Tag Archives: CPD

This week I’ve had two conference experiences, both packed with brilliant sessions and filling my head with new ideas and connections. The first was the Teacher Development Trust annual conference in London where I was chuffed to be asked to speak about my experiences of the TDT Associate in CPD Leadership course and ‘the transformative effect of professional development’ (not actually my finest fifteen minutes but more on that another day perhaps), and the second was the inaugural Derby Research School conference in, surprisingly enough, Derby.

I’m gaining more and more clarity about the way high quality professional development can be increasingly woven into the systems we already have in place at my school. I’ve never seen much benefit in suggesting I come in with a sledgehammer and force new ideas on people, particularly as I’m very aware that I’ve spent the last few months really digging into and exploring the possibilities of effective CPD  and I know that other people aren’t quite as into it as me, but in the process of thinking about everything from a CPD point of view I’m finding lots of interlocking ideas. I’ve come to realise that one of the things that’s making it such an evolving and, perhaps, delicate process is how much I realise it matters to get these first steps right. It doesn’t have to be perfect or something we stick to, but it needs to be something we can embed and build on.

A common thread through the TDT conference was the importance of culture within a school and how that impacts ideas. That includes a culture of relational trust, of challenge, wellbeing, and of course the importance placed on professional development for staff at all levels. It’s certainly something I want to be central to my own plans for CPD and thankfully I’ve got a wealth of back-up as to why this should be the case. I think I came away from this conference with more answers than questions for the first time in this process of CPD CPD. I’m not there yet, but it’s nice to feel I’m on the right track.

The Research School conference was a beautiful thing. A bit like one of the early researchEDs actually, and slightly squeezed together to shorten the day so that everyone could watch the football. I saw some interesting sessions but for me, the two keynotes bookending the day have given me the most food for thought. First up was Marc Rowland who spoke about the use of pupil premium funding. Not in a ‘which strategy off of the EEF toolkit works best’ way, but how we can genuinely delve into and identify where pupil need is, exploring all pupil needs in terms of themselves and their families, their communities, and reflect on the barriers we put in place ourselves as schools. At one point he said that the ‘teacher is the most effective intervention’ and if that’s not a case for cracking CPD, I don’t know what is.

The thing that really brought a lot of things together for me though was in Alex Quigley‘s final thoughts for the day. The conference was about building the role and reach of the Research Schools Network and with a local slant to his presentation, Alex started and ended his talk with this slide:

This brought into focus a few things for me and I think this idea is central to everything I’m trying to achieve. When I visited a local primary school as part of the TDT CPD leadership course, one of the comments that stuck was how they were looking at how they deliver reading instruction and realised that they already have a team of experts in-house. This has prompted me to think a lot about the importance of ‘finding and developing our experts’ and it’s central to my yet-to-be-proposed CPD plan. What Alex’s words have done though is cement this concept as a wider ambition for me. If we take out the specific detail, this is something I think should drive our CPD journey as I move from working with my school, to across the Trust and then in a wider context. There will be many ways to support this process, but these are the questions I want to hold at the core of what we build:

Advertisements

I’m doing a lot of work around CPD at the moment and when I started thinking about the level of importance placed on pedagogical expertise I started to ponder about when might be the best time to introduce these skills if it isn’t happening during ITE. I don’t think it’s a case of people not wanting to know the ‘why’ – the plethora of conference-bingo edu-myths are probably a cliché, but I take their longevity as evidence that teachers like to feel they understand the science of teaching. It’s for schools to harness this and if they harness it early enough and in the right way everyone’s a winner.

The students that sparked my thinking about all this in Part 1 appeared to be talking about how they’re going to have time to study ‘the pedagogical knowledge stuff’ once they’re teaching and in turn, I presume, that they’ll be able to change practices they’ve already imbedded. With the presumption that their situation is not unique, it’s important we provide opportunities and time to address this in our school CPD programmes.

I’m not particularly concerned right now with the ‘what’ teachers need to know in terms of pedagogy – there are lots of excellent suggestions for that all over the place and it would certainly turn this into ‘Part 2 of 12’. I’m mostly thinking about how those with a role in leading CPD can take this information into account when designing and updating their plans.

