IRIS Connect UK

IRIS Connect Adaptive Pathways Design Principles

Andy Newell — Wed, 12 Mar 2025 12:43:31 +0000

IRIS Connect Adaptive Pathways
Design Principles

Andy Newell

Managing Director at IRIS Connect

Last updated: 26th April, 2025

When you take an adaptive pathway on IRIS Connect, you’ll experience a number of novel features. Here’s why we’ve structured things this way:

Promote Teacher Agency

Traditional PD models often follow a rigid cycle of diagnosis, modelling, and rehearsal. In this approach, someone else defines the problem, prescribes the solution, and dictates the path to improvement. While well-intentioned, this method strips teachers of agency, leaving little room for professional judgment, self-directed improvement, or engagement with challenges that matter most to the teacher.

Teacher agency in PD is a key factor in staff retention. In the midst of a recruitment and retention crisis, a “done-to” model is simply a non-starter. Of course, different levels of agency are appropriate at different levels of expertise—that’s why we offer a range of pathways with varying degrees of scaffolding. However, in all cases, learning experiences in adaptive pathways are framed reflectively, respectfully, and with agency as the ultimate goal.

But this isn’t just about retention—it’s also a fundamental learning principle. Involving teachers in decision-making surfaces mental models, refines professional judgment, and builds towards adaptive expertise.

Foster Adaptive Expertise

Teaching is a dynamic profession. Effective teachers don’t simply execute techniques; they adapt fluidly to different contexts. Building adaptive expertise means integrating techniques with the mental models that guide their application. Starting with rigid techniques and layering in adaptability later contradicts what we know about expert performance.

Our pathways foster mental models and technique development in parallel:

Focus Areas: Techniques are never developed in isolation from their theory of action. Our theory guides help teachers understand how techniques align with teaching goals, how they interact with broader strategies, and how they can innovate without distorting effectiveness.
Dialogue: Effective teaching relies on noticing, interpreting, and making decisions in real time. These mental models are best developed through dialogue, rooted in practice. That’s why our pathways include structured learning interactions that prompt teachers and coaches to narrate their thinking and decision-making, leading to deeper reflection and growth.
Reflection: Will a coach always be available to spot growth opportunities? If not, teachers need a structured way to develop independent reflection. Even on a coaching pathway, teachers engage in key cognitive processes designed to strengthen their ability to self-direct their professional growth over time.

“Outsource” the Trivial

For teachers to think deeply, engage in rich dialogue, and build fluid technique, something has to give. We asked ourselves: how can we create time for what matters most? Our answer—use technology to eliminate the time sinks associated with coaching and PD.

Consider the traditional observation cycle: arranging schedules, attending observations, and then aligning perspectives in a coaching meeting. Moreover, most observations are brief snapshots—often a 15-minute drop-in—offering insufficient data for meaningful PD.

How can technology solve this? Instead of rigid observation slots, teachers record their lessons at a time that suits them. The coach and coachee receive a detailed analysis of the whole lesson, supported by reflective prompts before the coaching meeting. Less time spent on logistics, more time spent in rich, focused conversations about practice.

Simplify

Teachers are busy. The cognitive and logistical demands of daily teaching are high. So we designed pathways to answer one simple question: What should I do next?

Each step is achievable—manageable in cognitive load and time commitment. Instructions are clear. Interfaces are pared back to reduce extraneous load. Content is written in plain, relatable language.

To avoid split attention effects, each pathway serves as a single, adaptive space for PD. There’s no need to hunt for resources—content, AI tools, and video analysis are all pulled in as needed. Your next step is always under the “Next Step” button.

Underpin with Evidence

Every element of our theory and technique content is built by world-leading experts in classroom teaching and educational research.

Our focus areas are mapped to the CCF, ECF, and meta-analyses of effective teaching practices.
Our content centres on persistent problems of teaching
Our technique-level guides are simple, logical, and aligned with school priorities. Each includes an overview, a video model, and a consolidation activity (e.g. co-planning or rehearsal) to strengthen understanding.

Be Humble

As Dylan Wiliam wisely puts it: “Everything works somewhere, nothing works everywhere.”

While our selection of focus areas and techniques is grounded in the latest evidence—and we believe they offer the best bets in most circumstances—we are also transparent about the strength and limitations of that evidence. Professional development should not be framed as the pursuit of a singular “best practice,” nor should we assume that if a technique doesn’t yield the desired impact, it is simply a case of poor implementation. Instead, this should mark the beginning of an ongoing, collaborative conversation—one that enables us to adapt, refine, and evolve approaches in diverse contexts.

Our approach reflects this philosophy in practice:

Teachers define success—Each action step is linked to a desired learning outcome, which teachers evaluate once the technique is in use.
Flexibility for organisations—Schools and organisations can adapt or expand our bank of techniques to suit their needs.
Customisable pathways—Pathways can be crafted to reflect specific priorities and contexts.
Empowering teachers—Techniques are presented alongside their active ingredients, providing a clear framework that supports adaptation without dilution.

Professional learning is not about rigid prescriptions—it’s about professional judgment, evidence-informed experimentation, and continuous refinement.

Avoid Technique “Alphabetti Spaghetti”

“Lock in frequent and regular observations – by receiving weekly observations and feedback, a teacher gets as much development in one year as most receive in twenty.”
—Paul Bambrick-Santoyo, Leverage Leadership

The sentiment is admirable, but volume is not the active ingredient in effective PD, just as sheer volume of information isn’t the key to student learning. What matters is giving teachers time to create meaning, master new practices, and apply them selectively in varying contexts.

Recent research suggests that 5–6 cycles of instructional coaching per year is the sweet spot. Effectiveness tails off at higher frequencies. Interestingly, this study shows that the significant effect size (equivalent to two months of additional student learning) was not accompanied by measurable changes to teachers’ classroom behaviour. This suggests that impact was cognitive—teachers were largely doing the same things but sequencing them differently, reflecting a deeper integration of technique and mental model.

That’s why our template pathways are designed around a half-term cadence. We go deeper, providing greater support for embedding strategies over time.

Realistic

There’s no value in being technically right but divorced from reality. Adaptive pathways must be practical and scalable within the constraints teachers and schools face. That means:

Delivering on technique—offering the same short-term wins as other models
Requiring no more time than existing approaches
Being more cost-effective than other options

Moreover, PD must foster mutual accountability and surface evidence of progress. That’s why all pathways feed into intuitive dashboards that narrate professional development:

What was the challenge?
What did we try?
What was the impact?

This allows leaders to track progress in real time, evidence impact, and provide targeted support where needed.

Give it a Go!

We believe Adaptive Pathways are genuinely groundbreaking. We use AI, advanced video tools, adaptive learning steps and a bank of expert learning resources to deliver measurable progress in a fraction of the time. Experience the future of professional development today.

IRIS Connect Customers – Click here

Non Customers – Click here

About the Author

Andy is the founder of IRIS Connect and a regular speaker at professional learning events. He is passionate about bridging the gap between what the research shows about effective professional development and the practical delivery of impactful learning interactions. His journey began at the University of Sussex with groundbreaking work on the use of video in initial teacher training and culminated in the development of a web based platform to enhance teachers’ reflection and collaboration. Since founding the company Andy has worked around the world supporting effective teacher development, and has been involved in many inspiring educational projects and research.

More about IRIS Connect and its history

Get blog notifications

Keep up to date with our latest professional learning blogs.

By clicking Subscribe you consent to us contacting you regarding our products and services, as well as other content that may be of interest to you. You also consent to us storing your personal data to provide you with the content you are requesting. You can unsubscribe at any time. To find out more about how we manage your data, please review our Privacy Policy.

The post IRIS Connect Adaptive Pathways Design Principles appeared first on IRIS Connect UK.

Building the Future of CPD at The Grange School

Jeremy Gribben — Thu, 06 Feb 2025 11:09:13 +0000

Building the Future of CPD
at The Grange School

Jeremy Gribben

Director of Teaching & Learning at The Grange School

Last updated: 26th April, 2025

Change in education is never easy. It’s exciting, it’s challenging, and sometimes it’s downright nerve-wracking. But when you believe in something, when you know it has the power to transform the way teachers grow and learn, you take the leap. That’s exactly where we are in our journey with IRIS Connect.

We didn’t just want to tweak our CPD model; we wanted to reshape it entirely. The goal? To replace traditional lesson observations with a culture of collaboration, reflection, and professional growth. We wanted to move away from the one-off, high-stakes nature of observations and towards a more dynamic, supportive, and ongoing approach to teacher development.

This is the story of how we started, where we are now, and where we’re headed. It’s been an exhilarating journey, full of progress, learning, and the occasional moment of doubt. But one thing is clear: IRIS Connect is changing the game.

Step 1: Laying the Foundations

We started small, introducing IRIS Connect to a select group of teachers—our Heads of Department (HoDs). The plan was simple:

Give them a space to record and reflect on their lessons.
Remove the logistical barriers (we set everything up for them).
Provide high-quality training from the IRIS Connect team.

Very quickly, something powerful happened. Teachers started seeing the value in self-reflection. The platform wasn’t just a recording tool, it was a mirror, allowing them to analyse their practice in a way that had never been possible before.

Better still, our HoDs became champions for the initiative. They shared their experiences, encouraged their teams, and helped push the project forward. IRIS Connect was no longer ‘top-down’—it was being driven from the middle.

Step 2: Overcoming Resistance & Building Confidence

Of course, not everyone was immediately on board. Change, especially when it challenges long-standing traditions, takes time. Some staff were excited; others were sceptical, hesitant, or simply overwhelmed.

This was the moment we had to pause and listen. We gathered feedback, reassured concerns, and reinforced the message that this wasn’t about surveillance or judgement, it was about growth.

And slowly, that mindset started to shift.

Step 3: Expanding the Reach, Coaching Triads & Collaboration

With confidence growing, we widened the scope. More teachers started recording and reflecting. But we wanted to take it further. Enter coaching triads, small, supportive groups where teachers could:

Share recordings and receive constructive feedback.
Discuss strategies without the need for formal meetings.
Learn from colleagues they might never normally collaborate with.

IRIS Connect was the glue that made it all work. Teachers had a structured yet flexible way to engage in meaningful discussions about their practice. No paperwork. No time-consuming scheduling. Just focused, impactful conversations about teaching and learning.

