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Citation: Luby, Antony (2016) Stars and saints: professional conversations for enhancing classroom practices. Education Today, 66 (3). pp. 2-6. ISSN 0013-1547

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Stars and saints

STARS AND SAINTS: PROFESSIONAL CONVERSATIONS FOR ENHANCING CLASSROOM PRACTICES

ANTONY LUBY Senior Lecturer Teacher Development, Bishop Grosseteste University, Lincoln, UK

Teaching is a complex and nuanced activity, constantly influenced by context and content, moderated through the thousands of interactions of teacher and taught. Against this demanding backdrop, can there be a meaningful professional (chartered) status that carries weight and recognises true expertise …or is it inevitable that it becomes an unwelcome administrative burden adding to an already overly demanding workload? (McFarlane 2016: 1)

This paper explores a reflective activity –professional conversation – that may help to address the problem outlined above that was stated in the last issue of Education Today. In so doing, it recalls the recent experience of working alongside ‘starring’ teachers who are dedicated to serving the poor in areas of deprivation. And this recollection is framed around the advice of saints – secular, religious and philosophical.

In the world of education we are regaled by a teacher of English – in his project for the Adastra Primary familiar with the advice of secular mid-50s – who was enthusing about Partnership. ‘Ad Astra’ (To the Stars) is saints Lawrence Stenhouse and the pilot Chartered Teacher course he a partnership of seven Nottinghamshire Donald Schon who have told us was undertaking with the University schools united by common bonds of about the importance of combining of West Scotland. I was enthralled by addressing poverty and being situated reflection with practice in the art the evidence he cited of changes in in, primarily, former mining villages of teaching. Perhaps we are less his classroom practices and the new and towns. The Adastra Primary familiar that centuries earlier, Saint knowledge he was gaining. I remember Partnership has identified five areas of Thomas Aquinas, Doctor of the thinking that, “I don’t really need to go child poverty, i.e. Universal Church, and patron saint of in to your class for evidence about this; universities, told us a similar tale: it is written all over your face, and the • material; way in which you speak.” • emotional; Teaching, says Thomas, is one of • language; the highest manifestations of the This experience was brought back • experience; and life of the mind, for the reason that to mind in spring 2015 when I was • aspiration. in teaching the vita contempliva participating in a follow-up seminar to and the vita activa are … united the conference Each of the schools is tackling these in a natural and necessary union. Into the Light: Practitioner Enquiry. issues of poverty in its own way; and (Pieper 1966). An officer from the General Teaching the aim of the research consultancy Council Scotland caught my attention project is to give the schools a However, as McFarlane (2016) rightly when she spoke of the “profound ‘snapshot’ of progress being made. states above, whilst all teachers will impact” made upon her by the At the outset, the main research agree that contemplation and action (recently disbanded) Chartered Teacher instruments were to be school – or reflection and practice – are scheme. It was evident to her that the documentation and interviews with necessary for teaching, who finds time scholarship and research undertaken staff. for contemplation? How might it be by Chartered Teachers had wrought possible to secure time for reflection in great change in their classroom But all was not well. To begin with, I the everyday busyness of modern day practices. Indeed, she was so moved was impressed by the ‘star quality’ of teaching? that, in response, she undertook the teachers whom I interviewed about self-same scholarship and research. their current classroom practices. Their Well, the beginnings of a possible The power of conversation/dialogue creativity, honesty and desire to help answer lie in the past … not the dim, between professionals was being their children shone through. Notably, distant past of Saint Thomas Aquinas, manifested before my eyes; but it had though, some teachers voluntarily and but the relatively recent past of yet to fully register. informally disclosed their apprehension autumn 2003. Sitting in the staffroom about being ‘interviewed’. The of Montrose Academy, a not untypical This ‘registration process’ came to very word ‘interview’ has negative Scottish comprehensive secondary completion in summer 2015 when connotations. This negativity was school, I had the privilege of being I undertook a research consultancy corroborated by a deputy head teacher

