Building an evidence-informed and responsive CPD culture
Rachel Ball
Assistant Principal - Teaching and Learning
https://theeducationalimposters.wordpress.com/
A word of caution:�
1. Know what you want�
Deficit v Surplus
Humans first, professionals second
2. Communicate your vision�
To ensure that all students achieve their potential through excellence in teaching and learning and to develop a community where everyone has a passion for learning and we succeed together.
2. Communicate your vision�
A great teacher is one who is willing to do what it takes to be more effective next year than this”
Professor Rob Coe
How do students learn and why do we need to know?�
“A teacher not considering how their students think and learn is kind of like a doctor not being overly concerned about the workings of the body, or a baker taking only a casual interest in the best conditions for bread to rise.”
Craig Barton
3. Develop a shared language�
4. Prioritise evidence-informed professional development�
4. Prioritise evidence-informed professional development�
BUT
5. Don’t be afraid to change direction - listen to staff
Next steps:
“Informal collaboration and sharing of practice is still uncommon - peer observations not common (seen as having to use their “free”time) and observations seen as unwelcome in some departments or something to be feared.”
�
'Barely 1% of training is effective in improving classroom practice" (CUREE). [Effect size: 0.10]
Credit: Josh Goodrich (Steplab)
⅓ of teachers leave within 5 years of qualifying.
In settings with high quality CPD, teachers are far less likely to leave.
6. Make CPD as accessible and bespoke as possible
7. Build a positive culture
8. Look for answers to problems
8. Look for answers to problems
8. Do your work on Implementation
“In our collective haste to do better for pupils, new ideas are often introduced with too little consideration for how the changes will be managed and what steps are needed to maximise the chances of success. Too often the who, why, where, when, and how are overlooked, meaning implementation risks becoming an ‘add on’ task expected to be tackled on top of the day-to-day work. As a result, projects initiated with the best of intentions can fade away as schools struggle to manage these competing priorities.”
EEF Implementation Guide 2019
“Everyone has a plan until they get put on cover.”
Harry Fletcher-Wood
@samlgibbs1
9. Get buy in from the top
“In schools where coaching is embedded successfully, leaders prioritise it above any other activity. All coaches are clear that it shouldn’t be cancelled except for illness, and school leaders provide time off timetable for teachers and coaches to engage in coaching and for coach development.
The implementation of instructional coaching requires multiple complementary elements to be successful. Senior leaders therefore need to make a significant upfront and ongoing investment to implement it properly; however, the results in terms of teacher development and student learning can more than match the effort involved.”
10. Go slow. Changing culture takes time.
“Thoughtful leaders working to create the conditions for high challenge and low threat know that in order to make a difference they have to focus on fewer things in greater depth.”
Mary Myatt
“The essence of effective leadership is stopping people doing good things to give them time to do even better things.”
Dylan Wiliam
The future?
July 2022
“...staying true to the evidence on what enables the best conditions for teachers to flourish has been most transformative for the culture of teaching, learning and CPD over the past 3 years.”
TDT Report July 2022
Building an evidence-informed and responsive CPD culture
Rachel Ball
Assistant Principal - Teaching and Learning
https://theeducationalimposters.wordpress.com/
rachel.ball@coopacademies.co.uk