Step 3.5: The AI Game-Changer

Then came the unexpected twist, IRIS Connect invited us to trial their AI-powered reflection tool. To say it was a revelation would be an understatement.

Imagine having an instant critical friend, meticulously analysing your lesson and offering precise, research-backed feedback. That’s exactly what this AI tool delivered.

Time-stamped insights on lesson structure, questioning, and engagement.
Bespoke feedback tailored to pedagogical frameworks like Rosenshine’s Principles.
A completely private space for self-reflection before sharing with colleagues.

For teachers who weren’t comfortable watching themselves on video, AI became a game-changing alternative. Some preferred AI feedback over self-watching; others used both to test its accuracy. Either way, the impact was huge.

Step 4: Whole-School Adoption & A Shift in Culture

By September 2024, we were ready to go all in. Every teacher, all 76 of them, was asked to record a lesson and choose their own reflection pathway:

Analyse it themselves
Use AI to generate detailed feedback

No formal lesson observations. No tick-box exercises. Just authentic, self-driven reflection.

By January 2025, the results were clear:

Target met: every teacher had recorded and reflected on a lesson.
No formal observations, only conversations about growth and next steps.
21 staff enrolled in coaching triads using IRIS Connect to support and challenge each other.

The school felt different. Instead of CPD being something ‘done to’ staff, teachers were taking ownership of their development

Step 5: The Future: A Fully Integrated CPD Hub

Now that IRIS Connect is embedded, the next stage is even bigger:

Creating a full-scale Teaching & Learning Hub within IRIS Connect.
Every department with its own collaborative space for sharing resources, strategies, and research.
Lesson recordings + Teaching WalkThrus + AI feedback forming the foundation of personalised CPD.
A move towards staff-led, research-driven professional learning pathways.

By September 2025, we want to see:

All staff engaged in coaching triads.
IRIS Connect used for more than just lesson recordings but as a dynamic sharing platform for teaching and learning.
A personalised CPD model, where teachers take control of their growth on their own terms.

Final Thoughts: Nervous, Excited, and Ready for What’s Next

I won’t pretend this has been easy. Any shift this big comes with challenges. There have been moments of doubt, resistance, and plenty of trial and error.

But watching staff take ownership of their development and seeing them engage in professional conversations they wouldn’t have had before has been incredible.

We’re not finished. There’s still work to do. But we’re on the right path.

And if there’s one thing I know for sure?

This is the future of CPD.

I’ll be back with an update in a few months, hopefully still just as excited, and with even more lessons learned along the way.

(Hard hat still on standby… just in case!)
Jeremy Gribben

About the Author

Jeremy Gribben is the Director of Teaching & Learning at The Grange School. With over 25 years of experience in education, Jeremy has taught and led in diverse schools across the North East, North Wales, and North West, in both state and independent sectors. Since 1998, he has held roles such as Head of Year, Head of Department, Director of an Arts College, and Senior Leader, with responsibilities including behaviour management and academic strategy. Now Director of Teaching and Learning at a leading independent school, he champions professional development, pedagogical reflection, and collaboration across departments. Passionate about empowering teachers, he advocates for using tools like IRIS Connect to build dynamic teaching cultures through reflection, coaching, and collaboration.

Get blog notifications

Keep up to date with our latest professional learning blogs.

The post Building the Future of CPD at The Grange School appeared first on IRIS Connect UK.

What Do All Great Teachers Have in Common?

Kate Jones — Thu, 16 Jan 2025 12:17:28 +0000

What Do All Great Teachers Have in Common?

Kate Jones

Author/Senior Associate for Teaching & Learning

Last updated: 26th April, 2025

Click here to listen to a summary of this article

https://www.irisconnect.com/uk/wp-content/uploads/2024/11/What-Do-All-Great-Teachers-Have-in-Common.mp3

Please note – This is a write-up of Kate’s talk at ‘The Future of Teacher Development’ webinar, click here to watch the video of her presentation.

What do all great teachers have in common? This question transcends subject, key stage, or school environment. When we look closely, the answer becomes clear: great teachers never stop learning.

As educators, we embody lifelong learning, continuously modelling it for our students. Whether a teacher is in the early stages of their career or a seasoned professional, their commitment to growth remains constant. From attending webinars to engaging in conversations with colleagues, the opportunities to learn and improve are boundless. But this raises an important parallel question: What do all great schools have in common?

Schools That Never Stop Improving

Much like great teachers, great schools never stop improving. Regardless of accolades or Ofsted ratings, the best schools are always striving to do better. In my career, I’ve seen this firsthand. One school, rated as “Outstanding”, was content to maintain the status quo, assuming that its accolades were a mark of finality. While this took some pressure off staff, it didn’t sit right with me. In contrast, another outstanding school I worked at had a very different mindset. Their headteacher emphasised the importance of continual improvement, even at the peak of success.

A school that fosters teacher learning and improvement creates an environment where everyone flourishes. Teachers in such schools are more likely to thrive because their desire to learn aligns with the school’s culture of ongoing development. As a result, both the teacher and the school are on a journey of perpetual growth.

The Symbiotic Relationship Between Teacher Learning and School Improvement

School improvement and teacher development go hand in hand. You simply cannot have one without the other. While there are elements of learning that teachers can do independently—like reading research or attending CPD (Continuing Professional Development) events—it is crucial that they are part of a wider professional learning community.

A professional learning community ensures that teachers aren’t working in isolation but are instead part of a collective effort to improve teaching and learning. This culture of shared learning is essential for fostering innovation and implementing evidence-informed strategies across the school. The role of leadership in supporting this cannot be overstated. Leaders must champion evidence-informed teaching, providing teachers with the time and resources to engage with research and reflect on its application.

Reflective Practice: The Core of Teacher Improvement

Reflection is a key part of teacher development. Whether we’re learning from peers, books, research, or our own classroom experiences, it is vital to reflect on what we learn. As the well-known education researcher Dylan Wiliam puts it, improvement isn’t about being “good enough”, but about recognising that we can always be better.

Reflective practice allows us to consider what worked, what didn’t, and why. Sharing this insight with colleagues can help others avoid similar pitfalls or find success with a new approach. It’s not about avoiding failure—sometimes, sharing what didn’t work is just as valuable as sharing what did.

See how IRIS Connect can improve your school’s reflective practice using video

Addressing the Professional Learning Gap

Despite the many opportunities for teacher learning, not all teachers engage equally. This creates a professional learning gap. Some teachers immerse themselves in research, blogs, and school CPD, while others, for various reasons, do not. Bridging this gap is essential if we are to move forward as a profession.

It’s important to remember that different teachers will have different levels of interest and capacity for engaging with professional development. Family commitments or a lack of passion can sometimes limit engagement. To address this, schools must ensure that CPD is both accessible and relevant to all teachers. Making time for research, reflection, and discussion is a practical first step in narrowing the gap.

The Challenges of Evidence-Informed Teaching

While there is a growing enthusiasm for evidence-based practice in teaching, it’s not without its challenges. For instance, much of the research we access may not immediately translate into our unique classroom contexts. A study conducted with university students in a lab in California may have limited applicability to a Year 8 classroom in North Wales.

That said, evidence-informed practice remains crucial. The key is to scrutinise research carefully, considering its context and applicability, and combine it with our own teaching experience and knowledge of our students. Evidence is only one piece of the puzzle; professional judgement and reflection complete the picture.

Low-Cost, High-Impact Professional Development

There are many low-cost professional learning strategies that can have a high impact. From engaging with social media to attending webinars or reading research summaries, teachers have more access to CPD than ever before. However, the sheer volume of options can be overwhelming. It’s crucial to think carefully about where to invest time and energy.

Some of the most effective CPD opportunities are those that encourage collaboration and reflection. For example, professional learning communities, whether within or outside your school, offer valuable support and fresh perspectives. Observing colleagues, sharing best practices, and attending events such as TeachMeets can provide rich learning experiences.

Examples of Low-Cost CPD Strategies:

Social Media: Platforms like Twitter (X) and LinkedIn can connect you with a professional network and expose you to the latest research and discussion.
Blogs and Podcasts: These resources can be consumed in small, manageable portions, making it easier to stay informed.
Research Summaries: Short, digestible summaries of key educational research, such as Rosenshine’s Principles of Instruction or summaries of Cognitive Load Theory, can be invaluable.
School Visits and Observations: Observing other teachers in action can provide new insights and ideas to bring back to your classroom.

Conclusion: The Future of Teacher Development

As we continue to navigate the challenges of professional development in education, it’s worth reflecting on the wealth of opportunities available to us. We live in a golden age of professional development, with more resources at our fingertips than ever before. However, it’s important to be selective, focusing on high-impact, low-cost strategies that genuinely enhance our practice.

About the Author

Kate Jones is an experienced teacher, author, and speaker known for her expertise in evidence-informed teaching practices and cognitive science. With a career spanning over a decade, she has taught in both the UK and the UAE, developing a wealth of practical strategies to enhance learning and improve classroom outcomes.

Get blog notifications

Keep up to date with our latest professional learning blogs.

The post What Do All Great Teachers Have in Common? appeared first on IRIS Connect UK.

Leading and Flourishing with Excellence and Evidence

Sonia Thompson — Thu, 16 Jan 2025 12:03:23 +0000

Leading and Flourishing with Excellence and Evidence

Sonia Thompson

Director / Headteacher

Last updated: 26th April, 2025

Click here to listen to a summary of this article

https://www.irisconnect.com/uk/wp-content/uploads/2025/01/ElevenLabs_2025-01-22T09_54_42_Axell-British-YouTube-Personality-_pvc_s50_sb50_t2.mp3

Please note – This is a write-up of Sonia Thompson’s talk at UnityEd 2023, watch the video of her presentation here.

Creating a Culture of Reading for Pleasure

One of my greatest passions as a headteacher is ensuring that children discover the joy of reading. I advocate for an approach where children read for pleasure — where books are not simply tools for answering comprehension questions but are experiences to be savoured. That’s what Reading Teachers is all about — a book in which I’ve contributed a chapter, along with another headteacher, to show how reading should be woven into the fabric of school culture.

A culture of reading goes beyond books in the classroom. It’s about creating an environment where stories and literacy are part of everyday life. We must allow children to lose themselves in books, exploring a range of stories that reflect their experiences and open up new worlds.

If you’re looking for ways to enrich your students’ reading experience, start by modelling reading as a teacher. Share your favourite books, read aloud passionately, and create spaces for discussions that celebrate the love of stories.

