Osiris Teaching Intervention
About the programme
The Osiris Teaching Intervention (OTI) exists to create an effective professional learning programme for teachers in order to accelerate their knowledge and understanding of pedagogy and then apply it in their classroom practice, so improving outcomes for all children. OTI uniquely works teacher by teacher and reconnects them with why they went into teaching. Through a series of learning cycles, grounded in their day to day practice, they secure the development of pedagogical knowledge and understanding. This directly impacts their learners in terms of outcomes and enjoyment, them in terms of longevity and efficiency in the classroom (reduced stress and workload) and their willingness to engage with ongoing career-long professional learning.
OTI is designed to focus on learning and growth of teachers from their own starting point and the context of their own school, regardless of the age of the class. The structure and content of OTI aims to:
- Develop the knowledge, attitudes, skills and habits (KASH) or teachers in the classroom
- Provide structured opportunities for teacher to learn collaboratively through dialogue, enquiry and reflection
The design of the OTI provides iterative structured opportunities for teachers to engage with key aspects of pedagogy, plan the implementation of the change in their classrooms, and then test out and reflect on the impact of the changes. This cycle of ‘plan, test through enquiry, and reflect’ for teachers over the course of two terms is key to ensure that teacher learning about new approaches becomes embedded in their day-to-day practice. There is a three-module structure – engaging learners, feedback, challenge. Each module follows the same structure. Teachers will work through an iterative cycle of plan, test, and reflect in each module. There is a professional learning session, between 3.5 and 5 hours long, where they carefully plan their unique change journey based upon research, strategies and tools.
The structure of OTI ensures collaborative practice is at the core of making meaning, sharing learning from enquiry and testing out the teachers’ new learning in their own classrooms as well as the reflections on the impact of these changes. Collaboration enhances the meaning made of new learning and how this can be best applied in the context of the school and the community it serves. Professional learning sessions are deliberately highly discursive thus providing opportunities for teachers to analyse cause/effect relationships of their teaching on the learning of their classes. The processes and structure of OTI align closely with the national model for professional learning; one that focusses on teacher-as-learner and creating an environment where teacher learning leads to a deepening of their knowledge, skills and understanding.
Contact
01790 756 731
