Table 6 External Internal Collaboration Not in isolation – departmental sharing – contact with coach – help to personalise goals Opportunities to work share and be supported Table 7 Quality assurance – who ensures it is ….. how do we do that – chicken egg situation Can we use existing structures to validate training QAA – Time it takes to train coach – Funding People move just as they start to solve a problem - persistence How is that reflected in the T/L follow them – transferred? Table 8 Specifics to generic Process for developing enquiry Enquiry based module A cyclical rather than a linear – linked to theory and evidence in the practice Is based on the profeesional learning needs of the tudent teacher rather the institutional object ives – tensions If we don’t resolve the university tutor and institutional coach – then very difficult to deliver . Explanation of the writing group – Looking at professional teacher learning/ coach – start from professional learning what support is needed from the coach / tutor Complex issue – track it back - MTL needs to be justified. Table 4 Critical reflection in context defines theoretical dev Spaces made for learner to achieve critical distance and not policed by senior member of staff – Educational Chinese Walls – Space beyond outs ide – neutral space Autonomous thinking – wider sharing of ideas cluster groups partner groups Role of HEI s how to develop research tools – legitimising tentativeness – Enquiry ade not resolve long standing problem – not closed learning Table 3 Concern about role of coach – eg. With higher ed institutions QA standard – re to masters degrees Bottom up model – appropriate standard – rather than top down strands content Table 2 What the writing group now need? Different contexts – writing group needs a shared understanding and language and stakeholders Feedback – Framework of the writing group – needs to accommodate different contexts in the situations the teachers find them selves Role of the coaches Response – met other organisations with coaches in place – different meaning behind the word coach – trying to find each of the Prof Dev prog expect of coach What are the key features of thos progs in terms of prof dev – not just MTL prog but in relation context to others Table 1 Challenge is about enquiry based research Who had the expertise – where the resource support coming from Quality time In school or beyond hours Online Support In-service training – profession reluctant to engage with Access what is all the resource within the HEI context both the ethos and the online/ librbary/ ethical guidelines / regulations School context – how to fit into CPD context in other areas – existing practice with long term progs how to aggregate Feedback Resource – cross region development – Coach need wealth of support materials CDP – cognisance of this – have to take into account – MTL is not being rolled out to all teachers and existing teachers need opportunites. What happens 3 years down the line

Building for the legs has been going very slowly on account of the fact that its SO DAMN HARD! Of course that's my fault, because the frame is designed to have many segmented plates attached to it, which means more building for me. Plus I have reached the vary end of my resource bucket, but I am going to Lego corporate HQ over spring break, and maybe I can convince them to make a generous donation to the "Ben Caulkins Charity Foundation". Plus the fact that the frame is so complicated means that gluing is going to take several hours :(. But, its all done so that it can look more like the actual thing, and besides, this is the farthest that anyone has made it building a Lego master chief costume, so I guess that's a pretty good accomplishment. But now, it is spring break, so I get a two week break while in Europe.