Embracing Evidence to Support Teaching and Learning

As a research school affiliated with the Education Endowment Foundation (EEF), we work to make evidence-based practices accessible to other schools across the West Midlands. Our goal is to translate the research into practical strategies — “best bets” for teaching and learning that can help guide decision-making. What resonates most with me is the understanding that research doesn’t provide all the answers, but it offers guidance and possibilities that can help schools grow.

My own book builds on these ideas and connects them with the inspirational work of Ron Berger. For those unfamiliar with his approach, Ron is a carpenter, and many of his educational metaphors are grounded in craftsmanship. His philosophy, famously illustrated by “Austin’s Butterfly,” focuses on the iterative process of improving student work through detailed feedback, revision, and pride in one’s learning journey. The key takeaway is this: we should never be satisfied with “good enough.” Our children, especially those from disadvantaged backgrounds, deserve the very best teaching to unlock their full potential.

Building a Culture of High Expectations

In our school, St Matthews, culture is everything. When students walk through our doors, they know we mean business. Our aim is to support every child to be the best they can be. We’re located in a diverse, inner-city area of Birmingham, and while our context is unique, we believe that the challenges our students face make it even more crucial for us to cultivate a strong school culture.

We live by six core pillars that guide our practice, one of which is funds of knowledge and diversity. This concept, drawn from Luis Moll’s work, is about recognising that children from areas of high disadvantage are not defined by deficits. I know this from personal experience, as I grew up in an area of Birmingham that might be seen as deprived. But I’m not a deficit, and neither are the children we serve. They come to school with a rich cultural capital — experiences, stories, and knowledge that we must tap into and value as part of their learning journey.

Sharing Our Literacy Lives

One of the ways we honour our students’ cultural capital is by inviting them to share their literacy lives — the experiences, traditions, and stories that shape who they are. This practice helps us build a reciprocal relationship with families, showing that we value and respect the culture they bring to our school.

In our curriculum, we explore “the hours” — Our Lives, Our Families, Our Community, Our Global Village, Our Passions, and Our Future. By doing so, we not only celebrate our local context, but we also help our students position themselves as citizens of a diverse, global world.

Books play a crucial role here as well. I’m committed to ensuring our library reflects diversity and representation. Regardless of the demographic of a school, children need to see a variety of experiences and perspectives within the texts they read. I remember reading Auntie’s Hair to a reception class, and one of the children said, “Miss, that’s you!” It was a powerful moment for me, and it shows how meaningful it is for children to see themselves and others in the stories we share.

Striving for Excellence in Teaching and Learning

As teachers, we have a duty to continually improve our craft. Teaching is an art and a science, and it requires constant learning, reflection, and adaptation. At St Matthews, we believe in the value of showing students examples of excellence — what Ron Berger calls “models of excellence.” We save and showcase outstanding work from every year group, providing students with the vision and aspiration to produce high-quality work themselves.

Critique is another powerful tool. Our students learn how to give feedback that is kind, specific, and helpful, supporting each other in improving their work. This aligns with the EEF’s Guidance Report on Metacognition, which encourages students to become self-regulated learners. By teaching them to value feedback and develop a growth mindset, we empower them to take ownership of their learning journey.

Rethinking Homework for Primary Students

One area of practice we’ve reconsidered in light of research is homework. The evidence suggests that traditional homework might not have the intended impact on primary students’ learning. So, we decided to shift our approach. Instead of setting worksheets and tasks that add little value, we ask our students to create videos where they talk about the things they’ve learned and enjoyed each week.

The result? A meaningful way for parents to engage in their child’s learning and an opportunity for students to reflect on their progress. The videos are shared in class, celebrating the joy of learning and reinforcing knowledge in a way that’s personal and engaging.

A Commitment to Social Justice and Flourishing

Ultimately, my goal as an educator is simple: I want all children to flourish, regardless of where they are born. This is about social justice. Every child deserves the right to an education that opens doors and provides choices — whether it’s being the first in their family to go to university or staying in their community with a renewed sense of pride and opportunity.

To achieve this, we need teachers and leaders who are passionate about their profession, committed to continuous improvement, and deeply aware of their students’ potential. And as Ron Berger says, we must find beauty in the process. Education is messy; it’s a journey. But when we strive for excellence and equity, we change lives.

Thank you for being part of this journey.

Resources to Explore:

Reading Teachers: Strategies for fostering a reading culture.
EEF Guidance Reports: Evidence-based resources for improving teaching and learning.
Ron Berger’s work on craftsmanship, feedback, and excellence in student work.

For further support in personalised coaching and professional development, check out IRIS Connect. Their tools for video technology and reflective practice can help educators grow, connect, and share the best of what teaching has to offer.

About the Author

Sonia Thompson is the Headteacher at St Matthew’s C.E. Primary School and the Director of St Matthew’s EEF (Education Endowment Foundation) Research School, in Nechells, Birmingham. Sonia published a book called ‘An Ethic of Excellence in Action’ based on the seminal work of Ron Berger.

Get blog notifications

Keep up to date with our latest professional learning blogs.

The post Leading and Flourishing with Excellence and Evidence appeared first on IRIS Connect UK.

The Complete Guide to Instructional Coaching: Empowering Educators and Scaling the Impact

Nathan Brown — Wed, 18 Dec 2024 16:28:58 +0000

The Complete Guide to Instructional Coaching: Empowering Educators and Scaling the Impact

Last updated: 26th April, 2025

What is Instructional Coaching?
What Makes Instructional Coaching Effective?
How Can Yo Get Started with Instructional Coaching?
Scaling Instructional Coaching for Large Schools/Organisations & MATs
Instructional Coaching Tools

What is Instructional Coaching?

Instructional coaching is a professional development approach in which coaches provide teachers with individualised feedback on their instructional practices. The coaching is focused on instruction and pedagogy and unlike one-off workshops, it is sustained over time and involves ongoing collaboration between the coach and the coachee. It is iterative and highly adaptable to mould to the needs of the learner.

What Makes Instructional Coaching Effective?

Instructional coaching has been shown as one of the most effective forms of professional development in regards to professional learning and student outcomes, Kraft, M.A., Blazar, D., Hogan*, D. (2018). But why is this?

1. Coaching is Individualised and Tailored to Each Teacher

Every teacher and every classroom is unique. Many factors influence the learning in a class such as the environment, students’ needs, the behaviour system and teaching approach, so coaching that is tailored to address unique challenges allows the focus to be on areas where it is most needed. Coaches can also adjust the pace, directiveness and approach of the coaching to match the development speed of their coachee, ensuring they are neither overwhelmed nor underchallenged.

Instructional coaching has the flexibility to allow this to happen as support is constantly reviewed, updated and tailored to the needs of the coachee through drop ins rather than whole observations.

2. It is Continuous Unlike ‘One-off’ Training

Research spanning over 20 years has shown that continuous training leads to effective professional development. Joyce & Calhoun, (1996) showed that short workshops were ineffective in changing teacher classroom behaviours. Joyce and Showers (2002) found that training like workshops often lead to low rates of skill transfer to classroom practice. Research by Kraft et al. (2018) shows that coaching is most effective when it is continuous and focuses on real-time observations and feedback. Most recently, the EEF released a meta-analysis that showed 14 PD mechanisms that should be included in a PD programme for it to be effective. Many mechanisms like ‘modeling and providing feedback’ are much easier to implement with coaching than with, for example, one-off training sessions.

So why would schools still opt to use one-off training as a method of professional development? This is touched on later in the blog, but scaling, cost and implementation are some factors that influence these decisions.

3. It Helps Build Collaborative Relationships

Jim Knight’s research (Knight’s Partnership Principles for Coaching, 2007) showed that when coaches establish a relationship that is grounded in mutual respect and shared goals, teachers feel more empowered to work on their professional growth. Coach and coachee practice dialogical coaching, 2-way verbal communication that is a ‘done with’, not ‘done to’ style of coaching.

It makes sense that having a coach that you feel comfortable with removes some anxieties around getting things wrong, or showing your flaws, for example.

How Can You Get Started with Instructional Coaching?

Rolling out an Instructional Coaching Model Across Departments or Small Schools

An instructional coaching model is a structured, collaborative and strategic framework or philosophy guiding the overall coaching process, aimed at improving staff instructional practice to enhance student learning and outcomes.

It is important to note before rolling out a coaching model that it is an ongoing process that takes time to implement. Thorough planning, a clear focus on outcomes, and consistency is vital to the success of the rollout.

Here are some steps to help guide you:

1. What is the Goal?

As Sam Gibbs explains, the first thing to find out before implementing any kind of instructional coaching model is to ask yourself “what kind of school, or Trust, do we want to be?”. What is the goal? Identifying key objectives like improved student outcomes, better teacher collaboration or further teacher development will mean that your planning is best focused in the right direction.If planning is skipped, it’s likely that instructional coaching becomes merely a box-ticking exercise that has no impact.

2. Obtain Leader and Teacher Buy-In

Educate other leaders on the importance of instructional coaching and how it is shown to be one of the most effective forms of PD. Culture needs to be tangible, so leaders need to buy-in and promote to staff. For staff, It is good to emphasise that it is non-evaluative, and will not be used for performance management, but rather for the good of both their individual development, the good of the school, and its students.

3. Choose a Coaching Model

With an in-depth knowledge of your school/MAT, its available resources and your goals, you can decide on an instructional coaching model that fits the context of your organisation. Will you use one-on-one coaching, peer coaching, group coaching, video coaching or a mixture of them? Next you will need to choose an instructional coaching model:

Instructional Coaching Model Examples

The Education Endowment Foundation (EEF) model of instructional coaching is designed to improve teaching quality by offering structured, personalised support to teachers through a collaborative process. Their model focuses on 8 steps: focused observation, actionable feedback, collaboration and dialogue, etc

Paul Bambrick-Santoyo’s Praise Probe Model focuses on consistent observations which then follows 6 steps of feedback, such as praise, probe, polish, practice and plan ahead. The steps give instructional coaches a guided framework to use in the coaching sessions. The key ingredients of the model include feedback and practice: “Teachers are like tennis players: they develop most quickly when they receive frequent feedback and opportunities to practise.” – Bambrick-Santoyo

Jim Knight’s The Impact Cycle is a comprehensive framework for instructional coaching which follows 3 stages: identify, learn, and improve. This model provides a structured approach to coaching teachers that is cyclical, but is a partnership at every level.

