice in order to further develop and improve through the use of innovation and adaptation. Capacity needs to be created whereby schools can become active catalysts for change and not just recipients of external change and innovation.

Through the developing of leadership, good role models and participation at all levels within each school, teachers will be able to understand how their own development can positively affect the school and its pupils.

Each member of staff will participate in the development of the programmes, through training, feedback and being able to share in the knowledge gained by all participants. The meetings and structures developed within the school and its partners will enable staff to be involved in all aspects of the programme.

The appointment of a school facilitator, who will not be a senior member of staff, will help distribute the leadership of the project within the school. This facilitator will receive training in lesson observation, delivering ‘model’ lessons, evaluation and analysis of findings. They will work with other key staff to develop the programme in their own schools and will assume responsibility for monitoring its implementation. Time away from teaching (at least ½ day per week) will be given to the facilitator in order for them to fulfill their role.

Information on the effectiveness of the programme, both qualitative (pupil performance data) and qualitative (questionnaires, observations etc.) will be collected and shared between the staff within a school and the other schools in the partnership. Through facilitator and heads meetings, the thoughts and feelings of staff can be used to help make sense of the way the programme is moving within their schools. The EAZ facilitators will co-ordinate the selection, collection and analysis of data and will work with staff within the schools to constantly evaluate the programme and its implementation.

Feedback from pupil questionnaires and schools council meetings will allow the NLC to further develop its understanding of the way pupils are reacting and thinking about the way they are learning. This again, will help to inform the future direction of initiatives within the schools.

Because each school will have a close working relationship with other schools, the University of Hull and the EAZ facilitators, possible isolation will be broken down, as they will be open to ideas, research and support on an almost daily basis. The idea of CPD being dependent on a few one-day courses per year will be broken.

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