3. AIMS OF THE DAY: TO:
• Discuss the main features of effective CPD
leadership;
• Analyse key elements such as needs
analysis, evaluating impact, adult learning
and dissemination;
• Ascertain the nature of support and guidance
available;
• Consider ways of improving CPD in schools
and across the region;
• Share expertise and ideas.
4. WHAT IS CPD?
• Is “CPD” the right term?
• Is there a difference between
inset, training, professional
learning, staff development and
personal learning?
• In what way are the following definitions
appropriate or otherwise (Slide 4);
• Produce a favoured definition.
5. CPD: OTHER PEOPLES’
DEFINITIONS
“Everything that engages teachers in becoming
reflective practitioners (NFER quote);
“CPD is any professional development activity
for school staff which adds to their
professional knowledge, enhances their
professional skills and enables pupils to learn
more effectively” (DfES).
“All formal and informal learning that enables
individuals to improve their own practice”
(Earley and Bubb)
6. CPD: OTHER PEOPLES’ DEFINITIONS
“CPD embraces those education, training and support
activities engaged in by (teachers) following their initial
certification which aims to add to their professional
knowledge, improve their professional skills, help clarify
their professional values and enable pupils to be educated
more effectively” (Bolam)
“CPD consists of all natural learning experiences and those
conscious and planned activities that are intended to be of
direct or indirect benefit to the individual, group or school
and which contribute, through these to the quality of
education in the classroom” (Day)
7. More laconically:
CPD = “Consigning Paper to the Dustbin”
CPD = “Being trained”
CPD = “A lifelong journey of learning”
CPD = “the means to help people succeed and go on
succeeding”
8. A CPD STRATEGY
In devising a CPD strategy, what elements/aspects
need to be considered, eg. needs identification?
9. CPD LEADER WEBSITE
www.cpdleader.com
6 elements:
• Creating the Climate
• Leadership
• Systems and Processes
• Identifying Need
• Approaches and Methods
• Evaluating Impact
10. SCHOOLS WORKFORCE (1):
• Trainee teachers;
• Newly qualified teachers
• Early career;
• Established teachers;
• Specialist area teachers – subjects, groups of
pupils, 1:1 tuition;
• Supply teachers;
• ASTs, excellent and lead teachers;
11. SCHOOLS WORKFORCE (2):
• Middle leaders and managers (teachers and
support);
• Established leaders;
• Aspiring leaders;
• New senior leaders;
• Experienced senior leaders including executive
heads;
12. SCHOOLS WORKFORCE (3):
• Support staff (classroom) – teaching
assistants, language assistants, instructors;
• Support staff (curriculum support) –
librarians, technicians, cover supervisors, after-
school support staff, art, sport and culture;
• Support staff (behaviour and guidance) –
learning mentors, on-site police;
• Support staff (administration and organisation) –
business managers, ICT systems
managers, secretarial and admin staff;
• Support staff (well-being) – nurses, health and
safety, catering, social workers;
13. SCHOOLS WORKFORCE (4):
• Governors;
• Volunteers;
• Parents and carers;
• Pupils
• Are there any other categories?
• Which categories receive the best opportunities
for CPD development and which the worst?
14. TALENT MANAGEMENT:
Human beings are the best resource. Talent
management involves using that “best
resource” in the most effective ways.
Definitions:
“Initiatives and/or strategies put in place to
harness the unique talents of individual
employees and covert their talent potential
into optimal organisational performance”
(CiPD).
15. TALENT MANAGEMENT (2):
“Talent management is essentially making sure you
have the right person in the right place at the right
time. It can be defined as attracting and
integrating highly skilled workers and developing
and retaining existing workers” (NHS).
“The mechanism through which an organisation
ensures it has the right people, optimally
deployed and properly engaged to deliver the
strategy and business results” (Hay).
Is this not the role of CPD?
16. TALENT MANAGEMENT IS ABOUT (1):
• Equality of opportunity especially the modest within
an institution;
• Recognising that everyone has talents that can be
used in some contexts;
• Recognising that there is no such thing as a super
person talented equally across all contexts;
• Encouraging people to use their talents;
• Ensuring the path so that people can use those
talents effectively;
• Making sure that the talents are used and
appreciated over time;
17. TALENT MANAGEMENT IS ABOUT (2):
• Creating a culture where talent is applauded and
celebrated rather than derided;
• Ensuring that individuals take a personal
responsibility;
• Recognising that some failure is a natural part of
talent development especially where risks are taken;
18. TALENT MANAGEMENT IS NOT
ABOUT:
• Creating a book singling out individuals;
• Something focused on stepping up the career
ladder – it is much more about promotability
rather than promotion;
• Keeping files of information based on skills
audits;
• Imposing a top down system;
• A one-size-fits all approach – adaptability is
key;
• Using people on the cheap;
• Just using ones own staff at all costs.
