5.1-Professional Learning 5.1.1-Introduction-to-professional-learningScottish Government recognise the importance of teachers in raising educational standards and improving attainment (Education Scotland, 2015). All Secondary Teachers must register with the General Teaching Council of Scotland (GTCS) and participate in professional update through Continual lifelong professional development (CLPD) and professional review and development (PRD) (GTCS, 2018).

Professional learning is a cyclic process (Figure-128) requiring engagement in activities that simulate thinking, professional knowledge and ensures practice is critically informed and current.

Sustained and directed professional development will maintain long-term improvement in teaching and quality learners’ experience.

It is important to identify what learning is wanted and/or needed, to support practitioner’s aspirations and to plan how to achieve this this (Hopson & Scally, 2009).

Figure-128: Process of Continual Lifelong Professional Development (CLPD) follows a cycle of four activities.

Section-5 follows Scottish Government Framework for leadership and Management to direct professional development (Figure-129).

Quality indicators emphasise the importance of self-evaluation, collaboration, professional learning, practitioner enquiry, leadership of growth mindset, creating teaching approaches and embracing new technology to upskill teachers and consequently provide students with skills for learning, life and work (Education Scotland, 2015).

Teachers have autonomy for directing their professional learning to meet quality indicators and needs of learning-teaching in their context (GTCS, 2018).

This requires mechanisms for practitioners to appraise teaching, challenge current thinking and founded on evidence-based practice and identify how this shapes future development.

Figure-129: Quality indicators for leadership and management

75 | P a g e

5.1.2-Self-evaluationThe growth of a culture of formative self-improvement across Scottish Education aims to improve educational outcomes for all students.

How Good Is Our School 4 (HGIOS-4) provides a toolkit to engage in evidence-based analysis of effective practice and areas for improvement to have greater positive impact on learning-teaching (Education Scotland, 2015). Quality indicator-1.1 focusses on rigorous ongoing self-evaluation rather than an annual review.

Formative self-evaluation involves critical reflection to identify gaps in learning and teaching, recognise and evaluate CLPD and engage practitioners in next steps. This process informs future dance teaching by enabling practitioners to learn from mistakes and build on their successes in preparation for annual summative self-evaluation for the Professional Development and Review (PRD).

Self-evaluation and CLPD should be compared to GTCS Standards (GTCS, 2018).

5.1.3-Approaches to-self-evaluation (a)-SWOT-analysis

Assists practitioners in identifying where they are (Strengths/Weaknesses) and the impact of external factors (Opportunities/Threats) to then find direction for CLPD in relation to GTCS Standards (Figure-130).

Figure-130: SWOT analysis Next steps in professional Dance Teaching are found by subtraction of strengths from weaknesses and mechanisms to achieve this outcome by using opportunities to overcome threats.

Goals based on SWOT analysis must be reactive to the needs of the group, professional practice, policies, collaboration, technique and lesson aims for continual improvement (Figure-131/132).

..Figure-131: SMART targets

76 | P a g e

Figure-132: Example SMART targets

(b)-Checklists Checklists (Figure-133) provide a simple tick-box format to determine success of CLPD criteria. Self-evaluation checklists include analysis of documents (e.g. school’s assessment policy, teachers’ planning documents or students’ written work), auditing of resources (e.g. dance audit of ICT usage) and determining if professional practice met GTCS Standards. Adding comments section adds depth to necessary information.

Figure-133: Check-list example

(c)-Likert-scales Likert-type scales use fixed-choice response formats and are designed to measure attitudes or opinions (Likert, 1932).  These ordinal scales quantitatively measure levels of agreement/disagreement based on level of professional progress (Figure-134). Validity of Likert Scale attitude measurement can be compromised due social desirability (Paulhus, 1984).

Figure-134: Likert Scale Example

(d) Reflective questionsAnswering key questions (Figure-135) with extended responses provides greater self-evaluation.

Figure-135: Reflective questions that may guide self-evaluated practice

(e)-Self-evaluation-wheelPractitioners map their career-progression against GTCS Standards in a scale from1-10 (Figure-136). Areas which are lower form areas for CLPD.

77 | P a g e

5.2-Collaboration5.2.1-CollaborationSelf-evaluation is more than individual appraisal, it is accumulation of evidence-based information through student, parent and teacher feedback, observation of practice and practitioner enquiry. This triangulation of evidence (Figure-137) provides evaluation of current learning and teaching and next steps.

For self-evaluation to be effective it must consider qualitative and quantitative aspects of this range of perspectives (Avis, Fisher & Thomson, 2010).

