In this post, I’m going to write about something that I had no knowledge of until I started working at Sheffield University this year: Scholarship Circles (SC). “Er, what is an SC?” I hear you say. (Well, at any rate, that was my first question when met with the term for the first time!) Don’t worry, just read on and all will become clear!
This is a form of teacher development.
Up till now, for me, CPD has mostly meant either something I do myself, in my own time – for example, seeking out opportunities to be published (materials writing, article writing etc), blogging, reading ELT-related literature, using Twitter and so on – or attending (and occasionally delivering) workshops at work. Of course it has also entailed being observed and being given feedback on that. IHPA had a good CPD programme, with regular workshops for teachers and encouragement to do things like write for the IH Journal and present at the IH teachers online conference. I was also lucky enough to be given leave in order to speak at IATEFL in the UK two years running.
Scholarship circles, however, rather than being either individually motivated projects or management-organised top-down fare, are teacher-led and collaborative. They can take many different forms, depending on teachers’ interests. It is not necessary for everybody to participate in the same circle at the same time (which is good because obviously that would be nigh on impossible with all the different timetables in place!). For example, you could have a reading circle, where members take turns to choose an article for the group to read, which is subsequently discussed by members together at an agreed time/location.
At Sheffield University, full-time teachers have three hours timetabled as “scholarship time” i.e. time allocated for CPD. That is to say, not in addition to the full timetable, but timetabled teaching hours were reduced by three hours to allow for this. It should add up to 90 hours over the academic year, so some weeks you may do more than three hours, others less. That’s fine, as long as it is recorded and you can show that you have fulfilled the obligation over the course of the year, as it is paid working time. As I said, teachers have to keep a record of how they use this time (a log is provided for this), so that they can demonstrate to have used it fruitfully. This includes things such as attending the (optional) workshops that are scheduled on a regular basis, delivering such a workshop, participating in scholarship circles and also individual endeavours such as working on a part-time PhD/Masters or doing a MOOC course. (I’m an hourly paid teacher currently, so I am not paid for “scholarship time”, BUT I may participate in as much of the CPD opportunities available as I care to, which is great!)
As far as Scholarship Circles go, anybody can set one up, on any area of interest. I have already mentioned the reading circle, which was set up jointly by two ELTC teachers, one of whom selected the article for the first meeting. Google docs is used as a way of organising the circles, so there is a document with a table containing each circle, its coordinator and meeting time. It can be edited by all teachers, so anybody can sign up for any circle or, indeed add a circle which others can sign up to. I have also signed up for a teacher education scholarship circle, which is for anybody who is interested in training teachers. The first meeting is tomorrow, so I can’t tell you anything about that yet! I am most excited about it, however.
What I like about scholarship circles is that they are teacher-led rather than being management-led like traditional CPD. It is up to teachers to decide what and when, according to their interests and availability. Obviously the reduction in teaching hours makes this kind of development a much more realistic prospect, both in terms of timetabling and motivation. The CPD programme as a whole seems to empower teachers, as it is up to teachers how they use their “scholarship time”, something that really appeals to me. It also recognises that everybody is at different places in their development and has different needs/interests, and enables these to be pursued rather than a one-size-fits-all approach.
I really enjoyed the first meeting of the reading circle and volunteered to pick the article for the next session. Sessions are fortnightly to give time for article picking, sharing and reading. You can learn so much from the people you work with, just by having time to do something like this – be it reading and discussing an article or any of the other circle focuses.
Over to you!
Have you ever participated in or organised a scholarship circle before? (Even if it didn’t go by that name!) If so, what did it entail? If you haven’t, do you think it would work in your workplace? Why?/Why not?
Really look forward to hearing about your experiences/thoughts on this. In exchange, I promise I’ll write about the first meeting of the teacher education circle! 🙂
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Reblogged this on Jamie Clayton's ELT blog and commented:
Scholarship Circles: teacher-led PD groups
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