19. CPD HAS CHANGED IN A
NUMBER OF WAYS:
• Much was based on addressing the weaknesses or
supporting the ambitious;
• Teaching staff were often the only beneficiaries;
• The approaches were narrow – courses and
conferences;
• Main providers were local authorities and universities;
• Little real accountability;
• Very hit and miss if CPD could be accessed –
patronage played a part, eg. LEA adviser;
• No national or regional support structures such as
TDA, National College.
20. RECENT LEGISLATION
AND POLICIES:
• April 2010 – right to request time to train
• Lib Democrats proposed £500 CPD entitlement a year
per teacher;
• Abolished limits on class observation;
• Expand Teaching Leaders (2-year middle leadership
programme for those with 5 years experience – London
only at moment);
• Teacher training increase in schools;
• Loss of support grants, eg. HLTA, Workforce
Modernisation Grant;
• Cuts across all support agencies including National
College, TDA, CWDC
• Specialist training programmes so far protected, eg.
Maths, SENCOs.
21. MPs RECOMMENDATIONS (1):
Cross-Party Select Committee of MPs (March 2010):
• Single national framework;
• School based ITT should be 30%
• Ofsted top grades require school to be in a training
partnership;
• Mentors of NQTs should have at least 3 years
experience;
• Teaching should be all Masters;
22. MPs RECOMMENDATIONS (2):
• CPD should have minimum funding guaranteed
and be ring fenced;
• Rarely cover reviewed to avoid negative impact on
CPD;
• Single over-arching “chartered teacher status”;
• Supply teachers to receive regular CPD linked to
performance reviews;
• A centre to provide joint CPD for schools and FE
in pedagogy and assessment in vocational
education.
24. DISCUSSION: EFFECTIVE
CPD:
Identify a type of CPD that has proved:
• effective on a personal level;
• particularly ineffective and pointless.
What were the characteristics and why
was it effective or ineffective?
25. OFSTED ON CPD (1):
GOOD PROFESSIONAL DEVELOPMENT IN SCHOOLS
(March 2010):
Strengths:
• Often senior managers committed;
• Close alignment with PM;
• Flexible use of time, resources and expertise;
• Successful balancing of individual and institutional
needs;
• Now more emphasis on whole workforce;
• Often how levels of trust to implement change;.
• Information from a wide range of sources to identify
priorities;
• Involve staff closely in identification and implementation;
Inclusive;
26. OFSTED ON CPD (2):
GOOD PROFESSIONAL DEVELOPMENT IN SCHOOLS:
• Good schools identify the intended benefit clearly;
• Best schools consider long term planning not just quick fixes;
• Judicious use made of ready made training programmes;
• Research and development groups used to improve practice;
• One school had established a database of 2000 professional
development ideas;
• Good variety of activities including collaboration between institutions;
• Staff discuss and reflect;
• Effective use of coaching and mentoring
• In half schools visited teachers professional standards used but few
were using national occupational standards for the wider workforce
27. OFSTED: GOOD PROFESSIONAL
DEVELOPMENT IN SCHOOLS
3 weaknesses:
• Evaluating value for money – too much reliance on the
anecdotal and subjective impressions;
• Refreshing subject knowledge outside English and maths
especially in primary schools;
• Self-evaluation skills
28. OFSTED: GOOD PROFESSIONAL DEVELOPMENT IN
SCHOOLS
Key questions:
• How well is CPD integrated with school improvement?
• How well does the school provide policies and
frameworks for staff to secure consistency and quality in
work?
• How far is staff expertise used?
• How well does it monitor and evaluate CPD?
29. OFSTED: GOOD PROFESSIONAL DEVELOPMENT IN
SCHOOLS
Recommendations for schools:
• Most CPD should be school-based and focused on the
school’s priorities;
• Improve monitoring and evaluating of impact;
• Update teachers subject knowledge across the whole
curriculum regularly;
• Extend understanding and expertise in coaching and
mentoring;
• Create enough time to undertake CPD and discuss and
reflect what they have learnt;
• Make use all leaders can evaluate performance
accurately and objectively and know how to deal with any
shortcomings
30. OFSTED: WORKFORCE REFORM IN SCHOOLS: HAS
IT MADE A DIFFERENCE? (1):
Covers 2003-2009. 5th report.