IRIS Connect’s LEARN model of adaptive instructional coaching is split into 5 stages: Learn from success, examine the challenge, action step, rehearse and nurture improvement. At each stage, coaches are supported to ask questions that dig into the teacher’s thinking and are supported to develop their practice.

4. Foster a Reflective and Collaborative Culture

It’s important to create a culture where reflection and collaboration is practised and celebrated. J Hattie’s (2009, 2012) research showed a significant impact of teacher collaboration on student achievement. Teachers that are in a place where professional learning is encouraged and practised, are more likely to have higher moral and job satisfaction, leading to higher teacher retention.

Read a case study below of a school that managed to successfully embed a culture of collaboration and improvement.

Case Study: Brave, not Perfect

Rosebery School in Epsom has consistently bucked the trend of falling national average of retention. They implemented a shared language that set a foundation of their great school culture. Once agreed, they worked to embed this language into the heart of the school. Assistant Head Jess explains, “The shared language is an important part of our culture as it allows easier collaboration when we know that we’re talking about the same thing.” Part of the shared language that staff have adopted, is the phrase ‘brave, not perfect’. A simple reminder that nobody is perfect, but being brave enough to try new things is enough to make incremental progress, which together, leads to big changes. View Rosebery’s case study here.

5. Monitor and Evaluate Progress

It’s important to monitor progress from the beginning so that changes in the implementation can be adapted if necessary. Part of this is dependent on your goals but defining success indicators for short, medium and long-term outcomes will provide you with the direction to achieve success. A short-term success indicator could be teacher participation (a certain percentage of staff engaging in regular coaching) and long-term could be your desired outcomes. With all these indicators, make sure you gather baseline data so you know where you started.

Tip: Use a system that has documentation and progress analytics like IRIS Connect. Read more.

Scaling Instructional Coaching for Large Schools/Organisations

The Challenges

Resource Allocation

Traditional coaching often requires schools and MATs to invest in hiring or training coaches and scheduling coaching sessions.

Cost

Schools and MATs often need to either hire experienced coaches or provide extensive training to existing staff. D. S. Knight, 2012 developed a study that suggests the average cost per coached teacher is between $3,260 (£2,509) to $5,220 (£4,017) – very much out of reach of most organisations in the UK.

Scalability

Implementing coaching consistently across multiple schools, especially in large MATs, can be difficult, requiring a unified approach while addressing each school’s unique needs. Many MATs have schools that are spread geographically wide, so using conventional methods of lesson observation and keeping consistency across these schools takes time and money (i.e. for cover) that is in short supply.

Data and Tracking

Effectively tracking progress and impact across large networks can be difficult without budget and manpower.

Time Constraints

Teachers and coaches must balance coaching sessions with their teaching duties, which can be challenging in busy school environments. Coaching requires dedicated time for observations, feedback, and reflection, which can reduce teaching time and increase the need for cover – something that schools have no budget for.

Instructional Coaching Tools That Can Help Overcome Resource Limitations

Video Technology for Observation

Video allows teachers to record and reflect on their classroom practice, share practice with a coach or colleague, and facilitate coaching conversations with tangible footage to review. Video-based coaching has been shown to improve student achievement by an equivalent of an additional 2+ months worth of instruction.

Video Library of Modelled Teaching Techniques

Having the opportunity to look at teaching techniques on-demand and modelled by real teachers in real classrooms can allow teachers to observe what good teaching looks like, as well as the application of each technique. Coaches can recommend specific videos depending on what their coachee is developing at that given time which offers more personalisation to their support.

IRIS Connect has a library of modelled teaching techniques built directly into the platform. These modelled videos can be used in conjunction with other features like Pathways and in video time-stamped comments to get a complete professional development solution. Leaders or coaches can collate their own library of videos showing specifically how they want teaching to be within their school’s context, then share these with their staff. Teacher WalkThrus are also available within the IRIS Connect platform and offer a collection of over 150 evidence-based teaching and learning strategies broken down into 5 easy to follow steps to guide instructional coaching.

Professional Development Pathways

Structured learning Pathways support teachers systematically and collaboratively through a process of embedding teaching skills. They guide teachers through the coaching process, offering step-by-step guidance and frameworks built by education experts. Coaches and leaders can then stay informed of their teachers’ progress via a simple dashboard, showing important steps on their individual pathways.

AI-assisted Insights

Leveraging cutting-edge AI technology, AI-assisted Insights reduces administrative processes and empowers teachers with deeper, data-driven self-reflection. By automatically tracking key metrics, AI Insights highlights actionable insights that coaches can use to pinpoint areas for growth. This means less time spent on administration and more time focused on meaningful, impactful coaching conversations.

AI Insights also serves as a powerful tool for teacher self-reflection. By providing clear metrics and insights after each session, teachers are better prepared for coaching discussions, arriving with a clear understanding of their strengths and areas to improve. Between sessions, these insights enable teachers to refine their practices independently, fostering continuous improvement and a deeper sense of ownership over their professional growth.

Online Collaboration and Resource Sharing

Tools that enable seamless collaboration can allow for non-disruptive working for continuous learning. These can be tools such as Google Classroom or Office 365 which enable real-time collaboration across resources. Likewise, IRIS Connect offers collaborative Groups that can be made up of teams, departments, schools or trusts offering great ways to collaborate and share resources.

Conclusion

It is clear from the evidence that instructional coaching is a worthwhile approach to professional development, if your school or MAT is in the position to implement it. Thinking intrinsically about your organisation’s context and the process is vitally important because it takes careful planning and some time to see results.

References

Get blog notifications

Keep up to date with our latest professional learning blogs.

The post The Complete Guide to Instructional Coaching: Empowering Educators and Scaling the Impact appeared first on IRIS Connect UK.

Avoid the Zune Effect in Trust-Wide PD Initiatives

Poppy Nobes — Mon, 11 Nov 2024 14:13:14 +0000

Avoid the Zune Effect in Trust-Wide PD Initiatives

Poppy Nobes

Head of Professional Development, Aldridge Education

Last updated: 26th April, 2025

You’d be forgiven for not having heard of Microsoft Zune. Founded in 2006, this was Microsoft’s answer to the iPod. Missteps with the marketing and inability to differentiate the product in the market meant it was short-lived and phased out by 2012. Despite its unique features, wireless music sharing, built-in radio, competitive pricing, ultimately the failed implementation led to its withdrawal from the marketplace.

There is a valuable lesson here for our work in education. How often have we seen a great idea in school fade away because of weaknesses in the implementation of the initiative? The idea is launched with a bang, the communication wanes, inconsistencies rise and one day, the initiative has, often unintentionally, been phased out.

At Aldridge Education, we fully recognise that schools are complex places and implementation is tricky. There is a myriad of examples I could give you which had a level of success equal to the Microsoft Zune. As the EEF states, ‘Ultimately, it doesn’t matter how great an educational idea or intervention is in principle; what really matters is how it manifests itself in the day-to-day work of people in schools.’ (EEF)

Rewind back to the start of our journey with IRIS Connect just over a year ago – we had a gap in our implementation we knew the technology would help us to start to get more of this right.

The Gap We Were Seeking to Fill

Step one was to define the problem we wanted to solve to find the appropriate solution.

Our main challenge as a Trust is our geographical disparity. We are privileged to have schools in Brighton, London, Salford, Darwen, and soon Warrington. However, this geographical spread can sometimes feel like a divide in connectivity. This has also led to many a night in a Premier Inn across the country, seeking to ensure support is forthcoming for all staff nationally.

Another barrier we were facing was our ability to have the tools to embed quality professional development. Much of our approach to professional development is centred around using instructional coaching alongside targeted staff training sessions based on See it, Name it, Do it. We are committed to this model, knowing we incorporate the EEF mechanisms and that this is what good quality professional development features. However, we faced several challenges, most significantly:

Time to embed this structure successfully. The weekly observation was sometimes difficult to schedule given the hectic nature of a school timetable, reducing the frequency of the support and sometimes leading to unhelpful habits being embedded in practice.
We had very few examples of models of good practice from our staff in our schools to support us with modelling the technique.

Several attempts had been made to collect videos of practice in classrooms, coaching sessions, training, and mentoring meetings but the IT got too complex and was never as slick and safe as we needed it to be.

Enter IRIS Connect.

IRIS Connect as a Part of the Solution

With the use of IRIS Connect, the geographical divide suddenly felt surmountable. Imagine this: a teacher in Salford films themselves teaching. They click two buttons, and this is shared with a colleague in London. Two more clicks and some typing later and there is precise feedback tagged to timestamped moments on the video which the teacher can start acting upon.

The technology is also incredibly simple to set up. The starter kits, complete with tablet, tripod and microphone, are intuitive and allow staff to easily set up at the back of their classroom using the IRIS Connect app. Removed are concerns about sourcing technology and GDPR worries about videos floating in different folders. Coaches and mentors can view lessons at their leisure, no longer feeling the straitjacket of the timetable.

A year and a term into our use of the technology, and it has changed our ability to communicate for the better. Sharing practice is now second nature for many, encouraging deep private reflection, connection with feedback, more efficient coaching feedback and collection of exemplars. IRIS Connect has particularly transformed the progress and experience of our ECTs and trainees whose connection with their mentors is more structured and stronger than we have seen before.

Implementation Lessons Learned

IRIS Connect has become a lynchpin in our implementation of several initiatives across the Trust, including connecting our network of instructional coaches, assessing and supporting the quality of ECT/ITT mentoring provision and giving feedback on training to leaders of professional development.

However, when introducing the technology, good implementation once again became a factor to consider; this impact did not happen without some careful thinking before the launch. We set out to ‘Create a clear implementation plan, judge the readiness of the school to deliver that plan, then prepare staff and resources.’ (EEF) The IRIS Connect team supported us with our approach to implementation which (for us) followed this process:

A leadership Pathway on The IRIS Connect platform and EEF-style implementation planning template supported a structured approach to planning.
We completed this template for the Trust-wide implementation of IRIS Connect, considering the gaps we were seeking to fill and the roll-out of the project.
We gave this model to the in-school IRIS Leads to complete their own implementation plan.
The plans were returned. Some were overzealous in their scope or not necessarily detailed enough to be sufficiently strategic. We realised more collaborative support was required.
We arranged a network meeting with the leads and shared the EEF implementation paper, the summary poster and the implementation checklist.
In the meetings, IRIS Leads read key sections from the report. They used these reflections to amend their planning. Key takeaways included ensuring their teams had adequate training on using the technology before launch, piloting their implementation with a small group before scaling, and ensuring the culture of the school was ready to adopt the initiative.
The plans were amended and are now much more focused and making strategic decisions when it comes to maximising the potential of IRIS Connect across our settings.
IRIS Leads fed back that they were appreciative of the support and collaboration. Having a network to use as a sounding board can only make our thinking stronger.

