Graham Warnock

CPD – Tighten to be good, loosen to be outstanding

2012-11-01T11:01:00.001-07:00

A question often posed to me after observing colleagues was 'Can you give me a list of things I need to do to be Outstanding? Now on one hand it is fantastic that they wanted to improve, like we all do, however the issue was/is that we seem to be in search of the quick fix. This is not surprising when you consider we are constantly aware of targets we need to meet along with the added pressures of delivering a lesson which is deemed ‘outstanding’ for Ofsted.

What struck me was that CPD in some schools appears to focus on training/programming our colleagues to follow a series of pre-determined sequences in order to deliver a good if not outstanding lesson for the observer. I remember sitting in many an INSET session with the focus being on what we can do in our lesson to be good/outstanding for Ofsted. Ofsted will like to see this and Ofsted think that this is good practice. I am sure we have all experienced it, being told that we must all ‘show learning objectives/outcomes at the start, link to literacy, numeracy, PLTs, SMSC etc. etc., then have a starter, middle and plenary.....use traffic lights for AFL to show the inspector it happens in the lesson, have the pupils working in groups and not being quiet, the list would go on and on. I’m not against any of the aforementioned but delivered at an appropriate time and for a purpose.

Each INSET would bring a new wave of ‘hot off the press’ ideas from a school recently inspected that we must include in our lessons with the focus being ‘because Ofsted like it’ not because it will help pupils make progress. The issue with all this was that staff became afraid to take risks, to deviate from the now perceived norm style of teaching. We want our pupils to be independent but we were brain-washing our colleagues to teach like automatons when delivering, understandably leading to repetition in style of delivery and in some cases hindering progress.

In my opinion following a set of pre-detrmined sequences will never make you 'Outstanding' or more importantly help the learners make progress in line with their ability. Something had to change for us. What became apparent when I joined twitter a year ago was that this style of INSET was the case for some schools however other schools had/are doing it differently achieving fantastic results and this was our cue to change.

What changed for us this year? (no particular order)

Stopped referring to being ‘Outstanding’ instead focused on continual improvement.

Banned the word Ofsted from meetings and INSET. We do things for the pupils and staff not Ofsted.

Introduced the 5 minute lesson plan (adapted from @teachertoolkit) which only needs completed if being observed by SLT (we expect and trust everyone to plan their lesson but don't see the relevance of having to spend hours filling in lesson plans).

All staff have an extra non-contact period a week on their timetable to focus on T&L (discussion with coach, observation, learning walks, action research projects, Masters).

All staff have CPD review with SLT three times a year which looks at their development for progression.

All staff have a peer coach with areas for development of one matched against strengths of another to improve practice in this area. The coach changes 3 times a year.

All INSET delivered by experts in school (the teachers) on a carousal of sessions with staff selecting the ones they see most relevant to them.

All resources from INSET sessions shared with everyone as hard-copy and on intranet.

All staff will take-part in learning walks throughout the year looking at areas the need to develop.

Observations used for coaching purposes, not grading purposes.

School specific teaching handbook provided for all staff. Every staff member has contributed to what aspects they think improve a lesson. Under all these sections they list best practice and practical examples with links for all to share, this is continually added to by the staff.

Creation of two CPD areas in school for staff, one area for quiet work and the other area for collaboration.

T & L (my best lesson) first item on every agenda.

No expectation to reply to emails during evenings or over holidays.

Common T & L target on appraisal.

Impact to date

Staff morale very high
Collegiate, collaborative ethos created and maintained
Improved progress in lesson
Reduction in behaviour issues
Attainment and Achievement higher (best results ever)
Parental engagement/input improved.

This is the start of the journey, it’s not meant to be a quick fix, it’s a long term culture shift which is working for us.

It would be useful to hear of other ideas that we could incorporate to maintain our momentum.

The Gordon Ramsey approach to a new leader in a new School

2012-07-06T03:01:00.002-07:00

Leaders undertaking their first Headship or Leadership role in a new school might want to think about the 'Gordon Ramsey' strategy initially. One of the keys to successful leadership is the art of getting someone else to do something you want done because they want to do it and this is true for the restaurant on Ramsey’s Kitchen Nightmares. You need to put to one side for a moment that the true rationale for the show is about entertainment and advertising profit and instead concentrate on the concept ‘ change management’. So how can this be applied to a schools to ‘move them forward’. I have deconstructed the concept of the show and applied it to a school setting.

The initial visit – Ramsey visits the restaurants (school), samples the menu (curriculum), observes the staff (Teaching and Associate staff), takes note of the décor (state of school building) and assesses the overall ambience (school ethos). All this is undertaken before any change is implemented.

In these restaurants there is no clear strategy for development, the menu is often too large, dated and does not wet the customer’s appetite, leading to customer apathy in the restaurant, business starting to decline and profits decrease. Ramsey meets the owners and decides upon a clear vision. A school needs to involve all stakeholders and be clear on its core purpose. It’s not a catch-all mission statement. It’s a definition of what’s fundamental to the operation.