In most effective schools,
• Staff were well deployed, given professional status and
held accountable, eg. helped school improvement
planning;
• Clear direction needed from school leadership;
• All workforce understood their roles and how they
contributed to learning and how to make the school more
effective;
• CPD for the support staff linked to PM
• Collaborative planning between teachers and support
staff and direct involvement of support staff in
assessment;
31. OFSTED: WORKFORCE REFORM IN SCHOOLS:
HAS IT MADE A DIFFERENCE? (2):
• High quality intervention from appropriate members of the
wider workforce;
• Real focus on those at risk of under achievement or
exclusion including links with the community;
• Good use of resources especially time
But need for:
• Better knowledge of national occupational standards and
career development framework;
• Guidance on pay and conditions for the diverse roles;
• Analysis of cost effectiveness of workforce reform.
32. SOME CPD: CHALLENGES FOR CPD
(1)
• Not ring-fenced;
• Budgets have been cut and programmes will need to be
costed;
• Removal of support, eg. local
authorities, HEIs, TDA, National College;
• CPD not sufficiently recognised as helping school
improvement;
• Ofsted have not always evaluated it in school inspections;
• Not sufficient benefit in career development;
• Teachers too overworked - no significant reduction in the
classroom hours of teachers since 2000 – more than 50
hours a week.
• Teachers more likely to do unpaid overtime than any
other profession
33. SOME CPD: CHALLENGES FOR CPD (2)
• Too much out there, eg. qualifications rose from 2771 in
2001 to 9708 in 2009 with 2600 in the new Qualifications
and Credit Framework;
• Leaders not always convinced of benefits, eg. MTL;
• Impact of some workforce agreements, eg. Rarely Cover;
• There is much that is mediocre - latest survey by
Cambridge University and OU based on CPD of 1126
teachers - programmes often erratic, EPD teachers less
likely to go on courses than older staff; only 6% attended
a demonstration lesson or skill in the last year.
35. HOW GOOD ARE WE?
1. Does this represent a clear self-evaluation
tool?
2. How could it be improved or developed?
3. Individually look at where you feel you are at
the moment?
4. Of the different elements which seem the
easiest and most difficult to change?
37. LEARNING
ORGANISATIONS
1. How might we define a learning
organisation?
2. What are the challenges in establishing
such a learning organisation?
3. What steps can be taken to help ensure
it happens?
38. SOME CHARACTERISTICS OF
LEARNING ORGANISATIONS
• A vision/strategy for the whole school community on a
continuous learning journey;
• Recognition that everyone can learn from others;
• Pupils very aware that adults are also learning;
• Culture of sharing new ideas – including effective
dissemination;
• Risk taking encouraged with no put downs;
• Recognition and celebration of new learning;
• Best ideas incorporated by substantiation rather than
imposition.
39. HOW MIGHT CPD BE ORGANISED IN A
SCHOOL?
What are the advantages and disadvantages of the
following structures?
• a single CPD leader;
• leadership distributed across the workforce;
• leadership across a network;
• no overall CPD leader.
Are there any models?
What is your favoured approach and why?
40. THE SKILLS NEEDED TO BE A
CPD LEADER.
• How many have specific job
descriptions/specifications?
• What are the characteristics of such a role?
• Look at the following set of skills – which
are the main ones in being an effective
leader?
• Are there others?
41. EVERYONES’ RESPONSIBILITY FOR CPD:
What would you expect from:
• Senior leadership including governors;
• CPD leadership;
• Area or subject leaders;
• Support staff managers;
• The individual.
•Which areas need further development in your
school?
•How far do you agree with Resource Paper 5?
42. END OF SESSION 1:
What are the implications so far for me?
44. NEEDS ANALYSIS:
• How do we currently identify needs?
• How secure and comprehensive is it?
• How does the information come together
and who has access to it?
• What are the most effective ways of
gathering information?
45. NEEDS ANALYSES:
• Cover long and short term, innovation, maintenance and
sustainability;
• Needs a feedback mechanism from all sections of the
school;
• Cover well-being and pastoral as well as standards;
• Access needed to SEF, improvement plans etc;
• Needs a range of evidence;
• Include informal as well as formal mechanisms but avoid
bureaucracy;
• Needs should include how as well as what;
• Needs a calendar as to when this all happens;
• Needs a mechanism for deciding priorities.
47. NEEDS ANALYSIS - INFORMAL
• Informal discussions with staff, children, parents and
community;
• Discussions at staff or area/subject meetings;
• Skills audits;
• Discussions at training including evaluations;
• Data regarding recruitment, turnover, absence, morale;
• Learning journals;
• Complaints and praise information;
• Walk the walk;
• Informal discussions with visitors, eg. partner
schools, ASTs;
• Questionnaires.