Through the guidance of the IRIS Connect team, and our collaborative work as a network, our implementation planning is now more thoughtful, structured as a longer-term project and based on a united culture of change.

Looking to the Future

As a Trust, we continue to reflect on our use of IRIS Connect and its contribution to our goals. With the support of our IRIS Connect consultants and account owner, we continue to review our usage statistics and make tweaks to how we are approaching our use of the technology. We are in the phase where we ‘Plan for sustaining and scaling an intervention from the outset and continuously acknowledge and nurture its use’. (EEF)

Now we are in Year 2 of implementation, we are also launching the use of some brand-new custom-built pathways on the platform, specifically designed for structured reflection and to aid reflective communication between coaches and their coachees using our Trust model. It is exciting to use the platform to further maximise the flexible use of time, efficient sharing of feedback and prioritising deep reflection in our everyday practice.

All in all, we have made excellent strides forward and know the consideration of our implementation is not something which ever ends. Thinking strategically and getting the best use out of this technology is one of our priorities – to enhance what we are already doing rather than replace it.

For Aldridge Education, IRIS Connect has been our iPod rather than our Zune. We are excited to continue to build on its success. Get in touch with us if you want a sounding board at the beginning of your implementation journey!

About the Author

Poppy Nobes is the Head of Professional Development at Aldridge Education. Poppy has held various leadership roles, including Lead Teacher for KS3 English, whole-school teacher training and CPD Lead, and acting Head of Department. In her current role, Poppy leads a team of five who spend their time championing the Trust’s ‘Growing Together’ professional development programme as well as delivering the NPQs, ECF and a SCITT training programme as a delivery partner for Teach First.

Get Blog Notifications

Keep up to date with our latest professional learning blogs.

The post Avoid the Zune Effect in Trust-Wide PD Initiatives appeared first on IRIS Connect UK.

IRIS Connect Chartered Status CPD Partner

Nathan Brown — Fri, 04 Oct 2024 11:35:40 +0000

IRIS Connect: A Chartered Status CPD Partner of the Chartered College of Teaching

Last updated: 26th April, 2025
Nathan Brown

Chartered Status CPD Partner

IRIS Connect is pleased to be a Chartered Status CPD Partner of the Chartered
College of Teaching.

This means that our organisation has been recognised for delivering high-quality, evidence-informed CPD that supports teachers and school leaders to develop their expertise and achieve the high standards set by the Chartered College of Teaching. Furthermore, teachers and school leaders have the opportunity to have their learning formally certified by the Chartered College of Teaching and earn credits towards Chartered Status.

About the Chartered College of Teaching

The Chartered College of Teaching is a professional body dedicated to supporting the teaching profession in the UK and around the world. Our mission is to celebrate, support and connect teachers to deliver world-class teaching benefiting pupils and society.
As a chartered organisation, we offer a range of resources and services to support
teachers at all stages of their careers. We also provide recognition and accreditation for
teachers who demonstrate high-quality, evidence-informed excellence in their practice, through our Chartered Status pathways.

At the Chartered College of Teaching, we recognise that teaching is a complex and demanding profession, but also one of the most rewarding and fulfilling careers anyone
can choose. We welcome all teachers, leaders and teaching assistants who are committed to improving their practice and making a difference in the lives of students into the Chartered College Community.

Find out more: chartered.college/join/

The post IRIS Connect Chartered Status CPD Partner appeared first on IRIS Connect UK.

The Ultimate Guide to Reflective Practice in Teaching

Andy Newell — Mon, 23 Sep 2024 10:32:42 +0000

The Ultimate Guide to Reflective Practice in Teaching

Last updated: 26th April, 2025
Andy Newell

Contents

What is reflective practice in teaching?
The importance of reflection in teaching
The effect of reflective teaching in schools
5 benefits of being a reflective teacher
How to reflect on teaching: getting started
7 reflection activities for teachers
Using video for reflective practice: what the teachers say

Introduction

Good teachers reflect on what, why and how they do things in the classroom. Great teachers adapt as a result of this reflection, to continually improve their performance. In this guide we share everything you need to know about the benefits of reflective teaching, how to become more reflective and encourage others to do the same.

What is reflective practice in teaching?

Naturally, most teachers will spend time thinking about what they did in the classroom, why they do certain things and if it’s working.

Reflective practice is purposeful reflection at the heart of a structured cycle of self-observation and self-evaluation for continuous learning. It’s central to effective continuing professional development (CPD) and becoming a more highly skilled teacher.

“Reflective Practice”

Purposeful reflection at the heart of a structured cycle of self-observation and self-evaluation for continuous learning.

The importance of reflection in teaching

Teacher reflection helps you move from just experiencing a lesson, to understanding what happened and why.

Taking the time to reflect on and analyse your teaching practice helps you to identify more than just what worked and what didn’t. When reflecting with purpose, you can start to challenge the underlying principles and beliefs that define the way that you work.

This level of self-awareness is a powerful ally, especially when so much of what and how you teach can change in the moment.

If you don’t question what your experiences mean and think actively about them on an on-going basis, the evidence shows you are unlikely to improve.

Reflective practitioners can better ride the waves of change

Schools with a reflective teaching culture have an edge in times of rapid change. The shift to blended and online teaching as a result of Covid-19 in 2020 is a great example. Even the most experienced teachers found themselves in uncharted waters. Strategies needed to be reconsidered and delivery forms adapted to the new learning environment. Reflection, collaboration and iteration were critical skills and key for adapting quickly in challenging times.

Reflective cultures support excellence in teaching AND learning

A culture of reflective practice creates a strong foundation for continuously improving teaching and learning.

In an environment where teachers collectively question and adapt, draw on expertise and support one another – student learning benefits too. In fact, developing excellence in teaching has the greatest impact on student achievement, according to Prof. John Hattie.

The effect of reflective teaching in schools

Encouraging reflective practice in schools, not only benefits individual teachers but the school as a whole.

Developing a culture of reflective practice improves schools by creating a strong foundation for continuously improving teaching and learning. It sends the message that learning is important for both students and teachers, and that everyone is committed to supporting it.

Reflecting practice creates an environment of collaboration as teachers question and adapt both their own practice and that of their colleagues. Teachers can team-up, drawing on expertise and offer each other support. This helps to develop good practice across the school, resulting in a more productive working environment.

But reflective practice in teaching is not just important for teachers and schools. According to research by Prof. John Hattie, developing excellence in teaching has the single most powerful influence on student achievement as well.

Provide your teachers with opportunities for effective reflection:

5 benefits of being a reflective teacher

The best teachers are reflective, and they’re also the first to say that their practice can always be improved. Here’s why it’s worth taking the time to reflect on your teaching regularly – and encouraging your colleagues to do the same:

1. Reflection is at the heart of effective professional development

If you don’t spend time giving purposeful thought to your professional practice you cannot improve. Once you take ownership of your CPD by actively reflecting, evaluating and iterating on your practice, your confidence will sky-rocket.

2. Remain relevant and innovative

Self reflection helps you to create and experiment with new ideas and approaches to ensure your teaching is relevant, fresh and impactful for your students.

3. Stay learner focused

Reflective practice will help you better understand your learners, their abilities and needs. By reflecting, you can better put yourself in your students’ shoes and see yourself through their eyes.

4. Developing reflective learners

Reflective teachers are more likely to develop reflective learners. If teachers practise reflection they can more effectively encourage learners to reflect on, analyse, evaluate and improve their own learning. These are key skills in developing them to become independent learners, highlighting the important role of teachers as reflective practitioners.

5. Humility

When you reflect you must be honest. At least honest with yourself about your choices, success, mistakes, and growth. Self-reflection acts as a constant reminder to stay humble and continue working hard to achieve results.

If you’d like to find out more about teacher reflection, download our FREE practical guide to ‘Enabling effective teacher reflection’.

How to reflect on teaching: getting started with reflective practice and tools to help

Do you want to get better at reflecting on your own teaching, or are you supporting colleagues to get started with reflective practice? Either way there’s some simple steps you can take.

Step 1: Gather insights

First, you need to gather information about what happens in the classroom, so it can be unpicked and analysed. Here are some different ways you can do this

Keep a teacher diary/journal

After each lesson, write in a notebook or in the notes section of your phone about what happened. You could even send yourself a voice note. Note your reactions and feelings as well as those of the students. This relies on you remembering to do it, and your ability to recall the details, which means it’s not as thorough or reliable as other methods.

Invite a peer to observe

Invite colleagues to come into your class to collect information about your lesson and offer feedback. This may be with a simple observation task or through note-taking on a specific area you’ve said you’d like to reflect on. Of course, there are challenges with this approach. Timetabling is an obvious one, and another drawback is the potential for differing memories and perceptions about what went on in the lesson.

Record your lesson

A video recording of your lesson is valuable because it gives you an unaltered and unbiased view of how effective your lesson was from both a teacher and student perspective. A video also acts as an additional set of eyes to catch behaviours that you may not have spotted at the time. It also means you can come back to it at a convenient time, and watch a short clip, rather than having to remember to take notes or rely on your memory.

Use artificial intelligence (AI) to automatically analyse your lesson

The immergence of AI has enabled tools like IRIS Connect to streamline administrative processes like lesson analysis. AI Insights analyses your lesson recording and gives you feedback based on a particular developmental focus. See some examples of these insights here.

Have reflective discussions

Does videoing or analysing your own practice feel like a big hurdle? Aside from using AI, a great starting point can be to simply get together in a small group (in-person or online) to watch a publicly available video of another teacher and then encourage discussions about the teaching and learning they’ve observed.

Get IRIS Connect for your school and provide your teachers with a powerful tool for video reflection:

This quote from Prof John Hattie sums it up nicely:

“About 80% of what happens a class teacher does not hear or see. How can we get more eyes into the class?”