Whilst research informs us of the importance of subject-specific CPD, we need to think about the varying levels of pedagogical knowledge in our settings and ensure this is addressed too. Going back to Weston and Clay’s (2018) Depth of Practice Framework it is clear that programmes of CPD need to take into account the current knowledge and skills of colleagues and have an idea of the level of expertise expected following CPD. For teachers, the expectation for pedagogical knowledge and skills will probably be that they attain a level of adaptive expertise – an automacy that is adaptable to different situations. For this to be successful and embedded in practice there needs to be a continuation of opportunities throughout their careers.

Leaders of CPD also need to bear in mind the higher the level of adaptive expertise, the more difficult it is to make changes to practice. Therefore, the best time to embed good pedagogical skills would seem to be as close to the start of a career as possible and not, as my sample of two students indicated, once their teaching is ‘outstanding’. If we wait too long then the biases will creep in. Kennedy (2016) shows that as independence increases, so the ways in which CPD transfers to lasting change in practice change. As teachers become more experienced they need to be able to discover things for themselves and place them within experience.

Experiences are necessary to give teachers concrete ideas to hang abstract ones on – this idea carries on throughout a career with common advice to keep a particular pupil or situation in mind when taking part in any CPD. So maybe a solution to this is give teachers information and ‘facts’ whilst training, without worrying about practice too much when they’re concerned with all sorts of other things, but make sure the next step starts as soon as possible – and make sure they are, as Becky Allen and Sam Sims (2018) state, ‘immersed in a community of skilled teachers’ as more experienced teachers model what it looks like further down the line.

Experts can often forget how it feels to be a novice and this make pitching teaching at the right level an art that needs training and refinement – for children and for adults. By creating CPD systems that take into account different levels of experience and ensuring we include opportunities for challenge, questioning and learning from each other I think it’s possible to support teachers effectively throughout their careers and hopefully our visiting ITE students will find some of this ready for them in their next schools.

References:

Allen, R. & Sims, S. (2018) ‘The Teacher Gap’. 1st Edition. UK: Routledge

Kennedy, M.M. (2016) ‘How Does Professional Development Improve Teaching?’ Review of Educational Research Vol 86, Issue 4, pp. 945 – 980

Weston, D & Clay, B, (2018) ‘Unleashing Great Teaching: the secrets to the most effective teacher development’. 1st Edition. UK: Routledge


I think I’d always assumed that learning about pedagogical skills came hand-in-hand with learning to teach, but what if it’s something that needs to wait?

Broadly speaking, research says that in terms of teacher CPD, subject specific development has the greatest impact and that CPD with a pedagogical focus should be placed within a subject-specific framework. Aside from complications to this that may arise for teachers of multiple subjects in perhaps primary or special-school settings, it seems more than reasonable for teachers to relate the ‘how’ to their particular ‘what’.

At which stage though in ‘becoming a teacher’ should basics of pedagogy and detail of how children learn be introduced? I’ve not gone through an ITE programme myself and I’ve heard a mixture of comments about this that probably fall into categories of people who qualified a while ago saying they were just thrown in and never really taught how to teach and more recently qualified people having experienced a bit more theory and research – perhaps even an expectation that they carry out some research themselves. It’ll vary hugely, I suspect, between programmes but I had the idea that maybe the ‘how’ was increasing in importance.

I’ve been prompted to think about this following a recent series of visits from ITE students in school when I overheard some interesting comments over lunch. Aside from amusing snippets like ‘He wants to use a textbook and I’m like ‘agghh, that’s such old-school teaching” one of the conversations made me actually listen closer as they discussed how they want to (I wrote it down)

get better at [their] teaching, get that to outstanding first, and leave the pedagogical knowledge stuff for later

They spoke about how they felt like it was ‘Masters or PhD stuff’ to know about how pupils learn and felt like they were likely to get more information about this by asking the pupils themselves. Aside from the fact that many PGCE courses offer Masters credits and so I’d assume a PGCE is Masters level, it really made me think about the value that’s placed on pedagogy.