Ramsey streamlines the menu and makes it more appealing to the customers. In the same way a leader in a school should look at their menu (curriculum). Who is it for, the students or government targets? Does it constantly evolve to keep up with pupil’s needs and local/regional contexts or is it results driven. Has the school wetted the customer’s appetite (are students engaged, excited and motivated by the choice on offer). A restaurant should cater for customer needs, a school for its students.

Ramsey often finds in restaurants that some of the best staff are in the wrong positions or their voice is not heard and vice versa. He undertakes a skills audit albeit very rudimentary and repositions them in a more appropriate role to maximize progress in the restaurant. Ramsey also ensures that effective training is planned in the future, and recruitment of new staff occurs if appropriate. In the same way schools needs to place the utmost importance on its strongest asset, the staff.

A school needs to ensure that the best staff are in the most appropriate roles and effective professional development is in place to develop future leaders and change agents. This may mean a staffing re-alignment and effective CPD program being established. Be prepared to be creative with recruiting and retaining great talent. Outstanding teachers can be like buses, they don’t often arrive by for some time so grab them when they come. Create development opportunities by widening the school leadership team, breaking down larger responsibilities and creating new roles.

How a restaurant looks can say a lot about how a restaurant feels. When Ramsey dines in the restaurant he looks at the fixtures and fittings. Are they tired and dated, has pride in the restaurant gone? The general look of the place will affect the general ambience and the opinions of the customers. Ramsey goes for a total make-over approach developing it into an inspiring and welcoming place, one in which people want to eat it. In a school we need to look at the buildings. Understandable in the current climate, schools are unable to have new builds but schools don’t need new builds. Spend money wisely, look for maximum impact with minimum monetary contribution, and maintain a relentless regime of upkeep staying on top of all the little things. The general ambience (ethos) of the school can be influenced by your customers (students). Make them have ownership and pride in the building….lead by example…pick up litter for example…role model how you want them to act.

Finally – Ramsey rebrands the restaurant, alters its perception in the community, makes it welcoming from the outside, and draws customer in. In the same sense a school needs to market itself to the public, look at signage, corporate identity, how it looks to the community, how it involves the community and how it communicates? School needs to ensure their biggest customers are kept well informed (pupils and parents); building a sense of community through shared successes, symbolic moments and interventions.

Ramsey undertakes this in a matter of days but school should plan short, medium and long term. Effort in preparation and planning yields considerable dividends. Obtain quick wins and initiate slow fixes and recognise the journey to high performance may take 5 years, it’s not the quick fix…..it’s the culture shift.

Leadership & Development Understanding the new OfSTED framework briefing

2012-03-08T03:53:00.001-08:00

Included are extracts from a middle leaders OFSTED course last week. Some useful hints and tips. It would be useful to read in conjuction with the senior leaders OFSTED briefing post from Feburary which can be found below this one or in archive.

Achievement:

· The school should measure its achievement next to National Averages & standards measured as Below/On/Above.

· 3 Level Progress is seen as a key measure.

· Therefore subjects must be aware of the staring point of learners, this could be KS2 information, a baseline assessment or a hybrid of both.

· 3 level progress suggests progress of 9 sub levels over 5 years and 18 points progress over 5 years.

· Learners are broken down into sub groups and achievement of sub groups should be analysed and action taken where appropriate. A sub group is only viable when it exceeds 10% of a cohort. Do not spend time analysing sub groups which are not a significant in your school make-up.

· From KS2 data the following presumptions about attainment capacity are made….L3 or below = Low Achiever/L 4 = Middle Achiever/L5 = High Achiever.

This data now separates cohorts into 3 sub groups.

· Out of all the sub groups, SEND is a priority sub group.

· Achievement is focused on Yr11, not KS3. Is achievement in Yr11 50% A*-C and in line with 3 level progression.

· Tracking of progression from Yr7 to Yr11 is essential if the previous point is to be achieved. Early interventions lower down in school means reactive measures in KS4 are needed less.

· Data Analysis should focus on Narrowing Gaps. Issues with sub groups should be analysed and appropriate action taken and data should lead action. Analysis may include, comparisons with other subjects/comparing alternate sub group/historical data of that sub groups achievement/comparisons to National Averages. Is the issue a trend or a bad year.

Teaching & Learning

· The Literacy Agenda, is a Literacy & Numeracy Agenda. Literacy opportunities should be maximise, but should not be contrived. Opportunities in humanities for example to develop reading strategies (Skimming/Scanning) or comprehension skills (Literal & inferential) should be developed, where appropriate.

T&L Notes

- Over any 25 min period, there should be a change in learning (knowledge/UNDERSTANDING).

- A learning journey, should have depth as well as distance. Quality activities which develop knowledge/UNDERSTANDING/skills are better than many activities which develop learning to a lesser extent.

- Literacy & Numeracy opportunities maximise, but not contrived.

- NO. Whole class discussions. Not enough learners involved.

- Independent Learners. This does not mean that they are individual learners, it means that are working together without the teacher to develop skills & UNDERSTANDING.

- Pupils should be active and in discussion. AFL is completed by the teacher developing, extending and refining these discussions.

- Pupils will not all finish a task at the same time, accept this and direct those who have finished into other appropriate activities. Including activities which will not only develop their skills & understanding, but which will aid/speed up the learning of others.

- No wordsearches/Codes breakers. Such activities just waste time.