Professor John Hattie

If you look at the research it says that about 80% of what happens in a class a teacher does not see or hear. How can we get more eyes into the class? How do you get other teachers going in there, looking at the impact and feeding back to help the teacher see what it’s like being a student in their classroom? I’m a great fan of recording classrooms and using video to show teachers how they look to students. That’s the power of video, it’s another way to see your impact” – Prof. John Hattie.

Once you’ve gathered information on your lesson, the next step in reflecting on your teaching is to analyse it. But what should you be looking for? Here are some suggested reflection activities.

7 reflection activities for teachers:

The ratio of interaction

How much are children responding, versus how much are you talking to them? Is there a dialogue of learning in their classroom or is the talking one-sided?

Growth vs. fixed mindset

The way you respond to your students can inspire either a fixed or growth mindset. Praising students for being ‘smart’ or ‘bright’ encourages fixed mindsets, whilst recognising when they have persistently worked hard promotes growth mindsets. Carol Dweck found that people with growth mindsets are generally more successful in life…so, which are you encouraging students to have? Read more about Carol Dweck’s theory of the growth mindset.

Consistent corrections

Are you correcting the students consistently? Teachers should avoid inconsistency; such as stopping a side conversation one day but ignoring it the next, as this causes confusion with students and the feeling that the teacher is being unfair.

Opportunities to respond

Are you giving your students enough opportunities to respond to what they are learning? Responses can include asking students to answer questions, promoting the use of resources such as whiteboards or asking students to discuss what they have learnt with their neighbour.

Type and level of questions

Do the questions being asked match the method of learning that you want to foster in their classroom? The type of questions you ask students can include open or closed, their opinion on certain topics, or right or wrong. Is the level of questions being asked appropriate for the students’ level of learning? To find out more about open questions read our blog: Questioning in the classroom.

Instructional vs. non-instructional time

The more students are engaged in learning activities, the more they will learn. Try to keep track of how much time they give to learning activities compared to how much is spent on other transitional things such as handing out resources or collecting work at the end of the lesson.

Teacher talk vs. student talk

Depending on the topic, decide how much students should be talking about what they’re learning compared with how much they should be talking to them.

* AI can now generate teacher vs student talk automatically

Using video for reflective practice: what the teachers say

Video brings a new level of depth and awareness to teacher reflection; a firsthand sense of self rather than the hearsay of others, making it a highly effective tool for teacher CPD.

David Rogers, a multi-award winning geography teacher and Deputy Headteacher at Focus Learning Trust, Hindhead says: “Video provided me with a powerful opportunity to reflect upon and develop my own practice based upon capturing what actually happened. Having led the adoption of lesson capture software in a number of settings, I know that these platforms are not for anyone to judge lessons. If you don’t believe me, video yourself and share the recording with colleagues.” Discover what else David learned from recording his practice here >

Assistant Headteacher Ryan Holmes says: “In the middle of the whirlwind of a teacher’s day, finding the opportunity to take a step back and reflect is not easy. I have found filming my lessons a valuable opportunity that provides me with the space I need to more objectively look back at my lessons, away from the hustle and bustle of the lesson itself. It is an opportunity to identify strengths and areas of improvement.” – Read more about Ryan Holmes experience here >

The IRIS Connect video technology enables teachers to easily capture their lessons and review an objective record of their teaching and learning. Using the IRIS Connect mobile app, teachers record their lessons which are automatically uploaded to a web platform. Once there they can privately view the videos and annotate their teaching practice using time-linked notes and analytical tools. If they choose too, they can also share their videos with trusted colleagues, inviting them to give their professional feedback and advice.

These videos become an invaluable resource for the individual teacher and wider school, allowing many teachers to benefit from the solutions of successful teachers.

Get blog notifications

Keep up to date with our latest professional learning blogs.

Interested to find out more?

If you’d like to find out more about IRIS Connect and how our solution can help you to get the most out of your classroom observations and provide high qualitative PD for your teachers, get in touch!

The post The Ultimate Guide to Reflective Practice in Teaching appeared first on IRIS Connect UK.

Sharing good practice: Strategies to encourage teacher collaboration

Andy Newell — Mon, 23 Sep 2024 10:09:49 +0000

Sharing good practice: Strategies to encourage teacher collaboration

Last updated: 26th April, 2025
Andy Newell

Introduction

Collaboration between lead practitioners and teachers is a powerful professional development activity that can help teachers improve their subject knowledge, think about teaching strategies in different ways and learn new ideas to try in the classroom.

In fact, teachers have been found to learn more from each other than with mentors or in traditional classes and workshops. Even better news is that teachers using collaborative practices are more innovative in the classroom, hold stronger self-efficacy beliefs, and have higher job satisfaction (The Teaching and Learning International Survey—TALIS 2013)

Contents

What your teachers stand to gain through collaboration
Sharing good practice in teaching and learning
Joint Practice Development
Professional learning communities for teachers
Building teacher collaboration school-wide

What your teachers stand to gain through collaboration

In this post (it’s an oldie, but a goodie), Shaun Allison talks about the previous experience of science teacher, Bex Owen. Regular collaboration with lead practitioner, Colin, helped Bex improve her subject knowledge, learn new teaching strategies and fall in love with physics again.

Colin and Bex would go through topics that she was going to be teaching; discussing them at a high level with Colin then breaking them down and suggesting the best way to teach. They’d also discuss misconceptions and talk about how to address them.

In your school, there could be a number of Colin’s, with expertise that they could use to help their colleagues achieve the kind of results that Bex has seen. Additionally, Shaun suggests also looking for experts in other local schools as most teachers are happy to give their time to support peers.

Strategies to encourage teacher collaboration

You’re likely to already have excellent teachers in your school who excel in certain areas. Highlighting who these teachers are helps to recognise them in times of need. Here’s how you can develop teacher leaders:

What is 'teacher leadership'?

According to the University of Warwick’s Institute of Education, teacher leaders are expert teachers who spend most of their time in the classroom but take on leadership roles at times when development and innovation is needed.

In these roles, teacher leaders help their colleagues explore new ideas and put them into practice, offering support with critical but constructive feedback.

The university defines teacher leadership as: a form of agency where teachers are empowered within and beyond the classroom to lead development work that impacts directly on the teaching and learning of others, involving 3 main areas of activity:

The leadership of other teachers through coaching, mentoring and leading working groups
The leadership of developmental tasks that are central to improved teaching and learning
The leadership of pedagogy through the development and modelling of effective forms of teaching

For sustainable teacher leadership, your school needs to create a culture of:

Empowerment: expert teachers need to feel confident in their ability to help others
Time: there needs to be enough time for lead practitioners to meet with their peers, using video could be a way to overcome timetabling issues and relieve time pressures
Opportunities: teacher leaders need to be given the opportunity to take on a variety of responsibilities, such as coaching and mentoring peers as well as leading with collaborative group work around specific areas

“All teachers have the skills, abilities and aptitude to lead and should be trusted to do so.” (Harris and Muijs, 2016)

A great way to encourage teacher leadership

In June 2018, Carshalton Boys Sports College (CBSC) introduced IRIS Connect Film Club to share and discuss video clips of teaching practice within defined groups of staff. Quickly they became advocates, influencing others to join. In time, the groups became bigger.

Alongside their NQT programme, NQTs, NQT mentors and their NQT programme coordinator started sharing their own classroom clips which led to developmental, improved conversation about specific practice and the tangible effects it was having on the progress of students in the classroom.

The introduction of video CPD (IRIS Connect) caused a tangible shift in the whole school culture. Having IRIS Connect trained staff empowered other teachers to want to develop into potential leaders themselves who then began leading on initiatives to improve the quality of teaching. Particularly in the area of NQTs, experienced staff, subject leaders and pastoral leaders developed more collective efficacy.

Support the development of a positive learning culture at your school:

How to collaborate with other teachers

To identify and share successful teaching practice, follow these steps:

1. Define

What’s the problem? What are the causes and the related community behavioural norms? What would success look like, described as a behavioural outcome in teachers and students?

The first step in Positive Deviance Inquiry is to define the problem and to describe what success looks like. It’s important to remember that the problem needs to be defined within a specific context. Success should be clearly defined as measurable attitudes and/or behaviours.

2. Determine

Are there any teachers in the community who already exhibit the desired behaviour or outcome?

Now we need to identify the positive deviants. Who are the educators in your community that are already achieving your defined success? This identification should be data-driven, using clear metrics to identify teachers who are overcoming the defined problem and achieving successful outcomes.

3. Discover

What are the unique practices or behaviours that enable positive deviants to outperform others in their community?

This is where video plays a key role. Videos of the classroom practices of successful teachers provide a means to identify exactly how they are being successful. These videos can be annotated with detailed, specific explanations of exactly what is happening in their teaching practice. When a novice observes an expert, they often miss the nuances of the performance.

Also, many critical factors such as cognitions and decisions the expert makes simply aren’t observable. For example, formatively assessing student understanding by asking probing questions, adjusting the lesson plan in real-time based on these assessments, and subtle behaviour management techniques are critical to success, but can’t necessarily be seen.

The IRIS Connect video platform enables successful teachers to annotate their teaching practice using time-linked notes and analytical tools to make these implicit factors explicit. The video model combined with these annotations provide others with a rich resource that enables them to begin applying these practices in their own classrooms.

4. Design

Design and implement an intervention that enables others in the community to experience and practice new behaviours (focus on doing rather than transfer of knowledge). IRIS Connect is the platform upon which such an intervention can be built.

Successful teachers can record, annotate, and share videos of their practices across school districts. The focus is on doing so other teachers need to put into practice what they’re observing. By recording their attempts, teachers can self-reflect, using rubrics to focus their attention on the key elements of the practices they’re emulating.

But teachers shouldn’t always do this work in isolation. They can work collaboratively, sharing videos of their teaching within their professional learning communities. These communities can help them to identify successes and challenges, and provide feedback and suggestions for how to adapt the modelled instruction for their own classroom contexts. Teachers can also share videos with a coach to receive ongoing, individualised implementation support.

5. Discern

What is the effectiveness of the intervention?

As teachers view models of successful instructional practices and begin to implement them in their own classrooms, they can use the analytical tools on the IRIS Connect platform to measure their progress. IRIS Connect enables teachers to collect objective, qualitative and quantitative data, linked to specific moments in their videos. This data helps them determine where they have been successful and where improvements can be made. Although formative professional learning is a sacred space that should be protected to allow teachers to take risks while learning, if they choose to, teachers can eventually share their videos with colleagues to demonstrate their mastery of effective teaching practices.