2 Education Today Vol 66 No 3 Stars and saints of one of the schools who pointed the conversation will turn to events in The disinterested, objective researcher out that when a list of interviews a classroom that day, or to happenings is in pursuit of knowledge – and this (for a different research project) in school earlier in the week. And, is exemplified through the writing of was ‘published’ on the staffroom sometimes, such chat takes place journal papers and academic books. noticeboard, several members of staff after the football – in the pub. Be it But in the busyness of modern-day expressed disquiet at the prospect the changing room or the pub: the teaching, which teachers have the of being ‘interviewed.’ This led me conversations are characterised by time to read such papers and books? to re-think both the terminology and honesty. Each and all are aware that Indeed, the first recommendation made the research approach being adopted: the other has dedicated his life to to the Adastra Primary Partnership was: might there be a better way? teaching – it truly has been a vocation. Their passion for teaching has been Each school to set aside time from What counts as research? well spent and rewarded. And for this staff meetings for a Book Review each person’s view commands respect. Club in which staff quite simply My first line of thought was regarding discuss and share their thoughts terminology – that the term ‘interview’ The conversations are characterised regarding a book review. There might express a power imbalance. by empathy – we all know what it is is no expectation that any work The person conducting the interview like to have a rough day – a rough should arise from these readings. seems to be in charge, with the week indeed – when many of our good (Luby 2016:23) corollary being that the interviewee/ intentions and plans go awry. And teacher is, to some extent, power-less. although this empathy is expressed This recommendation was made in This may be true with a structured in a rough-handed manner – it is the realisation that it is more realistic or semi-structured interview as the nonetheless, genuine and heartfelt. We to allow staff the time to read two- interviewer determines the questions; have fellowship with one another. And page book reviews than it is to believe but not with an unstructured interview, because we have fellowship, we are they can find the time to read journal surely? The second line of thought was open to – and receive – constructive papers. But herein lies a deeper more to do with the approach itself. criticism from our friends. Empathy, message. This led me to peruse a draft paper by respect, critique: if ‘researchers must Lawrence Stenhouse (December 1980) justify themselves to practitioners’ Research as transformation that is available from University of East then their research should embrace Anglia Centre for Applied Research in empathy, respect and critique. In May 2010 at a committee meeting of Education. Stenhouse concludes that the Association of Chartered Teachers And my friends are in good company. A Scotland, … two points seem to me clear: philosophical saint, , knows a first, teachers must inevitably be thing or two about education – having … a senior manager from one of intimately involved in the research written about phronesis, techne, the Scottish universities pointed process; and second, researchers poiesis, praxis. In the Nichomachaean out that the dissertations and must justify themselves to he writes: reports produced by chartered practitioners, not practitioners to teachers remain in a locked researchers (emphasis added). The person with understanding cupboard and are not even does not know and judge as one available in the university library. This emphasis on practice over and who stands apart and unaffected; Further discussion revealed that above research brought to mind three but rather, as one united by a this experience is not unique of my friends and their antipathy specific bond with the other, thinks although the most common towards research. Like me, they are with the other and undergoes the practice appears to be that recently retired teachers (or close situation with the other. (Bernstein dissertations are placed in the to retirement). They have had long, 1983:147). reference section of the university successful careers in teaching, library. (Luby 2010:12) i.e. secondary school acting head To gain genuine understanding then, teacher; primary school head teacher; researchers need to establish a bond Even when teachers make the time to secondary school head of department. with teachers. In some sense, they undertake research, their subsequent Their interest in research can be need to accompany the teachers on reports appear to have little impact: summed up in one word: “Zilch.” My their journeys. This seems to be the glaringly so in the above example. But interest in research is treated with a antithesis of the disinterested objective this appearance may be an illusion. bemused tolerance. And yet, and yet researcher who prizes neutrality. The tasks of undertaking research … if one is to gauge their interest Rather, there needs to be a bond, and writing up the findings have in talking about teaching, then it is empathy, and fellowship between profound impacts upon the teachers “High.” Sometimes in the changing researcher and teacher. This raises themselves. The GTCS officer attests room before Friday evening football, important points. to this – and from many conversations