- Activities should stimulate learners and move them forward.

- To be OUTSTANDING, the majority of learners must demonstrate progress in period of time. In a class of thirty this means 29 or 30 out of 30.

- Knowledge- pupils should be given time to absorb knowledge and organise thoughts, before they apply it. UNDERSTANDING, can the talk about and apply this new & prior knowledge.

- No Traffic Light or thumbs up.

- AFL permeates through all tasks. AFL should not happen at the end of learning activity is should be during and should impact on the outcome of the activity/learning.

- LA must be useful and active. Taking ownership of a small group?

- Here is the answer, what is the question?

- No 3 part lesson, not mid plenary/no 53 min plenary. Are learners engaged and are they making progress?

- Best AFL, give them space- watch-listen and interect.

Top Tips….

Over any 25 min period, there should be a change in learning (knowledge/UNDERSTANDING).

-Learners should be engaged/curious/motivated. Use a hook at the start.

-High expectations throughout. School ethos & lessons.

-Challenge should match pupils.

-Differentiate Flexibly & where necessary- not pre-determined, but appropriate.

-Feedback should be regular & accurate.

-Use discussion.

-No need to chunk, but learning should be progressing and lesson needs pace.

Behaviour & Safety

· Schools do well in terms of Safeguarding. Judge by the FEEL of the school. Do not become complacent.

· Feel extends to the voice of pupils and parents. Questionnaire at inspection time should not create surprises. School actions and data collection should ensure that finger is on the pulse. Parent View OfSTED website will be used to measure views- if enough users are subscribed.

· Behaviour should be Behaviour for Learning. What behaviours create barriers to learning? Attendance & Poor Behaviour. Both measurable via data, though this should be subject specific as well as whole school, what is attendance like in Geography and what is the detention rate like in Geography. Why? - then action reason.

· Bullying is higher on the radar, especially Peer Pressure & Homophobic Bullying. Inspectors completed training in this area over Christmas.

Leadership & Management

· Middle Leaders should have access to Raise Online and be making use of this tool to identify areas for action.

· Verification (internal/external) of decisions is key if the schools evidence base if self evaluation is to be valued.

· Action Planning. You must know where you are now and where you are heading. Then plan your journey.

· Action areas which require action, not action for actions sake. This action should be data lead and IMPACT should be evident.

· Rates of Progression. Progression should be tracked, it would be useful to have a table to show expected progress- a generic table does not currently exist.

SMSC (Spiritual Moral Social Cultural)

What is the feel of the school? School ethos?

Student voice permeates through the 4 judgement areas.

Parent/Carer voice permeates through the 4 judgement areas.

Extracts from OFSTED Briefing – 10 Feb 2012

2012-03-03T11:34:00.001-08:00

OFSTED Briefing – 10 Feb 2012

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SEF

Critical – Needs to show an understanding and development/action from RAISE.

Section 1 – All the contextual info.

Section 2 – 4 Key pillars from evaluation schedule.

Section 3 – Overall effectiveness, 2 sections - (standards and progress)

Buzz words to include in SEF (Behaviour – Culture of safety – Dealing with risk inside and outside of school)

At the end of each section sum up priorities in a list.

Do SEF in bullet points.

Note dips, trends and how they have been/are being addressed.

Be specific – e.g. LA boys Maths/ HA boys Eng.

Use RAISE to talk about current position and progress.

Talk about major cohorts.

In all sections refer to student and parent voice.

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Inspection

The following are not a major focus: Positive contribution, Healthy lifestyle, School links with other organization and Community Cohesion – not looked at it in same depth but students need to be aware of this.

Look at RAISE then move to SEF for synergy, however they do not want to see an analysis of RAISE in the SEF. They want to see that you know the issues, what are you doing about them and what is the impact. It needs to be current, day to day and what’s happening now.

Bigger focus on 9, 10 and 11 because they have been in school the longest and should have made the most progress.

They will focus on selected groups identified from RAISE/SEF e.g. LA boys Maths. You will give them a list of a specific group as identified from SEF and they will pick the sample. They want to see all their books across a range of selected subjects. They will then meet the group they have picked from the sample to discuss learning – then followed up by a meeting with Head of Maths discussing strategies. Blanket coverage of the subject for a morning (every lesson/teacher in subject inspected) – looking at effectiveness of strategies from SEF/SPP and if they are taking hold. Book trawls will be in great depth.

Schools should show 3 levels progress and you should take the 5 year view. Not 2 levels (KS3) and 1 level (KS4).

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Teaching and Learning

You need to move away from the shackles of National strategies. But keep the best bits. At the start of the lesson thinks about a hook, something to grab their attention. – Not about going through learning objectives, outcomes, assessment criteria etc……..uninspiring……pupils switch off.

They are not interested in previous observations……much....just overall picture. However keep a record.

Think about progress and time, best use of time. You should be able to show progress in 30 mins.

Every second counts – Distance and depth – not just doing?

Do not follow 3 part lesson because a lesson should branch out like a tree.

Teachers must unlearn and relearn………evolve.

Learning should flow and make sense, pupils should flourish. It’s not about activities, it’s about the experience. Is a silent lessons a good way to learn?....Only sometimes.