6. Disseminate

Make the intervention accessible to a wider constituency (replication/scaling up).

Again, video makes dissemination of effective teaching practices easy. The IRIS Connect platform enables schools to produce libraries of annotated video models aligned with standards. These models are not meant to be prescriptions to be copied, but rather are a rich resource that prompts discussion, self-discovery, adaptation, and collaboration.

Find out how to effectively share teaching practice in your school with IRIS Connect:

2. Joint Practice Development

Sharing good practice is a great start. However, sharing alone isn’t enough.

David Hargreaves explains it best in ‘A self-improving school system: towards maturity’:

“The people who originally designed the new practice had to develop it over time, learning to adjust it in minor ways until it assumed its final shape. But this learning on the job is difficult to transmit to a listener or reader, who without help and support may find the transfer is simply too difficult and so give up. The practice was shared, certainly, but not actually transferred.

However, if the sharing also includes mentoring and coaching, then the necessary help and support are at hand, so when problems in the attempted transfer arise, they can be talked through and demonstrated with reassuring encouragement.”

This is where JPD comes in.

What is Joint Practice Development (JDP)?

JPD is a more effective way of improving practice. One that moves away from one-off INSET days and training courses, towards one that is associated with whole-school improvement, is continuous, not occasional, and where everyone is an active participant, combining learning and development with practice.

Michael Fielding and colleagues defined it as ‘…learning new ways of working through mutual engagement that opens up and shares practices with others’.

This may seem obvious, but it is worth highlighting here, that it’s an approach that needs to be prioritised and actively modelled by senior leaders. Research carried out by Professor Viviane Robinson, Margie Hohepa and Claire Lloyd made it very clear that it is leaders promoting and participating in the professional development of their teachers that makes the biggest difference to pupil outcomes, and JPD is a great way to do this.

A while back, a group of Teaching School Alliances, along with the University of Sussex, undertook a number of JPD projects. These involved groups across schools looking at structured peer observations between teachers, training students to give feedback on teaching and learning, and specific activities based around themes such as transition and numeracy.

Their experience is outlined in Powerful Professional Learning: A school leader’s guide to joint practice development’ and, interestingly, all five of the alliances conclude that they will work to replace CPD with JPD.

How does JPD work?

JPD is different to traditional methods of CPD because it requires teachers to work together over time in a trusting and democratic environment to share what they do (not what they know). Building expertise and developing interventions that improve their practice and impact on pupil outcomes.

Here’s what the process looks like:

Although, this process is not something new. In-fact JPD already exists in many schools under the guise of lesson study and action research. But just because it’s not new, doesn’t mean that it’s easy to establish and embed in our schools.

Take a look at these 5 steps to embedding JPD in your MAT or TSA>

A great way to foster JPD in your school is by establishing professional learning communities.

3. Professional learning communities for teachers

First things first, what is a professional learning community?

A PLC is a group of educators that meet on a regular basis, work collaboratively and share knowledge, creating a professional dialogue to improve teaching skills and student outcomes. Simply put, it’s professionals coming together in a group to learn.

Have you ever felt that the teaching and learning initiatives you endorse to staff each year are on repeat?… one year it’s questioning, differentiation or my personal favorite, ‘stretch and challenge’ (not sure we ever cracked that one?!). A decision I took was to invigorate staff CPD mindsets, build cohesion and harness productivity through researching the impact on our learners using six different learning themes. The six themes allowed for greater depth of professional discussions and achieved a huge objective I have been chasing for years… getting teachers to talk about teaching and learning in the staffroom!

Welcome to my story of the Professional Learning Community project.

Task 1: Choose six themes that will get all staff interested in educational research and sharing ideas

This was tricky, however the best place to start was the past. Time to use the Ofsted report, student feedback streams and lesson observations. Use your evidence streams to find the patterns. Then use this information to redirect the energy away from a management monitoring tool such as “we must focus on better questioning” to “how does questioning benefit level 2 learners compared with level 3?” The more the themes related to practical applications of educational research, the greater the staff support for its creation.

The themes were:

Written and verbal feedbac
Assessment for learning
ILT to advance learning
Academic writing
Growth mindset
Retrieval and distributed practice

Task 2: Give the Professional Learning Communities direction and objectives

It was important to galvanize efforts into a direction that would result in teachers actually talking about teaching practices and making adaptations to their activities within lessons. Each group had between 12-16 members including a lead member to work closely with. Each group had the freedom to look at their theme in any way they chose however a pathway would be needed to ensure productivity and innovation.

This was achieved through a programme that had a clear timeline:

Session 1: Bring two pieces of research on your theme and discuss with your group
Session 2: Agree on an intervention, idea to use, research comparison or student survey based upon your theme
Session 3: Share findings and agree on the next intervention, review or classroom practice change.
Session 4: Present the year’s findings in a visual display in an in-house Festival celebration of Teaching and Learning.

A clear timeline and set of objectives allowed for each community to support the evidence gathering process and share progress stories.

IRIS Connect supports professional learning communities through a structured programme called Film Club. Read about one school’s journey of Film Club, here.

Task 3: Support staff to be brave with interventions, evidence gathering and responsive student surveys

A key role I needed to play in this project was to be able to model successful evidence gathering. I regularly collected my own data, student forum voice and work scrutiny observations which allowed me to show others how/why evidence gathering was less time consuming than they expected. The other major reason to support and coach staff through this in the early months was to build in quick wins, gain the support of the big hitters which would feed the staff room chat groups enthusiasm for the programme itself.

Task 4: Present the findings visually

If staff have given large amounts of time and energy to a task, then they deserve to be able to show it off in its full glory. I decided a festival style CPD day would be a perfect opportunity for each group to display their findings, talk to each other about their evidence and swap resources for future lesson practices. This idea also ensured compliance as all teachers knew their work would be seen by their peers so extra effort, quality and detail was produced on the displays in friendly competition.

Successful outcomes of our professional learning community

I have learnt many lessons from the first year of the programme and will continue to develop the idea as we move into the next academic year. For me the real value of the programme was to hear students talking to teachers about how their learning experience was more interesting, challenging, motivating or enjoyable due to the adaptations and opportunities that collecting research evidence created.

The person best positioned to improve the learning habits and practices of your students is you as the teacher- a programme like this will allow you to know for sure what they need now and next to improve.

I would argue that any teacher who could find out the most effective learning strategies for the majority of their learners would be smiling in the staffroom… maybe even talking about teaching and learning over coffee?…could it work for your school?… there’s only one way to find out.

This section was contributed by Andrew Ball, Quality Manager & Teaching Learning Senior Leader, Itchen Sixth Form College. @MY__teaching

Experience IRIS Connect for yourself:

Building teacher collaboration school-wide

Arguably the teaching profession has always been more open than most, but there is now an explicit expectation for organisations like Teaching Schools and academy chains to foster inter-school collaboration and for school leaders to drive high quality professional learning networks.

Teachers themselves have also been drivers of change. From spontaneous connections via social media to the more formal links via the Chartered College of Teaching, more teachers than ever before are working together to develop professionally and improve outcomes for learners.

Breadth vs Depth

However, there is tension at the heart of collaboration over distance. Decades of research show that the key interactions required for effective professional learning are deeply rooted in context and practice. This challenge is neatly summed up by Richard Elmore:

“The effectiveness of professional development is the inverse square of its distance from the classroom.”

Consequently, as the number of schools in chains, trusts and alliances has expanded, many have struggled to retain the quality of the support they offer. Spreading limited resources more thinly risks losing the depth and quality required to make sustainable change.

So how can the education system overcome these challenges? The answer, some have found, lies in technology. Windsor Academy Trust (WAT) have added depth to their school-to-school support with a collaborative video platform and the Chartered College of Teaching has leveraged the same technology to enable effective professional learning and certification at distance.

Windsor Academy Trust

With seven schools (two secondaries and five primaries) making up the Windsor Academy Trust (WAT), it has grown significantly since its formation in 2011. Their thought leadership and success has been recognised by the Chartered College of Teaching who invited them to become a regional network hub in 2017.

Initially focusing on self-reflection and peer-mentoring, WAT created a trust-wide Group in the IRIS Connect platform, named Hotspots, that focused on sharing practitioner expertise. This enabled teachers from all schools the opportunity to watch and comment on the examples of real classroom practice, this process reinforced the trust, collegiality and openness required for long term sustainable growth.

In 2017 WAT launched their latest IRIS Connect project, with their Pedagogy Champions. That programme brought together 40 teachers from different schools across the trust with the aim of undertaking practitioner-led research to highlight effective practice and develop their critical thinking skills.

Chartered College of Teaching

Historically, professional development and accreditation has missed concrete links between theory and professional skills in practice. The Chartered College of Teaching is using IRIS Connect to address this challenge. Through the IRIS Connect platform, teachers collaborate and refine their practice with colleagues in other schools. Participants document this process of refinement and demonstrate their use of educational research to improve outcomes in their classrooms.

Over 130 participants in more than 100 different schools are currently engaging in three cycles of collaborative enquiry using video as part of their broader accreditation process, again a process which would be very hard, if not impossible, to achieve without video collaboration technology.

“Our Chartered Teacher programme sits at the heart of our work to recognise the knowledge, skills and professionalism of teachers. We are pleased to be partnering with IRIS Connect to support the delivery of this pioneering programme. Through access to their tools we can further support our members to strengthen their professional learning, which in turn will benefit the children and young people they teach and, ultimately, the profession.”

Cat Scutt – Director of Education and Research for the Chartered College of Teaching

Not Just video

IRIS Connect’s core purpose isn’t to promote technology but to ensure that professional learning is impactful. This means exposing teachers to a blend of learning experiences in a way which is aligned with broader organisational need. Both the Chartered College of Teaching and Windsor Academy Trust have benefited from not only IRIS Connect’s video tools but also from engagement with their professional development team. IRIS Connect’s professional development team have worked to identify each organisation’s specific learning objectives and then built platform-based video learning experiences which deliver them.

Get blog notifications

Keep up to date with our latest professional learning blogs.

Interested to find out more?

The post Sharing good practice: Strategies to encourage teacher collaboration appeared first on IRIS Connect UK.

