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ROB DRANE AND A IMEE DURN I NG The approach emphasises incremental improvement, with all participants considered equal in the learning process, regardless of experience or seniority. with external experts including Charlotte Hacking, formerly of the CLPE, English consultant Nicola Izibili, David Reedy fromUKLA, and Ross Young and Felicity Ferguson from the Writing for Pleasure Centre. They each join us for three days spread throughout the year, focusing on the collaborative research lesson approach. While we’re fortunate to work with experts, the model is designed to be adaptable. Schools could create similar partnerships with teachers from neighbouring schools. We’ve deliberately included teachers at all career stages as lesson leads, too, ensuring we benefit from diverse perspectives. Our school has research at its heart. Our founding associate headteacher, Luke Rolls, recognised the potential of Lesson Study (tinyurl. com/tp-tdtLessonStudy ) – a powerful form of professional learning developed in Japan – to unite research with teacher development. While Lesson Study has transformed education in its country of origin, its potential in UK schools is largely untapped. Working alongside Pete Dudley, a Lesson Study expert from the University of Cambridge who now leads Camtree, Cambridge’s Teacher Research Exchange, Luke spent years establishing the foundations of our approach. Lesson Study is collaborative professional development, involving a cycle of identifying a research focus, jointly planning a lesson, teaching with colleagues observing, and conducting a non-judgemental group discussion to uncover how pupils are learning. We’ve also developed an innovative 80/20 model that shifts the focus onto teachers having genuine autonomy in driving their own professional development, supported by guidance from education experts. The majority (80 per cent) consists of internal collaborative research, where our teachers and learning coaches (TAs) work together in small research groups, with Pete Dudley providing expert guidance throughout the process. The remaining 20 per cent involves partnerships Discover how the Japanese model of Lesson Study can open up a whole new facet of writing, while demolishing harmful hierarchies INTRODUCING LESSON STUDY GETTING STARTED TRANSFORM PRACTICE Our unique position as a University Training School means we can pilot approaches that could benefit all schools. By developing a scalable model of CPD through Lesson Study, we aim to show how schools can create sustainable communities of enquiry. 80/20 By breaking down hierarchies and emphasising collaboration between teachers and learning coaches, this approach could transform how schools across the country tackle professional development. 56 | www.teachwire.net CPD Transformative