Children should be doing the questioning…….not the teacher.

Never spend more than 10 mins. gathering info……they will have to process it……..absorb……..make it meaningful to them……….explain………..develop thinking.

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Assessing progress

All learners make rapid and sustained progress with depth to be outstanding.

Looking at progress – not attainment

RAISE online gives progress reports on cohorts – LA,MA,HA. This will be a major focus of inspections.

Should baseline students when they come into school. Many schools feels that students come in at KS3 with over inflated grades from KS2. If you feel this is the case, you need to assess them and keep robust evidence of the starting points if different from RAISE. This must be noted in your contextual statement in your SEF.

You will be expected to have this conversation with OFSTED.

EBACC will be used assessing progress and impact in this area.

SEND – This must be showing a gain in the early years and rates of progress they are making. If it’s not the same as peers – why and evidence.

Progress needs to be sustained – if there is a dip, why and how is it being addressed.

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Assessment

Teacher assessment must be benchmarked, moderated and evidenced. They want to see and sample the IV process. All staff must understand it and there must be a clear central plan.

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Safeguarding document

In your safeguarding document s you must have

Specific recruitment and vetting
Training records of SLT and governors
CP training records of staff – (every 3 years)
CP policy
Equal ops, diversity and behavior – when updated, how are they carried out and what is impact.
How do you develop culture of safety in and out of school
Pupil records

A happy school

2012-01-22T11:38:00.000-08:00

Nothing gives a school purpose and energy like an enthusiastic and motivated staff. However, there are so many things that can wear teachers down and this can put a dampener on any prospect of improvement, let along keeping momentum going. As a leader, there are many sound and simple ways for you to keep teachers motivated, enthusiastic and engaged. Here are a few:

Recognise and celebrate passion. Simply put, nobody gets in to teaching for money or fame. Even if they’re tired, unhappy or bitter, every teacher got in to their job because they were passionate about sharing their love of a subject and about helping young people learn and develop in to wonderful adults. Even at the toughest times it is a good idea to ask your staff to recall their career highs and treasured by informededucationmemories, and demonstrate in your actions that you genuinely want them to have more lessons that they love delivering. The best lessons need to have outstanding learning, and should be enjoyable for students and staff. No student ever got enthused by an unhappy teacher. Even at the moments of greatest frustration with a colleague, remember that they got in to this profession for the right reasons.
Start with the positive, and enthuse. Make it a rule that you notice the wonderful things that are going on in your school. Ask people to tell you about their best lessons that day, week, or term, and really listen to them. Be receptive and enthuse with your words and body language. Show that you are happy for them. Ask what you could do to help them have more moments like that. (Leaders who do this actually feel better about themselves.)
Collaborate. Encourage teachers to work together. Offer training in giving positive, useful, constructive advice. Give them the time, space and resources to jointly plan lessons, observe each other and offer supportive feedback. Encourage everyone to share good ideas on staffroom walls, mailing lists and in online forums.
Give time. Scrutinise every new initiative incredibly carefully, and realise that every five minutes spent on paperwork is five minutes less spent on creating quality learning, assessing student work, and meeting students one-to-one. Every initiative has value, but is it really more important than delivering quality teaching and learning? Is there a way of achieving the same outcomes with a much lower impact on time?
Be pro-actively receptive. Having an open-door policy is a great start, although many people won’t feel brave enough to come to you unless a problem has got pretty big. Get out and about, engage, listen, offer help. Sit down with middle managers and staff and ask how they are doing.
Share the bad times. If there’s something that you know isn’t going to go down too well, make sure you’re seen to be suffering at least as much. About to introduce a new requirement in lessons? Make sure senior leaders have to implement it first, and leave it optional for everyone else for a while. Need to ramp up the performance observations? Invite other staff in to observe and constructively support senior leaders’ teaching before you impose your observations on them.
Recognise the key stress times. Ends of terms, report-writing and exam-marking times are really tough, especially for colleagues with lots of classes. Avoid new initiatives and stresses during these times, and if you can be seen to offer to lend a hand with lessons, planning, and duties at these times it will go down a treat!
Be flexible. You need to be accommodating when staff ask for time off. If a colleague has an outside interest then be as flexible as you can. A decision to refuse someone a day off for their championship cycle race will only show you don’t care about them as a person, and will plant the seed of the idea that they need to leave in order to grow and develop their interests.
Develop their CVs. Offer as many opportunities for growth as you can within the school. If there isn’t an opportunity going, you could offer temporary secondments to middle or senior leaderships roles, or you could try arrange a few placements in other schools where they shadow someone in a role they aspire to. Actively develop opportunities for teachers to work on their CVs, and develop a reputation as a school where the enthusiastic teachers can come and grow.
Give credit. Never miss any opportunity to praise staff at your school and give them credit for the success of the school. Praise them to parents, in newsletters, to the media and to students. Praise individuals quietly behind their backs, and praise them to their faces.

What other examples can you give where leaders have created an enthusiastic school?

Key Education updates and associated links

2012-01-15T10:32:00.000-08:00

Thought some people might find this useful.

Further key dates can be found on DfE timeline.

