Lead ading Teac aching, L Lear arning & g & CPD PD - - PowerPoint PPT Presentation

Lead ading Teac aching, L Lear arning & g & CPD PD

David Wes Weston, 16th November, 2019 ResearchED Ipswich

Ho How d do sc scho hools unle s unleash g sh gre reat teachi hing ng?

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Ke Key ing ingre redie ient nts o

• f 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

• wn 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

• n 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

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Ke Key ing ingre redie ient nts o

• f 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.

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An exam ample ple o

• f

f effe ffectiv ive pr profe fession ional l al learnin ing

 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

Example

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An exam ample ple o

• f

f effe ffectiv ive pr profe fession ional l al learnin ing

 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

Example

6

An exam ample ple o

• f

f effe ffectiv ive pr profe fession ional l al learnin ing

 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

• ning

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

• ut. They video it to discuss and share.

 The programme continues…

Example

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An exam ample ple o

• f

f effe ffectiv ive pr profe fession ional l al learnin ing

 Line managers meet their staff at least once per term term to check in on progress and explore any

• ther 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

• ccasional surveys to gather feedback from staff

Example

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Sch Schoo

• ols 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

• ften 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

• f [tea

each ching] p pract actice” (Kini & Podolsky, LPI, 2016)

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10

Qua ualit lity o

• f

f pro rofess ssiona nal env nvir ironm nment nt

low quality teacher environment teacher experience (years) impact on pupil outcomes

Kraft & Papay, 2014 - htt // l /OYB

0.06 0.08 0.10 0.12 0.14

~40%

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

• f 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

• pment 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.

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Find ou d out m mor

• re

tdtrust.org

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@informed_edu @TeacherDevTrust David.Weston@TDTrust.org