Lead ading Teac aching, L Lear arning & g & CPD PD Weston, 16 th November, 2019 David Wes ResearchED Ipswich
Ho How d do sc scho hools unle s unleash g sh gre reat teachi hing ng? 2
Ke Key ing ingre redie ient nts o of g f gre reat CP CPD 1. It is itera rativ tive , with chance to reflect and apply learning over time – not just listening. 2. Staff need to see the rel elevan ance ce of the CPD to their own goals and the goals they have for their pupils and to the to topi pics a and s d subje bjects they teach 3. It works best when staff are actively identifying intended im impa pact o on pu pupi pils and are using formative assessment throughout to track progress 4. Senior and middle leaders create conditio itions f for r learni ning ng, removing barriers and finding time and space 3
Ke Key ing ingre redie ient nts o of g f gre reat CP CPD 5. Teachers meet regularly to collab aborat ate on discussing , exploring and experimenting with new ideas. 6. Teachers see how their learning is alig ligned to wider school plans and goals, with leaders actively seeking to gain and increase buy uy-in n at all times. 7. Teachers have access to co coach aching, with opportunities to see practices modelled , underlying theory explained and explored, and feedback given. 8. Trainers need to be exper ert in CPD content and delivery, providing challe lenge ge and new p w perspe pectiv tives. 4
An exam ample ple o of f effe ffectiv ive pr profe fession ional l al learnin ing Example Tria iangula latin ting attainment data, staff surveys and external advisors suggests a focus on literacy The school looks for some ex expert support, res esea earch ch reviews and diagn gnostic tic tools In discussion with a consultant and after reading research, they conduct some diagn gnostic tic asse ssessm ssments across two year groups. A small gro roup of staff are assembled to explo plore 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 5
An exam ample ple o of f effe ffectiv ive pr profe fession ional l al learnin ing Example Leaders work with middle leaders to pla plan a series of learning opportunities acr across t the e year ear: 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 ead an and f faci acilitate e discussion, plus engaged in a programme to develop ped edagogical cal co coach aching skills Appr prais isal is re-structured so that every staff member (including TA’s) has one learning target around literacy 6
An exam ample ple o of f effe ffectiv ive pr profe fession ional l al learnin ing Example 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 disc scuss ss their examples and reflect on how t they cu curren ently ad addres ess and/or struggle with this area, they discuss what success looks like In an INSET, key theory ry and practic tice about vocabulary is presented + time for debate, disc scussi sion and questioni oning ng Staff pla plan a next lesson, how they’ll eval valuat ate success, what evi vidence ce they’ll gather, then they try try it out. They video it to discuss and share. The programme continues… 7
An exam ample ple o of f effe ffectiv ive pr profe fession ional l al learnin ing Example 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 8
Sch Schoo ools t that i impr prove ■ “schools with lower attrition rates, and often more experienced teachers, tend to have a collegia ial l cultu lture rooted in teachers’ shared k d knowle wledg dge a and practic tice. ■ In contrast, schools with higher attrition rates, and often fewer experienced teachers, tend to have a disjoin inted k d knowle wledg dge base within the school and a lack ack of co coher erence ce o of [tea each ching] p pract actice” (Kini & Podolsky, LPI, 2016) 9
Qua ualit lity o of f pro rofess ssiona nal env nvir ironm nment nt impact on pupil outcomes 0.14 0.12 ~40% 0.10 0.08 low quality teacher environment 0.06 teacher experience (years) Kraft & Papay, 2014 - 10 htt // l /OYB
Key ey i ideas as PEER EER COL OLLAB ABOR ORAT ATION ON: collaboration to refine teaching practices and solve problems in the school; Tra ransf nsform rm m meeting ngs: more pedagogy, less admin Co Collabora rative le lesso sson re n rese searc rch: exploring the research and applying new ideas Pedagogic ical c l coach chin ing: used by senior and middle leaders, plus specialist coaches
Key ey i ideas as PROFES ESSIO IONA NAL L DEVELO ELOPMENT NT: sufficient time and resources for relevant CPD Weekly protected time ime for CPD collaboration CPD programme planned ac across th the e year ear – lots of chance to review, apply, discuss, evaluate, reflect Programme balance nces whole school needs , team needs and individual development needs .
Imple lement ntatio ion 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
A short survey bit.l bit.ly/tdt-ip ipsw swic ich19
Teacher er D Devel elopmen opment T Trust Use CPD A Audit it to review your school’s strengths and areas for development and get TDT N T Netwo work rk Membe bers rship ip for coaching, guidance and examples to improve. Use CPD Leaders rship C ip Cours rse to train in the cutting edge science and practice of CPD, leadership and change Use TDT DT Ped edag agogical cal Co Coach aching to train staff in the skills of improving classrooms through observation, discussion, modelling and reflection. 15
Find ou d out m mor ore tdtrust.org @informed_edu @TeacherDevTrust David.Weston@TDTrust.org 16
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