Nov/Dec	Summary of National Curriculum Framework for National Curriculum National curriculum reform – Summary report of the call for evidence Framework for school inspection Subject-specific guidance for inspections	http://lkmconsulting.co.uk/article/national-curriculum-review-summary-21122011 https://www.education.gov.uk/publications/eOrderingDownload/NCR-Expert%20Panel%20Report.pdf https://www.education.gov.uk/publications/eOrderingDownload/NCR%20-%20Call%20for%20Evidence%20Summary%20Report.pdf http://www.ofsted.gov.uk/resources/framework-for-school-inspection-january-2012 http://www.ofsted.gov.uk/resources/generic-grade-descriptors-and-supplementary-subject-specific-guidance-for-inspectors-making-judgemen
Jan 2012	Information available on which qualifications will be included in the headline indicators for the 2014 Key Stage 4 performance tables. Ofqual confirms changes to GCSE’s Frequently asked questions on the changes to GCSEs in England Timeline of changes to GCSEs	http://www.bigvocationaldebate.com/pdf/Briefing_and_FAQs.pdf http://www.education.gov.uk/16to19/qualificationsandlearning/gcses/a00191691/changes-to-gcses-from-2012 http://www.ofqual.gov.uk/news-and-announcements/130/820 http://www.ofqual.gov.uk/help-and-support/94-articles/821 http://www.ofqual.gov.uk/help-and-support/94-articles/839-timeline-for-the-introduction-of-changes-to-gcses
	Framework, evaluation schedule and supporting guidance published.	http://www.ofsted.gov.uk/resources/framework-for-school-inspection-january-2012
	The Young People’s Learning Agency will announce how academies can apply for Capital Maintenance Funding for 2012-13.	http://www.partnershipsforschools.org.uk/programmes/academies/academies.html
	Draft funding calculations sent to academies by YPLA and LACSEG rates published.
	January - March - Schools interested in converting to academy status in time for new school year - register their interest.	http://www.education.gov.uk/schools/leadership/typesofschools/academies/becominganacademy/register
1^st Feb	School meal deals (set by school or local authority, depending on whether catering is devolved) will be allowed to boost the uptake of school lunches and to tackle obesity.	http://www.education.gov.uk/inthenews/inthenews/a00201373/new-powers-for-schools-to-beat-the-takeaways
Feb	Launch of application process for academies Capital Maintenance Fund 2012-13.	http://www.partnershipsforschools.org.uk/programmes/academies/academies.html
1^st March	All admission authorities must have determined their admission arrangements for September 2013 intake, following a minimum of eight weeks consultation.
March	Final confirmation of any newly accredited qualifications that will be included in the headline indicators for the 2014 Key Stage 4 performance tables.
April	Schools will be able to search pupils for a wider range of items without their consent.
September	Bidding opens for School Direct places for 2013/14 (a new scheme that allows schools, or groups of schools, to apply to the TDA/Teaching Agency to offer an Initial Teacher Training place, which they then work with an accredited ITT provider to deliver).	http://www.tda.gov.uk/get-into-teaching/funding/training-in-england/postgraduate-funding.aspx
September	All external examinations in two year GCSE courses - linear	http://www.education.gov.uk/16to19/qualificationsandlearning/gcses/a00191691/changes-to-gcses-from-2012
September	New regulations and accompanying guidance on induction for Newly Qualified Teachers come into force.	http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers
September	Changes to teachers standards come into force	http://media.education.gov.uk/assets/files/pdf/t/teachers%20standards.pdf
September	Subject to the outcome of the consultation on managing teacher performance, schools can begin to use new model policy on appraisal and capability.	http://www.education.gov.uk/a00201884/new-arrangements-for-teacher-appraisal-and-capability-to-be-introduced-from-september-2012
September	Pupils will have access to independent, impartial careers guidance in Years 9-11. Subject to consultation, the age range will be extended to include pupils in Year 8 and young people aged 16-18 studying in schools and colleges.
September	Maintained schools no longer required to produce an annual prospectus or curriculum policy, but must provide key information online instead (subject to Regulations being made).
September	Schools are required to publish online information about how they have used the Pupil premium.	http://www.education.gov.uk/schools/pupilsupport/premium
November	November - Information available on which qualifications will be included in the headline indicators for the 2015 KS4 performance tables.

Word format of table

CPD - benefits, status and effectiveness but what about e-learning

2012-01-01T10:45:00.000-08:00

One way to judge the benefits, status and effectiveness of CPD is to look at this from teachers’ perspectives, with a focus on different aspects of their classroom-based learning. Teachers place most value on approaches to learning that involved experimenting with classroom practices and adapting what they do in the light of feedback from their pupils and colleagues, and in the light of their own reflections and self-evaluation. This is a stable pattern irrespective of school and teacher characteristics. The lesson learnt from this is that part of what it means to be a teacher, whatever the context, is to be experimental and adaptive. Teachers do not need to be persuaded of the importance of professional learning for supporting their pupils’ learning.

Research-informed and collaborative approaches to CPD are two characteristics of effective CPD. However, these approaches are not significant features of learning for most categories of teachers in England. Teachers do not tend either to collaborate or to engage with research-informed ideas in their CPD. ASTs, excellent teachers and headteachers are exceptions to this trend. Teachers need to be supported at schools to develop more collaborative and research informed approaches to their CPD. PLN’s make this activity so much easier but this is underused as a tool in schools CPD programmes.