Self-evaluation can consider interactive student-teacher dialogue related to attitudes to learning or individual opinion explaining this interaction or how it impacts on engagement.

(a)-Student-Voice Involving students in decisions on learning-teaching and leading learning of others actively engages students in target setting and course review. Learning conversations between practitioners and students communicate and discuss next steps in learning pathways matched to needs and expectations (Figure-138). Student voice through summative unit evaluations, provides mechanisms to develop course contents and teaching strategies to learners needs for sustainable course improvement. Promoting student evaluation builds resilience and confidence but also enables practitioners to use students’ opinions to self-evaluate impact of their practice.

Just as practitioners complete SWOT analysis, students should be taught to self-evaluate (Figure-139).

78 | P a g e

Figure-136: Self-evaluation wheel

5.2.2-Self-evaluation-based-on-qualitative-data igure-?: Triangulation

This lifeskill enables students to further their learning journey in CfE-dance (Figure-140), by positively reflecting on performance, identifying strengths-weaknesses and success-development in relation to SQA-criteria (SQA, 2017, 2018). This process builds self-confidence, goals and effort [Section-3.3.2(d)]. Self-evaluation could be through checklists, Likert scales, but most valuable data will be gained by extended responses to reflective questions (Figure-141).

(b)-Sharing-practiceSharing practice keeps professional teachers up-to-date with changing approaches and provides a toolbox of creative and effective strategies based on knowing-in-action (Serrat, 2008). In class observations practitioners demonstrate values and processes which impact on student outcomes and solutions for situations with multi-functional causes. Observation of their practice is only effective with reflection-in-action, to evaluate choices made during the lesson. This evaluation requires prior knowledge to recognize the rich repertoire of practitioners in context. Knowledge gained from sharing practice provides resilience by adaptability to various teaching situations.

Process of class observation Practitioner selects key area of GTCS Standards or specific question in association with practice (GTCS, 2018). The observer positions themselves unobtrusively in the dance studio to enable learners and teachers to behave in a normal manner. The observer writes a detailed lesson description. The lesson context and level are recorded but student and teacher names omitted for confidentiality. Recording observations under headings aids evaluation [Appendix-5A].

The observation procedure should provide a critique of lesson strategies based on seven factors rather than a criticism of the individual based on preconceived values or opinions (Figure-142).

(c)-Evaluation-of-teaching-practicePre-prepared reflective questions guide the evaluation and analysis process. Evaluation should consider what learners and teachers do in various situations (Figure-143).

79 | P a g e

The observation process could generate additional questions to deal with unexpected events,puzzling situations, link the process to outcome or future impact [Appendix-5B].

5.2.3-Self-evaluation based on quantitative dataQuantitative methods provide valid numerical data based on measurement to link student academic achievement and teaching practice. Pedagogy, professional development teachers and self-evaluation are shaped by comprehensive analysis of student formative and summative assessment performance. Class tests marked on SQA exam rubrics, SQA exam results, pupil tracking and self-evaluation data on checklists, Likert scales and Rubrics determine performance which can be compared to classes, local authority and nationally using CfE Machine and INSIGHT [Section-3]. This indicates quality and outcome of teaching.

Student socio-economic background also impacts on achievement and causes Scotland’s Attainment gap (Steinberg, 1996). ACE analysis rather than exam performance comparison directs self-evaluation of teaching strategies to improve performance [Section-4].

5.3-Leadership-of-Learning5.3.1-Leadership-of-Learning-and-PlanningQuality indicator 1.2 relates to leadership of improvements in learning and teaching required to cultivate a learning culture and highlights professional commitment to improving dance pedagogy through Continual Life Long Professional Development (CLPD) and collegiate working.

CLPD are selected by practitioners to direct professional learning to meet student needs, promote attainment and their career development. CLPD components are identified by self-evaluation. To fulfil GTCS Standards any activity counts as CLPD if it can be reflected on critically, applies to dance teaching practice and practitioners evaluate how it impacts on students’ experiences. Professionals learn from experience and CLPD provides autonomy to develop their practice and guide students in their learning (Figure-144).

Up-to-date subject knowledge and pedagogical understanding inspires teaching-learning and encourages professional dialogue and debate which is continued at faculty meetings. Significant educational policies and publications direct CLPD (Figure-145).

80 | P a g e

LinkPDF

PDF

PDF

PDF

PDF

PDF; PDF; PDF PDF

PDF

PDF .

PDF

PDF

High quality professional learning is linked to themes of sustainable development in education, global citizenship, outdoor learning (Off-site performance or observation of professionals), digital media and international teaching provision.