Stars and saints 3 Stars and saints with fellow Chartered Teachers, so do It is important to remember to the College of Teachers. This I. From the perspective of teachers, that there is a huge amount of marked a major milestone in the the relationship between research experiential knowledge that is not professionalisation of teaching as and teaching is not merely acquisition captured by research…. it grants the power to create a true and application of knowledge – rather Chartered Status for teachers. it is transformation. As expressed by Indeed. Just thinking again of my three Richard Pring (2000:14), teacher friends – they have 100 years Undoubtedly, attaining Chartered of experiential knowledge and, to the Teacher status will be a worthwhile … education refers to that learning best of my knowledge, none of it has and challenging endeavour. Indeed, like which in some way transforms been captured by research. But they the Scottish experience, it should be (emphasis added) how people can certainly talk about their processes transformative (Luby, 2010). However, see and value things, how they of transformation from beginning according to both Campbell (2016) understand and make sense of teachers to experienced, successful and Cordingley & Goodwyn (2016), experience, how they can identify teachers. And talk – conversation, a workable accreditation system for and solve key problems … people dialogue – provides a key to unlocking assessing the award of chartered become, in an important sense, and capturing this process of teacher status will need to be devised. different persons. transformation. Given high levels of teacher workload and lack of time for reflection, then The Chartered Teachers with whom the Referring to the work of Gilroy (1993), teachers’ preference for dialogue GTCS officer spoke, and the Chartered Lieberman & Miller (2001) and may provide a means for determining Teacher colleagues with whom I Richardson (1997); Tillema and Orland- professional knowledge concomitant conversed, they had all become Barak (2006:594) discuss a reflective with such an award. Such dialogue different persons. view on the nature of professional may take the form of a professional knowledge and knowing which conversation. This view of research as transformation is also found outside … regards professionals’ Models of professional conversation of the discipline of education. Angela construction of shared knowledge Brew undertook a study with senior as an exchange of individual Professional conversations are researchers in Australia who had been personal, implicit knowledge “discussions among those who share conducting research for a number of that becomes explicit (less tacit) a complex task or profession in order years, and who were distinguished through social exchange and to improve their understanding … and by their achievements in attaining dialogue thus distributed as efficacy in what they do” (Brittet al., large research grants and producing professional knowledge. 2001: 31). In terms of the actual form high numbers of publications. These that they take, Leonard (2012) reports senior researchers were drawn And, certainly, this is the case on the Australian model of using from the disciplines of ‘humanities,’ with my teacher friends. Albeit the professional conversations with mentor ‘science and technology’ and ‘social distribution of professional knowledge teachers and beginning teachers. sciences.’ From her study with these is interspersed with ribald comments These professional conversations senior researchers in Australia, Brew emanating from the changing room – comprise semi-structured interviews (2001:25) identified four modes of nonetheless, professional knowledge using ‘prompts’ that are provided in researchers’ thinking with regard is exchanged. For 25 years we have the form of questions for both mentor to research – of which the last is supped Friday night ale in the pub; teachers and beginning teachers; the “research is interpreted as a personal kicked a football – and sometimes questions are based on the Australian journey of discovery, possibly leading each other! When we speak with each National Standards for Teachers. There to transformation.” other of teaching, there is no attempt is some appeal with this model of at pretence – it doesn’t work. We are professional conversation given that Dialogue capturing the process of honest with each other. And through there is a mentor-mentee relationship transformation honest dialogue, we grow … we are and reference to national standards. transformed. Both this relationship and national At first glance, capturing such a standards (Scottish Government, process of transformation may And this honest dialogue may provide 2009) were important features of the not appear straightforward. This a solution to a problem identified in the Scottish system of awarding chartered transformative process involves previous issue of Education Today. In teacher status. Presumably, these will much tacit, implicit and experiential this issue McFarlane (2016:1) rightly feature too in any system devised by knowledge and, as Sharples (2013), acclaims that: the Chartered College of Teaching. points out: However, one needs to take cognisance On 8 June 2016 the Privy Council of the disquiet expressed above by granted a supplemental charter teachers, voluntarily, with regard to