Another way to understand the benefits of CPD and therefore planning was by considering why teachers decided to take part in CPD. This allows you to understand your school context and which benefits of CPD were important enough for your teachers, to persuade them to attend CPD. Teachers identified a wide range of benefits of CPD, including:

• working with other colleagues

• improving their professional abilities

• addressing immediate school needs

• gaining more information

• having a positive impact on pupils’ learning

• improving academic achievement

• following up previous learning

• addressing immediate classroom needs, and

• gaining a better understanding of National Curriculum requirements.

Surprisingly, gaining accreditation is not an important benefit of CPD for teachers.

The benefits of CPD vary significantly by school and teacher characteristics. However, the main patterns of difference are between the benefits identified by secondary and primary school teachers. Primary teachers believe the collective benefits of CPD to be more important than do secondary teachers – including addressing immediate school needs, working with colleagues and improving pupils’ learning. Secondary teachers’ responses are noteworthy for identifying benefits that are not important, rather than benefits that are important in their decisions to participate in CPD.

It is clear that teachers at different career stages, with different levels of experience and responsibility, vary in the benefits of CPD that they see as being more important than others. The lesson learnt from this analysis is that the benefits of CPD are not universal; rather, teachers’ perceptions of the benefits of CPD activity are strongly associated with their individual contexts.

The final way of understanding the benefits of CPD is to consider which CPD practices school leaders consider to offer value for money. Generally, school leaders believe that school-based and classroom-based CPD activities provide better value for money and therefore more benefit than non-school-based CPD activities. For example, in-school workshops, mentoring and teacher networks were rated highly. Similarly, school leaders rated highly CPD activities that focused directly on learning or learning process.

CPD activities that teachers describe in the survey tend not to reflect the TDA characteristics of effectiveness. The CPD activities undertaken by teachers do enable them to develop skills and knowledge – this is the impact most often identified by teachers as a result of their CPD. However, few of the other impacts identified would indicate that learning occurs beyond this personal, superficial level: teachers rarely identified school-level impacts or impacts on the beliefs or practices of other teachers or pupils. Thus, there is little indication that CPD is currently seen as having an impact on raising standards or narrowing achievement gaps.

When teachers take part in CPD, they are mainly learning through lectures, presentations and discussion. Few teachers reported taking part in CPD using active forms of learning such as extended problem solving or demonstrating a lesson. Also, these activities are not sustained, continuous or embedded over time. The CPD described by teachers also lacks a coherent focus. Teachers most often identified more than one focus for the activity in which they spent the most time. This most likely suggests that CPD is not often tied to professional development plans or collective decisions. Further, the activities were rarely evaluated. There are, of course, some teachers and some schools that participate in more effective forms of CPD than others and have a lot to offer in way of advice for school to school CPD.

The most used forms of CPD currently are descending order of participation.

Listened to a lecture or presentation
Participated in a small-group discussion
Collaborated as a colleague with other teachers
Participated in a whole-group discussion
Assessed pupil work
Developed or reviewed materials
Used technology (computers, calculators, whiteboards, etc)
Reviewed pupil work
Observed a demonstration of a lesson or unit
Practised the use of pupil materials
Produced a paper, report or plan
Formal post-activity evaluation of the learning
Led a small-group discussion
Engaged in extended problem solving
Completed paper and pencil problems or exercises
Gave a lecture or presentation
Led a whole-group discussion
Conducted a demonstration lesson, unit or skill
Assessed fellow participants’ knowledge or skills

No mention of Twitter/blogging/e-learning - The question why needs to be asked by school leaders?

Anyone making use of e-learning in a structured approach to whole school CPD?

Extracts taken from Schools and continuing professional development (CPD) in England – State of the Nation research project

NQT Classroom/behaviour management - Key Ideas

2011-12-29T01:37:00.000-08:00

For any NQT it is important to establish yourself in the classroom in order to teach effectively. Many schools operate assertive discipline systems which are designed to support your teaching through the rewards and sanctions. Many NQT’s and even experienced teachers are guilty of focusing on the sanctions rather rewarding positive behaviour. It’s important that all pupils are rewarded making sure you do not overlook praise for the pupils that always display positive behavior and learning. Some key tips adopted from Bill Rogers are

Key tips

The words you use are as powerful as the message you are trying to convey – do you always know what to say when under stress? Before saying it, think about how it will help the situation.

Maintain a sense of humour – very powerful in the classroom.

Describing exactly what students are doing is often more effective than telling them not to do something.

Giving students an option when dealing with items they should not have in class (such as mobile phones, hairbrushes) is less intrusive and more effective than confiscation. e.g. for mobile phones I often give them two options – ‘I will take the phone and give you it back at the end of the lesson’ or ‘I will take the phone and give you it back at the end of the day’. They always go for first option!

Establishing a class at the beginning of a school year is critical to successful behaviour management. Seating plans, expectations etc.

Teaching style can have as much an impact on behaviour management than any range of sanctions and rewards. If you are having problems during lesson, look at the lesson and the individuals in front of you and work out what engages them. All classes are different and even classes which you would expect to have no issues from can be difficult with the wrong teaching and learning style.