5.3.2-Recording-and-evaluatingAn annual log of CLPD is required as part of continuing GTCS registration. The website (GTCS, 2018) guides this aspect of professional development. CLPD are recorded in practitioners’ personal ‘MyGTCS’. Extracts from the secure site are presented (Figure-146/147). To model professional learning, practitioners identify an area of the standards to develop, explain how CLPD activities connected to GTCS Standards, procedure involved and the benefits. For CLPD to be effective practitioners must understand what they learnt and how this impacted on their practice. A model of professional learning is shared with the faculty leader prior to PRD. Extract from MyGTCS

81 | P a g e

Figure-147:

5.3.3-Professional-Review and Development (PRD)Prior to PRD discussion practitioners self-evaluate how their CLPD met targets set the previous year using self-evaluation strategies. PRD discussions consider the impact of targets and how they fit with the Departmental plan. Targets are set with the Faculty Leader for the following year. Practitioners complete PRD evaluation documentation (Figure-148). Every 5 years CLPD data is sent to GTCS for review..

82 | P a g e

5.4-Practitioner-research5.4.1-Practitioner-enquiryQuality indicator 1.3 focuses on Leadership of change. Collaborative action research can increase innovation and CLPD across class, school and local authority. This moves professional learning beyond sharing effective practice to directing future learning and teaching and educational policies.

In line with GIRFEC, practitioner enquiry enables practitioners to research learning barriers in their dance training. The concept of Dance Teachers as reflective practitioners at the center of enquiry promotes interconnection between analysis and self-evaluation, professional review/update and positively impacts on school improvement (Donaldson, 2011).

Practitioner enquiry (Figure?a/b) moves successively through Blooms Taxonomy by encouraging skill development in observing, analysing and evaluating (Bloom, 1956). By being curious and looking closely at literature and practice, practitioners direct teaching styles/strategies which support professional development.

83 | P a g e

Figure-?: a-Bloom’s Taxonomy b-Stages of practitioner enquiry

5.4.2-Enquiry-questionsEnquiry questionsPractitioner enquiry is planned to frame a research question (Figure-?) identified by evaluation of current teaching practice.

Figure-?: Practitioner enquiry questions

Data collection Uncovering solutions to the question requires literature review and planned methods to collect evidence (Figure-?).

Figure-?: Data collection

Qualitative approaches explore phenomenology and ethnography and quantitative scientific techniques analyse data on movement hypotheses (Figure-?). Both approaches can be used independently or in compliment (Patton, 1990).

Figure-?: Comparison of qualitative and quantitative data collectionQualitative research is promoted by ‘constructivists’ and involves deep analysis of smaller sample sizes (Lincoln & Guba, 1985). Examples include dance observations, questionnaires and interviews. To benefit from qualitative data, practitioners should identify common themes and contrast responses and context to give meaning to rich personal experiences. Interviews generate more data than questionnaires. This generates ideas to overcome current problems in stakeholder’s environment but is time-consuming and subjective.

A quantitative ‘positivist’ approach tests objective by altering one dependent variable and measuring numerical change in an independent variable (Schrag, 1992). Examples include measurement of temperature, pulse, balance, peak flow, movement and balance. Reliability in quantitative human studies is limited by uncontrolled variables and requires multiple repetitions to increase reliability (Nagel, 1986). Quantitative data leads to a formal scientific writing style.

Practitioner enquiry involves collecting or using participant data for continual professional development and positive change. Investigative inquiry requires a pre-planned ethical approach to retain fundamental moral principles and intrinsic balance between investigation and participant confidentiality (Cohen et al, 2004). Guidelines set out principles and support the aim of ethical research based on the individual, knowledge, values, quality and academic freedom (BERA, 2011). These principles constitute a persuasive argument for ‘voluntary informed consent’ based on clear understanding of research purpose (Baumfield et al. 2013).

Before enquiry, methods must be approved by the School/college/participants/parents and abide by Child Protection Legislation (UNICEF, 1989). Findings must be stored disseminated in a confidential manner that recognises individual contribution but prevents distress through identity disclosure. Unethical approaches include reduced academic freedom and omitting to state research position, bias or findings (McNiff, 2013). Responses should be made available to the individual. Participants retain the right to withdraw at any stage, so approaches must encourage without guiding responses.

5.4.3-Evaluation

84 | P a g e

Effects of research on stakeholders should be considered in terms of the process and future actions (Burton & Bartett, 2005). Practitioner enquiry fosters lifelong professional development by acknowledging practitioners as successful professionals and building on their strengths by encouraging reflection on practice in relation to educational complexities. Practitioner enquiry provides scaffolding for teachers to perform essential roles in leading educational change (Donaldson, 2011).

