Upload
others
View
4
Download
0
Embed Size (px)
Citation preview
Pedagogy versus content (round 1) in Continuing Professional
Development and Learning CPDL?
Philippa Cordingley
Centre for the Use of Research and Evidence in Education (CUREE)
This keynote
• A case study with many, but not all key ingredients
• What is better in your context that might fill the gaps?
• Large scale evidence about what makes a real difference in CPDL – and what doesn’t work
• A tool for alignment
• A metaphor
A CPDL case study - Kenton school
• Deputy head and CPDL leader designs and leads a Professional Learning Programme (PLP) for all staff
• Multiple enquiry/R&D groups and degree and extensive M level study - spread over
• PLP sessions many Wednesdays • 3, whole day sessions
Kenton School
• PLP provides a mix of CPDL approaches e.g.
• Interactive whole school sessions – eg open space session focussed on particular sub groups of pupils
• Departmental sessions
Kenton school
• PLP underpinned by co-coaching approach for all staff - partners work across departments and roles
• supported by trained co-coaching champions and practical tools and resources to secure quality; and
• a series of route maps providing a guided pathway through research summaries, micro enquiry tools, videos etc
• Staff choose support/ activities, from a very varied programme, in context of their specific goals/targets
Kenton school
• Newly emerging needs and proposals for innovation are accommodated, provided the case is made for their contribution to student achievement
• The CPD Leader consults staff extensively re the PLP offer
Kenton school coaching in context
• PLP and development groups underpinned by co-coaching trios - partners work across departments and
roles supported by
• trained co-coaching champions
• practical tools and resources to secure quality in coaching
• now including banks of video cameras
• Research route maps to underpin co-coaching through research summaries and micro enquiry tools
http://www.curee.co.uk/block-content/route-maps-sample
Off the shelf Route Maps contribute too
Leading research informed coaching
• What does this case study highlight for you about leading effective, professional, research informed practise, development and learning? Buzz with a partner.
• Do you see gaps?
• How is your school/ are you filling these effectively?
Effective CPDL involves:
• Recognising and building on colleagues’ aspirations for pupils
• Opportunities
• to develop a shared sense of purpose; and
• for structured peer support
• Exploring/ reviewing existing beliefs and practices via
• iterative cycles of trying new approaches; and
• collaborative reviewing of pupils’ responses to refine practices
Effective CPDL involves:
• Understanding why things do and don’t work as well as what’s involved
• Working with specialists who provide expert support for:
• challenging orthodoxies
• illustrating practices from other settings
• depth, evaluation and designing CPDL activities
Effective CPDL involves:
• Recognising and building on colleagues’ starting points and their aspirations for pupils
• Opportunities
• to develop a shared sense of purpose; and
• for structured peer support
• Exploring/ reviewing existing beliefs and practices via
• iterative cycles of trying new approaches; and
• collaborative reviewing of pupils’ responses to refine practices
AFL for teachers
• Formative assessment is key
• Effective CPD for school improvement means eg
• Asking to see evidence about how pupils respond to new approaches to refine your support for teachers
• Asking teachers to design AFL tools for subject contexts and sub-groups of pupils
• So that AFL for CPDL is – an input - a form of instruction and a learning process – an output; and – an evaluation tool for exploring outcomes
• Well designed coaching and mentoring can be highly effective ways of organising and aligning all this
What doesn’t work?
• Generic pedagogic CPD that isn’t contextualised for subjects and groups of pupils
• Simply • telling teachers what to do; or
• giving them materials without giving them opportunities to enquire into their impact on pupil learning
• Failing to provide a strong focus on aspirations for pupils
• Providing time and or frequent support without structured and frequent opportunities to: • engage with; and
• understand and analyse the implications of new approaches and practices
A common approach to evidence, Performance Review
Development plan
Development Strategies
A tool for alignment
Development plan
Development Strategies
A metaphor
Contact Details
www.curee.co.uk Centre for the Use of Research and Evidence in Education 8th Floor Eaton House 1 Eaton Road Coventry CV1 2FJ
024 7652 4036 @PhilippaCcuree @curee_official