Following up and following-through with students, especially those who present with on-going ‘behaviour problems’, can be crucial factors in successful management. If you have a problem with the student then talk to them before the next lesson, find a connection.

Do you know how to tactically ignore student frustration in behaviour management situations in order to maintain a disciplined classroom?

Think about teacher behaviour as it affects student behaviour – it’s essential to understanding this. They will pick up on your mood.

Building bridges in order to keep a relationship with students is as important as dealing with troublesome behavior. Compliment them, notice things and take an interest in them and their life.

Targeting specific “power brokers” and students who act as ring-leaders in “hard classes” can be a very effective strategy in behaviour management.

Replace ‘please’ with ‘thank-you’ – e.g. instead of saying please stop doing that, say Stop that – Thank-you which implies you expect it to happen.

Pick you battles – is it worth going to war over a forgotten pencil?

Self – evaluation of CPD in schools

2011-12-22T11:25:00.000-08:00

A self-evaluation on CPD allows schools to cast a critical eye over their approach to CPD. The process should be straightforward, but it’s important that the process covers all the essential aspects of CPD which a school needs to take into account.

Self-evaluations of CPD involve analysis and questionnaires – an example is provided in the following guidance ‘School self-evaluation on continuing professional development’. This section allows school leaders to check that:

• They are addressing all the strategic aspects of CPD

• A CPD policy is in place

• Suitable arrangements exist for the leadership of CPD, and the policy is being implemented.

School leaders wanting to obtain a strategic overview of the school’s CPD may find it useful to conduct an analysis using the list below. The items can be used as headings in an evaluation, or as criteria in an analysis.

A school policy on CPD taking into account performance management arrangements.
Leadership responsibility for CPD and the suitability
Coordination of CPD needs arising in performance management arrangements.
Involvement of the governing body
The extent to which there is a culture of CPD in the school in which both staff and students value lifelong learning.
Entitlements or guarantees for staff to receive CPD.
What methods exist to regularly and systematically identify the CPD needs of all staff?

Needs identification and the extent to which the following methods are used:

school self-evaluation evidence
performance management information
the previous year’s CPD evidence
school performance and other data
feedback from staff and others – including line managers, and team/section/department/ faculty leaders
feedback from pupils, parents and governors
benchmarking information
national and local priorities
Ofsted data and inspection reports
Surveys of staff morale, confidence and job satisfaction.

There needs to be a balance of the needs of the school and the individual as mentioned in earlier blogs

The balance between the needs of the school, the needs of the individual, and the requirements of national and local priorities.
Procedures to ensure CPD provision is effective and matched to the identified needs of staff.
The range and effectiveness of CPD. CPD may take many different forms – for example, coaching and mentoring, meetings, lesson observation, research, involvement in projects, work-shadowing, conferences and courses, and so on. Different forms of CPD will be effective for different individuals and situations.
Budget allocations and the main criteria used to allocate funding and support.
Budget allocations for different groups of staff.
Whether the aims of CPD are clear to the participants and to the school.
Accreditation opportunities for staff.
Impact evaluation.
Value for money principles of economy, efficiency, effectiveness and equity.
Accessibility of the CPD opportunities for staff.
Review of the school’s practice regarding staff development – for instance, through Investors in People.
The contribution of the evaluation findings to the following year’s planning.

What does effective CPD look like?

2011-12-15T12:25:00.000-08:00

CPD should occur in a variety of formats in schools, tailored to benefit the individual but with particular areas of focus that also helps the development of the school. This could relate to a number

of areas depending on the role of the education provider in school, but to be effective it must relate to the development of key issues from the school development plan.

There are many possible sources of CPD and some may include elements of those in the bullet points below.

External courses or further study(MA)
Cross school or virtual networks e.g. Twitter
Induction, coaching and mentoring, lesson observation and feedback, collaborative planning and teaching, shadowing, sharing good practice, whole school development events.

For CPD to be effective it should be directly relevant to the participants, clearly identify intended outcomes, take account of previous knowledge and expertise, model effective teaching and learning strategies, and include impact evaluation designed as part of the activity from the outset.

When planning your school CPD in schools make sure that you consider the following:

All CPD is supported by experienced coaches and mentor from inside and outside of the school.
A coherent long-term plan that gives the participants opportunities to apply, evaluate the and develop their practice.
It enables the participants to develop skills, knowledge and understanding which will help them and their area in school develop.
It’s based on the most recent and relevant teaching and learning and this is evaluated and used to inform subsequent professional development activities
It develops an ethos in the school of lifelong learning and development; staff are role models for the pupils.
It goes beyond theory and exposition. Ideally, it demonstrates techniques and strategies and gives the participant opportunities to try them out in a supportive setting and share this in a wider forum in the school.
Lesson observation are used as a basis for discussion about the focus of CPD for the individual especially with NQTs/RQTs, it should take account of previous knowledge and experience.