Firstly there’s the incredibly weighted area of ‘outstanding’ teaching and secondly, they think that this can happen before engaging with pedagogical knowledge. Assuming their subject knowledge is fairly fresh, isn’t pedagogical knowledge (and how that’s relevant to their subject) central to improving their teaching and exactly what they should be learning now? I didn’t get a chance to ask them about it but I have so many questions! They know what pedagogy is and can see a level of importance but don’t see it as relevant to improving the job. Is this because their time is too full of everything else to have time to study in more depth about how pupils learn? Are they just being asked to think about it now, at the end of their course? How much do placement schools influence their opinions on this? If older/more experienced teachers essentially tell them it’s nonsense… I’m wildly speculating here but it fascinated me.

I know there are ITE reforms in the offing and maybe this will all be addressed in that, but whilst we wait for it, if we assume that some ITE students are just paying lip service to their pedagogical knowledge to get through the course, how then can this be addressed through our school CPD programmes? Maybe it’s like the learning to drive cliché that ‘you only really learn to drive once you’ve passed your test and are out there on your own’. Maybe you can only really appreciate how to use pedagogical knowledge once you’ve been teaching for a while?

In their new book ‘Unleashing Great Teaching: The Secrets to the Most Effective Teacher Development‘, David Weston and Bridget Clay demonstrate how the needs of CPD provision change depending on experience and the level of independence of teachers. Their Depth of Practice Framework shows how programmes of professional development should take into account both the level of pre-existing knowledge/skill and the depth of expertise being sought.

Learning all the aspects of teaching whilst juggling the workings of a classroom is hard – and making these processes automatic is even harder, so it’s easy to understand why my example ITE students would want to put all the ‘how they learn’ stuff to one side whilst they deal with the rest. It’s important though to recognise that the more expertise someone gains, the harder it is to learn something new. So whilst some experience might be a good idea on which to build pedagogical knowledge, it probably can’t wait too long.

In my second post I’ll have a little look at how schools can use evidence on effective professional development to address this potential pedagogical knowledge gap.


So, I’ve done a few things research-related with our Teaching Schools Alliance now, and when I was asked if I would share my journal club work at their upcoming event ‘Using Research and Evidence for Improvement’, I was happy to. Basically I wheeled out the usual presentation and took advantage of the opportunity to hear some brilliant people talk without having to pay for the pleasure.

TSA01The event, held at the National College for Teaching & Leadership’s Learning and Conference Centre in Nottingham, was a collaboration between Transform TSA, George Spencer TSA, Minster TSA, East Midlands TSA, and The University of Nottingham. It was a chance for the TSAs to promote engagement with research and development in schools and to showcase some of the work being done across our region.

Our keynote speaker was James Richardson from the Education Endowment Foundation. For all that I’ve seen and heard about the EEF’s work at various events, I didn’t think I’d actually gone to something specifically about them and I was completely wrong. Looking back through a wealth of conference notes, I saw James Richardson at TSA04researchED Midlands in 2014. Actually, in my notes* I have scribbled the phrase ‘Research Champion’. That was the start of A LOT. Things have moved on quite a bit since 2014. The EEF Sutton Trust Toolkit is familiar to a lot more people and used in a lot more schools. The focus has changed from making people aware of their work to updating them on research that has been completed (and is being replicated) and guidance to use the toolkit in their own setting. I’ve got lots more bits to look into and lots more badgering of SLT to do. *I have also scribbled that the DIY Guide will be interactive soon. I thought that was familiar when James said it on Friday…

Mary-Alice Lloyd – Vice Principal and Director of the George Spencer Academy TSA, shared her school’s journey to becoming a research engaged school. Starting in 2005 they created a ‘drip-feed’ model of CPD in addition to their INSET and focused strongly on AfL. After evaluating their school’s level of research engagement, they introduced Teacher Learning Communities (TLC), including all staff, that meet at least ten times throughout the year and staff are able to collaborate and enquire on their practice together. Following the success of the TLCs, they set out to use the TLC approach to enable all staff to engage in classroom based research and they linked this with the new Teachers’ Standards and now, working with The University of Nottingham and Nottingham Trent University, GSA have developed a practitioner enquiry cycle that works with the TLCs. This year they have extended the enquiry model to include Lesson Study as an approach.

