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TRANSCRIPT
Leading Teaching, Learning & CPD
David Weston, 16th November, 2019ResearchED Ipswich
How do schools unleash great teaching?
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Key ingredients of great CPD
1. It is iterative, with chance to reflect and apply learning over time – not just listening.
2. Staff need to see the relevance of the CPD to their own goals and the goals they have for their pupils and to the topics and subjects they teach
3. It works best when staff are actively identifying intended impact on pupils and are using formative assessment throughout to track progress
4. Senior and middle leaders create conditions for learning, removing barriers and finding time and space
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Key ingredients of great CPD
5. Teachers meet regularly to collaborate on discussing, exploring and experimenting with new ideas.
6. Teachers see how their learning is aligned to wider school plans and goals, with leaders actively seeking to gain and increase buy-in at all times.
7. Teachers have access to coaching, with opportunities to see practices modelled, underlying theoryexplained and explored, and feedback given.
8. Trainers need to be expert in CPD content and delivery, providing challenge and new perspectives.
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An example of effective professional learning
Triangulating attainment data, staff surveys and external advisors suggests a focus on literacy
The school looks for some expert support, researchreviews and diagnostic tools
In discussion with a consultant and after reading research, they conduct some diagnostic assessments across two year groups.
A small group of staff are assembled to explore the results with the consultant.
They identify vocabulary as a key focus and engage in further reading and discussion
Some staff are sent to visit a few other schools with exceptional practice in this area
Example
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An example of effective professional learning
Leaders work with middle leaders to plan a series of learning opportunities across the year: Team meetings to look at data and work Expert input, facilitated discussion and coaching Reading and visits Experimentation and application time
Middle leaders are developed to lead and facilitate discussion, plus engaged in a programme to develop pedagogical coaching skills
Appraisal is re-structured so that every staff member (including TA’s) has one learning target around literacy
Example
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An example of effective professional learning
Teachers asked to collect examples from their classes of children using level 2 vocabulary (exercise books, test answers, video clips of classrooms, etc)
In team meetings, staff discuss their examples and reflect on how they currently address and/or struggle with this area, they discuss what success looks like
In an INSET, key theory and practice about vocabulary is presented + time for debate, discussion and questioning
Staff plan a next lesson, how they’ll evaluatesuccess, what evidence they’ll gather, then they try it out. They video it to discuss and share.
The programme continues…
Example
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An example of effective professional learning
Line managers meet their staff at least once per term term to check in on progress and explore any other personal learning needed
Middle leaders and SLT discuss how to flex other demands so that the learning remains prioritised
SLT use informal discussions, focus groups and occasional surveys to gather feedback from staff
Example
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Schools that improve
■ “schools with lower attrition rates, and often more experienced teachers, tend to have a collegial culture rooted in teachers’ shared knowledge and practice.
■ In contrast, schools with higher attrition rates, and often fewer experienced teachers, tend to have a disjointed knowledge base within the school and a lack of coherence of [teaching] practice”
(Kini & Podolsky, LPI, 2016)
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Quality of professional environment
low quality teacher environment
teacher experience (years)
impa
ct o
n pu
pil o
utco
mes
Kraft & Papay, 2014 -htt // l /OYB
0.06
0.08
0.10
0.12
0.14
~40%
Key ideas
PEER COLLABORATION: collaboration to refine teaching practices and solve problems in the school;
Transform meetings: more pedagogy, less admin
Collaborative lesson research: exploring the research and applying new ideas
Pedagogical coaching: used by senior and middle leaders, plus specialist coaches
Key ideas
PROFESSIONAL DEVELOPMENT: sufficient time and resources for relevant CPD
Weekly protected time for CPD collaboration
CPD programme planned across the year – lots of chance to review, apply, discuss, evaluate, reflect
Programme balances whole school needs, team needs and individual development needs.
Implementation
Developmental appraisal & quality line management
Change management
Culture and communication
Clarity and simplicity in development plans with CPD running through them, not separate
Quality external expert support, perspectives
Teacher Development Trust
Use CPD Audit to review your school’s strengths and areas for development and get TDT Network Membership for coaching, guidance and examples to improve.
Use CPD Leadership Course to train in the cutting edge science and practice of CPD, leadership and change
Use TDT Pedagogical Coaching to train staff in the skills of improving classrooms through observation, discussion, modelling and reflection.
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