5.4.4-DisseminationMultifactorial dissemination requires researchers to select presentational styles that fit research purposes (Sandelowski, 1998). The most appropriate communication should display research findings (Saldana 2003); and to suit the intended audience (Nutley et al., 2002; Walter et al., 2003). Sharing practice promotes a common network with educational identity in different contexts and reenergises enthusiasm for learning and teaching by fostering different perspectives. However, scientific rigor can be lost when systematically accumulating knowledge through public analysis (Locke, 2009). The most successful educational systems invest in developing teachers as enquiring professionals who do not simply teach but have capacity to be pivotal in shaping and leading educational change.

5.5-Shared-vision5.5.1 Growth-mindsetQuality indicator 1.4 focuses on development of a shared vision and aims relevant to the Dance community. Growth mindset is one mechanism to empower students and practitioners’ wellbeing and relations to implement and sustain positive improvement and change. Growth mindset suggests that intelligence can be developed by focusing on strengths and developing weaknesses rather than focussing on only those with fixed innate learning (Dweck-&-Blackwell, 2007). Development of Growth mindset depends on challenge and perseverance supported by directed effort, feedback to support metacognition.

(a)-Challenge-and perseverancePraising most-able students for achievements can fosters an attitude having achieved they no longer try. Underperforming students are rarely praised or overly praised for poor effort. Both groups benefit from challenge in the learning process. Focussing on areas for improvement and providing next steps promotes perseverance through approach, thinking, improvement and effort. Learning logs, record-of-work, mind -map, and-mood-board [Section-1] require students to consider future steps and motivate self-directed learning.

(b)-Directed-effortStrategies to improve must focus students on the learning process of create-refine-?? and the SQA learning criteria. This forms the basis of teacher planning [Section-2], assessment and feedback [Section-3].

(c)-Feedback Feedback [Section-3] which is focussed on identification of problems and solutions, highlighting what went well and guiding future behaviour provides motivational challenge. These comments are better than grading students as they identify next learning steps (Lipnevich & Smith, 2008).

(d)-MetacognitionMetacognition is higher-order thinking that enables understanding, analysis, and control of the cognitive learning process. Providing active learning tasks which require problem-solving and experimentation and use self-regulated teaching approaches require students to think about learning. Creative teaching strategies which involve planning, monitoring and evaluating their learning provide a repertoire of lifeskills and the ability to select the most suitable strategy for a task.

5.5.2 Creative-approaches-to-metacognitionCreativity is use of imagination, improvisation, collaboration and communication (Sawyer, 2006) to capture outcomes with originality and value (NACCCE, 1999).

Curriculum for Excellence documentation highlighted ‘creativity’ as underlying the learning capacity ‘Effective Contributor’ (Scottish Executive, 2006). Literature also promotes creativity in society (Roberts, 2006) and as a significant learning aspect (Education Scotland, 2015). Dance training develops creativity where teaching styles are guided-discovery or participant-led (OfSted, 2006).

85 | P a g e

Creativity allows students to discover new ways through which to express their emotions, both physically and verbally in response to choreography tasks (Figure-118). Creative tasks enhance students’ problem-solving abilities and creative movement increases movement repertoire in technique and choreography lessons (Figure-119). Lesson structure should provide opportunity for students to question and verbalise their experiences. Observing professional choreography and processes, working with other artists and utilising ICT fuels students’ creativity enabling them to use this knowledge (Figure-120) in similar life situations.

86 | P a g e

5.6-Sustainble-and-equitable-dance-environment5.6.1 Information-and-communication-technology communication technology Quality indicator 1.5 puts the needs of students at the center of building a more sustainable and equitable dance environment. This proactive approach balances current teaching [Sections-2-3], expenditure and safe practice [Section-1] to modernize and engage learners in effective learning. Information and communication technology (ICT) are leading mechanisms to develop teaching and learning in dance. ICT cannot replace physical practice of dance or teach the effort or movement quality in space. ICT provides modern and effective tools to augment the experience of dance and peer interaction which foster learners’ creativity, lifelong skills and dance experience desired by young artists (Figure-121). In Secondary dance contexts, ICT resources additional to video-recorders are generally out with dance studios, impinging on impact.

87 | P a g e

5.6.2 ReflectionReflection on all aspects of teaching practice make CLPD meaningful as it evidences impact on work in progress, student progress and proves motivational when advancing dance teaching practice (Figure-122). Career stories be linear and hierarchical or a holistic branching growing in resilience.

88 | P a g e