4 Education Today Vol 66 No 3 Stars and saints participating in an ‘interview’. Also, the from the recent research consultancy teachers in the Australian model are project with the Adastra Primary CTeach candidate: “Well, early career whilst Chartered Teacher Partnership (Luby 2016). remember when you status, most likely, will be awarded to recommended that I read Alex experienced teachers. Exploratory talk is characterised by Moore’s Teaching and Learning: statements and suggestions being Pedagogy, Curriculum and A different, more promising route to offered for joint consideration and Culture?” [joint consideration – an appropriate model of professional these may be challenged and counter- exploratory] conversation is suggested by Beavan challenged, but challenges are justified (2013). Drawing upon the work of and alternative hypotheses are offered Mentor: “Uh huh.” [confirmation – Schuck et al. (2008), Beavan contends (Mercer, 1995) – an example is consensus] that, “In professional conversations, outlined below in Figure 2. CTeach candidate: “I found his the interlocutor attempts to move the discussion of Bruner’s work to be conversation beyond merely providing really helpful”. a rationalisation of the current practice Figure 2 Mentor: “In what way?” [challenge by asking provocative questions or Exploratory talk (constructive – exploratory] seeking clarification…”. This calls to criticism) mind the work of Mercer with regard CTeach candidate: “Well, it was to developing dialogic skills. Mercer the bit where he talked about (1995:104) identifies bothcumulative Teacher: “Don’t you think, spiralling.” talk that “… build[s] positively but though, that our form of lesson study is better because it is less Mentor: “What do you mean by uncritically on what the other has that?” [challenge – exploratory] said”; and exploratory talk in which the threatening?” [joint consideration] participants “… engage critically but Researcher: “I have to disagree. CTeach candidate: “Well, it’s this constructively with each other’s ideas.” I reckon that it (Enterprise idea of continually going back Not only does the consensus required Learning) gave us a more to previous learning following for cumulative talk resonate with the systematic approach, more on from new learning and new respect and empathy spoken of above, rigorous understanding about our experience. This new stuff makes but also it helps to build a mentor- teaching and learning” [challenge you re-think old concepts and mentee relationship. Furthermore, and justification]“Might it not be understandings…” [elaboration – through this consensual approach better if you adopted this approach consensus] of cumulative talk, both mentor and in your school?” [alternative Mentor: “So, the old ideas and mentee can address implicit, tacit and hypothesis] concepts are no longer valuable.” experiential knowledge. According to Teacher: “I can see where you’re [challenge – exploratory] Mercer (1995:104), such discourse coming from; but I don’t think is “… characterized by repetitions, CTeach candidate: “Oh no; I that this would work in our school confirmations and elaborations.” Figure disagree.” [counter-challenge context because…” [elaborates; 1 below demonstrates an example – exploratory] “It was the old counter-challenges] concepts about behaviourism and curriculum design – you know, Figure 1 Skinner – that helped me better Cumulative talk (consensus) It is possible to envisage a model of understand Bruner.” [justification professional conversation - whereby – exploratory] “And, I mean, that Researcher: “Oh, really, lesson a mentor and mentee engaged with tribute thing to Vic Kelly. What was study then” [repeats]; “so you’re the transformative process of attaining it? ‘Curriculum arguments from 35 working in threes…” Chartered Teacher status – employ the years ago are still relevant today.’ That’s so true.” Teacher: “Yeah, right” [confirms]; dialogic skills of cumulative talk and “what we did was…” [elaborates] exploratory talk. Figure 3 below depicts a fictional example. There is some richness with this Researcher: “That’s interesting; conversation and suggestions of great. Back in the late Eighties we growth in the mentee’s professional called it Enterprise Learning and Figure 3 knowledge. Of course, it is difficult when we worked in threes what CTeach status to avoid the criticism of “Schon’s… we did was…” [elaborates] distinction between ‘espoused theory’ [what teachers say they do] and Teacher: “Really? That’s more like Mentor: “And, so, tell me again; ‘theory in action’ [what they actually action research then; isn’t it?” where did that idea come from?” and observably do]…” (Cordingley [confirms] [repetition – consensus] & Goodwyn, 2016: 26). Nonetheless,

Stars and saints 5 Stars and saints heeding the advice of Hill (2008: Cordingley, C. and Goodwyn, A. (2016). Richardson, V. (1997). Constructivist 92) to “… develop the transcript as The Future Status of Teaching at The teacher education: Building a world a negotiated, annotated document College of Teaching: the Potential of of new understandings. London: The … [should] ensure the researcher’s Chartered Teacher Status. Education Falmer Press. interpretations are grounded in the Today 66.2, Summer 2016, 21-45. actual lived experience.” Schuck, S., Aubusson, P., Buchanan, J. Gilroy, P. (1993). Reflections on Schon, (2008). Enhancing teacher education When contemplating accreditation an epistemological critique. In P. Gilroy, practice through professional learning for the award of Chartered Teacher & M. Smith (Eds.) International analysis conversations. European Journal of status, the Chartered College of of teacher education. London: Carfax. Teacher Education. 31 (2) 215-227. Teaching may wish to consider the use of professional conversations Hill, Y. (2008). Doing, Undoing and Scottish Government (2009). Standard that are directed towards the Redoing: a feminist study of teachers’ for Chartered Teacher. Edinburgh: dialogic skills of cumulative talk and professional identities. Unpublished GTCS. exploratory talk. Teachers welcome an EdD thesis. Keele University. opportunity to talk about their craft, Sharples, J. (2013). Evidence for the but these opportunities are, sadly, Leonard, S.N. (2012). Professional Frontline. London: Alliance for Useful too rare. But an empathetic, honest Conversations: Mentor Teachers’ Evidence [online]. Available from: conversation can reveal much of the Theories-in-Use Using the Australian http://www.alliance4usefulevidence. tacit, implicit beliefs and practices National Professional Standards for org/assets/EVIDENCE-FOR-THE- that underpin classroom teaching Teachers. Australian Journal of Teacher FRONTLINE-FINAL-5-June-2013.pdf in today’s busy world. And through Education 37(12) 46-62. [Accessed 27 June 2016]. recording, transcription and negotiated annotation, such dialogue may merit Lieberman, A. & Miller, L. (2001). Stenhouse, L. (1980). What counts consideration as a means to attain Teachers caught in the action: as research? Draft paper. Centre the professional award of Chartered Professional development that matters. for Applied Research in Education: Teacher status. New York, NY: Teachers College Press. University of East Anglia.

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Campbell, C. (2016). Supporting Pring R. (2000). Philosophy of Teachers as a Profession of Knowledge Educational Research. London: Developers and Mobilisers. Education Continuum. Today 66.2, Summer 2016, 5-20.

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