Adapting to teaching in open-plan up-scaled learning communities

So it's open, they learn from each other ... teachers are really prepared to be honest about their own teaching practice and look at things they can do in order to change. (Principal) You need problem-solving skills, patience and people management skills. You've got to be able to value others and feel valued yourself. There's no freeloading. You've got to really carry your own weight and contribute to the team. And there's no hiding. (English teacher) These comments reflect positive staff perceptions of adapting to the new settings in the BEP schools. However, for some other staff members the new settings entailed excessive noise, increased student distraction, loss of intimacy and structure, threats to traditional practices, exposure to the gaze and critique of colleagues, and demands for new team and individual skills. In this chapter we identify staff perceptions and practices around the challenges and opportunities arising from the settings in terms of perceived affordances, relational agency among participants, changing spheres of influence for teachers and students, attempts to personalise learning, and activity system dynamics in the new settings (see chapter 3). We also characterise observed changes to teaching and learning processes, as well as enablers and constraints to these changes.