Providing excellent examples of school-university partnerships was Professor Qing Gu from the Centre for Research in Educational Leadership and Management in the University of Nottingham School of Education. She described the role HEIs can play in interpretation and guidance in implementing findings from research in schools, and the potential for partnerships in fulfilling the role of a critical friend. Qing went into detail about this role with a local school with a focus on the Senior Leadership Team’s role in driving forward school improvement. A report on this can be found here – http://www.nottingham.ac.uk/education/documents/research/crsc/research-projects/kten/brochures/bookletsouthwoldpr.pdf There was a lot of advice about the process of school-based enquiry and I’m pretty sure that if Qing was to make a researchED appearance it would be a wonderful thing.

TSA02

Before lunch we heard from colleagues leading research projects in their schools. The first, from KYRA TSA and whose name I didn’t jot down, spoke about their experience of the Closing the Gap: Test and Learn small scale research projects. Whereas our school’s involvement was with one of the large scale projects (Research Lesson Study), many schools were trained and developed their own RCT projects. I actually went to one of these training events that was aimed at special schools and it was interesting to see what other people had done with it. Following completion of their projects, schools were given a poster template to write up their work and these were shared in a marketplace style event. It was suggested later in the day that these posters may be a good source for discussion at a journal club.

Chris West from Redhill TSA shared his experiences at trying to build enthusiasm and participation in research engagement (something many of us are familiar with). Things he has done include creating his own examples of simple research write ups, a research Teach Meet and ‘Research in 100 Words’ postcards. These (I think) are here – http://www.redhilltsa.org.uk/course/view.php?name=Research#section-3 Chris’s focus is encouraging staff involvement and setting the structures in place for this to happen.

Journal Club was after lunch (where we discovered that ‘gourmet’ pies contain either steak or gourmet…), usual drill. This was the biggest one I’ve ever done. We looked at ‘Does Being Bored Make Us More Creative?’ (Manna and Cadmana, 2014) and never have I been in a room with so many engaged people saying the word ‘boredom’. It seemed to go down well, particularly with the man next to me who was, and I quote, ‘all about this’. Oh. Biscuits = Cadburys Fingers (lots in box and slim line to fit in bag).

TSA03

Last up for the day was Matilde Warren from GSA talking about their use of Lesson Study. As mentioned earlier by Mary-Alice Lloyd, staff at GSA are able to pick Lesson Study as their focus this year. I looked at Lesson Study a fair bit with our research project so I’m aware of how the process has been adapted from the Japanese model for the way it is commonly performed over here. What was brilliant was that Matilde has been over to Japan to see just how they do it and study their process. She’s well aware that there are lots of elements that wouldn’t work here (40 teachers in a lesson whilst the kids just get on with it; leaving a whole primary school whilst the teachers all debrief), but what the experience did highlight was where they hadn’t been prepared and where they could tighten the process up. It would be brilliant to hear from GSA again and see how it all goes.

There’s no way I can write about everything that was part of the day and I hope I’ve represented everyone well enough. As with most school engagement with research, if you dedicate the time and resources, the results can be amazing for staff, pupils and the school as a whole. It was great to move away from the researchED glare and see what’s happening more locally. I know there are a few Transform ideas knocking about and I’m hoping I hear that more people are setting up journal clubs. Mostly I hope people just keep plugging away and trying because it can be tough but it’s definitely worth it.


Inspired by several people, especially Ffion Eaton, I decided to start a Learning and Development Bulletin at school.

relaycovers

I went with using ‘learning’ and ‘development’ rather than including ‘teaching’ or ‘research’ because I wanted to make sure it was accessable to all members of staff. I’m concious that ‘teacher’ gets used as a blanket term but for those of us that aren’t one there’s always a bit of doubt as to whether we’re included. The name Relay was the result of a frustrating afternoon with a thesaurus. I settled on it as it’s symbolic of the main purpose for the bulletin, to share and pass on information between members of staff. I want to encourage everyone to contribute to Relay – whether that’s writing an article or review, or simply prompting discussions in the staff room. I’m aiming for half-termly publication and so far I’ve managed this (with a bumper summer edition). At the moment it’s mostly stuff I’ve encountered at researchED or via Twitter but I’ve tried to go for a spread of topics and opinions, avoiding too much bias!

Printable PDF versions of issues so far are here:

April 2015 – Relay Issue 1

May 2015 – Relay Issue 2

July 2015 – Relay Issue 3