Examples of CPD activities include:

The school will support a wide portfolio of CPD approaches identified according to “Best Value” principles and which reflect the learning effectiveness of the participants. These include:

in-school training using the expertise available within the school and collaborative activity (e.g. collaborative teaching, planning and assessment, work with a learning team, classroom observation, existing expertise, peer evaluation, collaborative enquiry and problem-solving, modeling)
coaching and mentoring and engaging in a learning conversation
job enrichment/enlargement (e.g. a higher level of responsibility, front line working in someone else’s job, job sharing, acting roles, job rotation, shadowing, leading meetings)
producing documentation or resources such as curriculum development, teaching materials, assessment package, ICT or video programme
accessing an external consultant/adviser or relevant expert such as an Advanced Skills Teacher or Lead Teacher
master classes, model and demonstration lessons
role play, simulations
collecting and collating pupil feedback, data and outcomes
attendance at a lecture, course or conference
school visits to observe or participate in good and successful practice
secondments, exchanges and placements (eg within a regional or national organisation, an exchange or placement with another teacher, school, higher education, industry, international exchange, involvement with Governing Body)
postgraduate professional development and other qualifications from higher educational institutions and other forms of professional recognition and qualifications such as NVQs, Higher Level Teaching Assistants, NCSL programmes
research opportunities linked to school improvement plan
distance and E- learning (eg relevant resources such as educational journals and publications, training videos, reflection, simulations, Twitter, blogging)
practical experience (eg national test or exam marking experience, opportunities to present a paper, contribute to a training programme, co-ordinating or supporting a learning forum or network, involvement in local and national networks, involvement with a subject or specialist association)
external partnerships (e.g. with a colleague, group, subject, phase, activity or school-based team meetings and activities such as joint planning, observation or standardisation, special project working group, involvement in a formal or informal partnership such as a Network Learning Community)

CPD in schools – The great untapped Gifted and Talented

2011-12-10T10:41:00.000-08:00

CPD is often a word that we hear in schools, but for many schools and the staff that work in these schools the true meaning of this is unknown. Research has shown that there is always one key response that reverberates around the staffroom. CPD, ‘Oh yes, that’s going on a course’ with little other suggestions offered in response.

Does this response surprise me, in essence probably not, it has became the norm in many institutions. What you might find more surprising is that in a recent survey of 100 schools the majority of teachers who said they had been pro-active in their own CPD was 23%. For a community of professionals this is shocking but hardly surprising given that people just do not have the time to develop this perceived ‘luxury’, even though that in the short and long term it will no doubt benefit them and their institution.

Of course the other issue is that schools are placing even more pressure on teachers in the move to be raise achievement and attainment. Internal INSET may occur but often this is squeezed into a day at the end or start of term, with little or no time for reflection. Research shows that best practice is in regular 2-3 hour slots timetabled throughout the year. How many schools follow this model?

In lessons teachers differentiate for all, or at least they should do! They plan lessons to be inclusive and provide guidance on how to improve/develop…….so why does this not happen for teachers? Some head teachers have taken their eye off their most valuable resource, their staff. A culture of ‘for the school’ has developed because of external pressures, but what about ‘for the professional’? In recent years the shift has moved to what you need to do for the school, not what the school needs to do for you.

Outstanding schools or those on the journey to outstanding are those which have a truly embedded and effective CPD programme where all members of the community are valued and developed. If a school wants to be ‘Outstanding’ this needs to happen and will be judged on in the new Ofsted framework.

What makes good professional development?

Rajan and Eupen found the following in order of importance:

Coaching and mentoring
Sideways moves (often into unfamiliar settings either inside or outside their current organisation)
Challenging assignments, that stretch existing capability
Networking with peers
Formal training

It is interesting from the study that formal training, while important, was in fifth place while coaching and mentoring was in first. However the learning for school leaders from studies like this is not that one form of development is necessarily more effective than another. Rather it is that the most effective forms of professional learning are supported not by a reliance on one approach over another, but in a combination of approaches that respond to individual needs. One colleague’s professional learning might be best served by an external course with networking opportunities while another needs a combination of coaching with involvement in an action learning set.

The following highlight some examples of how school leaders can encourage and support their colleagues in their professional learning taken from NCSL - Formal And Informal Opportunities For Professional Learning

Leaders need to take advantage of the rich range of formal and informal professional learning opportunities for colleagues both within and beyond the school. These include:

involvement in an action research project
attending external seminars, conferences and training programmes
studying on an in-depth programme such as those run by universities
joint planning of lessons and programmes of work
reading literature and/or involvement in a reading group critically reviewing research
applying research and ideas from reading to classroom practice and reviewing results
coaching and being coached
taking a mentoring role within the school or being mentored by a colleague [internal or external]
regular involvement in formal and informal learning discussions around learning and teaching
involvement in learning communities
producing poster displays or articles exemplifying an enquiry or an aspect of work
observing classroom practice, as individuals or in groups
being observed whether teaching or in a leadership role and receiving formative feedback
using evaluation data to reflect on professional performance
shadowing a pupil/s around classes for a day
networking within and beyond the school
participation or a leadership role in a working party, committee, group enquiry or project.
visiting colleagues in other schools to observe/explore professional practice

CPD can takes many forms but the key message is that it must be planned and staff and school leaders must take ownership.

Sources – NCSL Formal And Informal Opportunities For Professional Learning