Unlocking the Power of Peer Feedback with IRIS Connect

Shawn Edmondson — Fri, 13 Sep 2024 14:19:39 +0000

Unlocking the Power of Peer Feedback with IRIS Connect

Shawn Edmondson

Shawn Edmondson

Last updated: 26th April, 2025

In today’s complex educational environment, the ability to give and receive feedback is not just important—it’s a game-changer. Recent research by Garth Stahl, Glenys Oberg, Kirsten Fairbairn, and colleagues from the University of Queensland has highlighted the profound impact that peer-led feedback can have on student learning, particularly when facilitated through innovative digital platforms like IRIS Connect.

In this post, we delve into the details of their mixed-method study, examining the influence of peer feedback on students across various caring disciplines: fields focused on providing care and support to individuals, often encompassing physical, emotional, and educational well-being. For this study, this includes Medicine, Dentistry, Physiotherapy, and Education.

What Are Peer Feedback and Feedback Literacy: Peer feedback is a collaborative, low-stakes exercise that enhances communication, emotional regulation, and critical thinking skills. By engaging in peer feedback, students gain diverse perspectives and increase the quantity and variety of feedback they receive. In their literature review, the researchers defined the four key dimensions of feedback literacy:

1.) Appreciating Feedback Provided: Understanding the value of the feedback received, regardless of its source, and recognizing its potential for personal and academic growth. This dimension involves developing an open mindset to feedback and being willing to consider different perspectives.

2.) Making Judgments Based on Feedback: Evaluating the feedback’s relevance and applicability to one’s work. Students learn to discern which pieces of feedback are most useful and how to integrate them into their practice. This involves critical thinking and the ability to analyse feedback constructively.

3.) Managing the Emotions Elicited by Feedback: Handling the emotional responses that feedback can provoke, such as defensiveness, disappointment, or anxiety. Effective feedback literacy requires students to develop resilience and emotional regulation to use feedback productively.

4.) Taking Action to Improve Based on Feedback: Implementing changes and improvements in response to feedback. This proactive approach to feedback emphasises continuous learning and the practical application of suggestions to enhance performance.

Research Goals and Design

The primary goal of this study was to explore how peer-led, asynchronous, digitally mediated feedback enhances learning experiences and feedback literacy among students. IRIS Connect’s digital platform was used to facilitate peer feedback and to capture its effects on students’ feedback literacy. The researchers adopted a mixed-method approach combining quantitative and qualitative data, ensuring a holistic assessment of the students’ experiences and outcomes.

Participating students were recruited via social media and university channels and then completed a 36-item survey on academic motivations and past feedback literacy experiences. They were then grouped into Professional Learning Communities (PLCs) based on their disciplines (Medicine, Dentistry, Physiotherapy, and Education). Over five weeks, students participated in five learning cycles, each focusing on progressively complex skills. They recorded and uploaded practice sessions to IRIS Connect, which facilitated the peer feedback process. The research team monitored progress and provided support via periodic Zoom meetings. Focus group discussions were held to reflect on experiences and skill acquisition. The initial survey was then re-administered to measure changes in attitudes and perceptions. Semi-structured interviews and observations of digital interactions provided deeper insights into the students’ feedback literacy development.

Research Questions: The study was designed to answer two primary research questions:

In what ways do the PLCs and digital platform facilitate asynchronous peer-led feedback to enhance learning?
Within the peer-mediated digital platform, how do students engage with cycles of learning to develop their feedback literacy?

Research Findings: The study revealed several key insights:

Enhanced Feedback Literacy: Students reported a significant improvement in their ability to synthesise and act upon feedback. Pre- and post-surveys indicated increased readiness to accept criticism and a proactive approach to learning revisions.
Positive Emotional and Social Impact: Participants highlighted the social and communicative aspects of peer feedback, which fostered a supportive learning environment. This aligns with the constructivist view of learning, emphasising feedback as a social process that addresses both academic and emotional needs.
Increased Self-Efficacy: Through the repeated cycles of giving and receiving feedback, students built confidence and trust in their abilities to provide constructive feedback. This iterative process helped them become more comfortable with the feedback process and improved their evaluative judgement.
Collaborative Learning: The IRIS Connect platform facilitated a collaborative learning environment where students could engage in meaningful dialogue about their performance. This collaborative approach was particularly beneficial for developing critical thinking and problem-solving skills.

The Role of IRIS Connect

IRIS Connect played a pivotal role by providing the digital platform that enabled a seamless and interactive peer feedback process. The platform allowed students to record, upload, and annotate videos of their performances, creating a dynamic and flexible learning environment:

1.) Video Recording and Annotation:

Students recorded their practice sessions and uploaded them to the IRIS Connect platform. The platform’s video annotation tools allowed both students and peers to add time-stamped comments, making feedback specific and actionable. This feature was essential for providing detailed, context-rich feedback.

Aiden, one of the participants, initially expressed scepticism about peer feedback. However, he found significant benefits in reviewing his own and peers’ performances using IRIS Connect. He noted, “Just being able to view other people’s practices and pick up on their positive points and learn how to integrate those into your own practice was especially helpful for me.” The ability to re-watch and annotate videos allowed Aiden to observe tendencies he would not have noticed otherwise, enhancing his self-reflection and openness to feedback.

2.) Asynchronous Learning:

The asynchronous nature of the platform enabled students to review and reflect on feedback at their own pace. This flexibility was particularly beneficial for managing the emotional responses to feedback, allowing students to process and act on feedback without the immediate pressure of real-time critique.

Georgia, another participant, found the asynchronous format of the platform beneficial for managing the emotional impact of feedback. She mentioned, “I might think they’re a little bit harsh at the same time. It’s like, I understand it’s really helpful. So, I just need a little time to digest.” This highlights how the platform allowed her to process feedback privately and reflectively, leading to a more positive attitude toward peer feedback.

3.) Collaborative Features:

The platform facilitated the formation of Professional Learning Communities (PLCs) where students could engage in peer-to-peer feedback cycles. These communities fostered a sense of collaboration and support, enhancing the social aspects of learning.

Caleb, a participant, highlighted the collaborative benefits of the platform, stating, “This is more of a digital way that we can practise without being in person… We need more feedback.” He appreciated the detailed, evidence-based feedback facilitated by IRIS Connect’s annotation tools. Caleb frequently identified areas for improvement in his own practice by reviewing peers’ videos, showing how the platform enhanced his critical thinking and problem-solving skills.

4.) Secure, Accessible, Private:

The IRIS Connect platform ensured that all recordings and feedback were securely stored, accessible only to the students and their peers. This created a safe space for honest and constructive feedback, encouraging students to engage fully in the process.

5.) Real-World Simulation:

By simulating real-world scenarios and providing a platform for repeated practice, IRIS Connect helped students develop critical professional skills. The ability to repeatedly watch and reflect on their own and others’ performances contributed to deeper self-reflection and continuous improvement.

Conclusion and Implications for Educators

This research underscores the transformative potential of peer feedback in higher education. By leveraging the IRIS Connect digital platforms, educators can create dynamic, supportive learning environments that enhance feedback literacy and prepare students for their professional futures. The findings advocate for the integration of peer feedback cycles in curriculum design, promoting a culture of continuous improvement and collaborative learning.

Transformative Potential of Peer Feedback: Peer feedback encourages students to engage deeply with their learning material, reflect critically on their own and others’ work, and develop essential professional skills. The iterative process of giving and receiving feedback helps students become more self-aware and improves their ability to critique constructively, fostering a sense of accountability and responsibility for their learning journey.
Creating Dynamic Learning Environments: IRIS Connect’s platform provides a structured yet flexible environment where students can interact asynchronously. This flexibility allows students to process feedback at their own pace, reducing the anxiety often associated with real-time critique. The platform’s video annotation features enable detailed, context-specific feedback, which is crucial for developing nuanced understanding and practical skills. These digital tools support a more personalised learning experience, catering to the diverse needs of students.
Enhancing Feedback Literacy: Feedback literacy involves not just understanding feedback but also effectively using it to improve performance. The study highlights how IRIS Connect helps students develop this literacy by providing opportunities for repeated practice and reflection. By integrating peer feedback into the curriculum, educators can help students build resilience, manage their emotional responses to feedback, and learn to value diverse perspectives. This holistic approach to feedback literacy is essential for preparing students for real-world professional environments.
Promoting Continuous Improvement: The study highlights the importance of embedding peer feedback cycles into the curriculum as a means to foster continuous improvement. Regular feedback cycles encourage students to adopt a growth mindset, where learning is seen as an ongoing process rather than a series of isolated events. This approach helps students to continuously refine their skills, adapt to new challenges, and stay motivated throughout their educational journey.
Fostering Collaborative Learning: Collaboration is a key component of modern professional environments, and peer feedback naturally promotes this. By participating in peer feedback cycles, students learn to work effectively with others, appreciate different viewpoints, and develop communication skills that are critical for their future careers. IRIS Connect’s platform supports these collaborative efforts by providing a secure and accessible space for students to share their work and insights.
Equipping Students for Success: Ultimately, the integration of digital tools like IRIS Connect in education equips students with the skills necessary for success in their respective fields. The ability to give and receive feedback, reflect on one’s performance, and collaborate with peers are all critical skills that will serve students well in their professional lives. By embracing these tools, educators can significantly enhance the learning experience, making it more engaging, interactive, and effective.

The power of peer feedback lies in its ability to develop critical thinking, enhance emotional regulation, and foster a collaborative learning atmosphere. This study makes a compelling case for integrating peer feedback into higher education curricula, ultimately contributing to the development of more competent, confident, and collaborative professionals.

Looking to the Future: Artificial Intelligence (AI)

In an exciting development, the researchers at the University of Queensland have recently been provided with access to IRIS Connect’s newly released AI tools. They will be exploring how these advanced tools will support, and make more scalable, a sophisticated analysis of teaching practices and student interactions. By using AI-generated insights, students and coaches can identify specific areas for improvement, receive personalised feedback, and engage in more targeted reflection. This integration is expected to further enhance collaboration among students and their coaches, making the feedback process even more dynamic and effective, ultimately leading to higher levels of professional development and learning outcomes.

Discover the power of video-enabled peer coaching with IRIS Connect

Get blog notifications

Keep up to date with our latest professional learning blogs.

The post Unlocking the Power of Peer Feedback with IRIS Connect appeared first on IRIS Connect UK.