48. CPD AUDITS
Discuss some aspects as to how CPD audits
might be done, ie.
• what information;
• who does it;
• when is it done;
• how is it collated;
• how this feeds into a delivery and evaluation
programme?
50. MONITORING IMPACT:
• Weak element according to Ofsted especially in
terms of value for money;
• Main methods are evaluation forms, reports and
feedback;
• Few schools have success criteria;
• Research shows establishing a causal link is very
difficult;
• New recommendations are appearing – Alma
Harris, Chris Day et al;
• Usually missing is long term impact;
• CUREE indicates the key impact is changed
behaviours;
• Crucial is the embedding and assimilation not the
parroting;
• Use creative and non-bolt on methods;
• Heed the dissemination aspect.
51. FUNCTIONS OF EVALUATION:
• Developmental = formative and likely to involve
self, peers and pupils;
• Accountability = summative and likely to involve line
managers.
52. IMPACT RESEARCH:
LINCOLNSHIRE, DfE, BIRMINGHAM etc
(1):
• Schools reinforce Ofsted belief that this is the
weakest element of CPD;
• Much reliance on impressionistic and anecdotal
evidence, certainly lacking vigour;
• Most “feel” a positive impact but success criteria are
general, eg. raised achievement;
• Little pressure to reflect or record learning;
• Conventional methods are evaluation forms, forms
and feed back at meetings – usually the quality and
relevance of the experience rather than outcomes;
53. IMPACT RESEARCH:
LINCOLNSHIRE, DfE, BIRMINGHAM etc
(2):
• Little use of BV and value for money criteria with little
rationale for the methods used;
• Little consideration of matching CPD to learning
preferences;
• Most is fairly immediate to the experience but gradual
recognition of need to look at longer term sustainability
or the indirect benefits;
• Few links between evaluation and school planning and
priorities – benefits rarely considered to school or
area;
• Dissemination methods rarely well-developed with few
opportunities to practice newly-acquired skills.
54. MEASURING IMPACT:
• What kind of things should we be measuring?
• What criteria might we use?
• How should we be measuring it – should we measure
before and at different time periods thereafter?
• What are the challenges involved?
• How might we encourage more personal reflection?
55. TDA IMPACT PRINCIPLES (2007):
• Integral to PM;
• Focus on learning – how they use what they have
learned and the effect;
• Agreed timeline needed for evaluating outcomes;
• Collaborative between individual and key staff;
• Agreement needed on evidence base and success
criteria;
• Consider short, medium and longer term with
formative reviews at agreed stages;
• Should include cost benefit analysis;
• Processes need regular reviews to ensure they are
effective and proportionate.
56. METHODS OF GATHERING
EVIDENCE(1)
Currently more popular are:
• Evaluation forms (“Happy Sheets”);
• Discussion following training to CPD leader;
• Discussion at staff or subject area meeting;
• Written report;
• Interviews;
• Learning journal/online.
• Scaling – ie. strong agree to strongly disagree;
• Questionnaires – open and closed questions;
• Ratings charts;
• Interviews in person;
• Interviews by phone;
• Internet and text messaging.
57. METHODS OF GATHERING
EVIDENCE(2)
• Case studies of good and bad practice;
• Discussions with staff beyond the school;
• External evidence – SIP, HEI;
• Lesson observation over time;
• Views of pupils, parents and governors;
• Performance data;
• Work scrutiny;
• Coaching and mentoring;
• Self-evaluation of own learning.
58. BEST VALUE AND VALUE FOR
MONEY:
BEST VALUE: 4 “C”s:
• Challenge – why, how and by whom a service is
provided;
• Compare – performance against other places;
• Consult – all stakeholders including parents and pupils;
• Compete – to secure efficient and effective CPD.
VALUE FOR MONEY: 4 “E”s:
– Economy – minimal cost but with quality;
– Efficiency – good relationship between output and
resources used;
– Effectiveness – how far objectives have been
achieved;
– Equity – extent of fairness and justice in making CPD
available (not the same as “equality”).
59. PITFALLS TO EVALUATION:
• Irrelevant questions;
• Participants do not recognise importance;
• No incentives/unattractive to complete;
• Bolt on;
• Complex questions/two questions at once;
• Lack of value to numbers on a scale;
• Lack of covering information;
• Lack of explanation on how to complete;
• Insufficient time
60. SUCCESS CRITERIA:
Extremely difficult to measure. Guskey suggests we should
aim at gauging:
• participants reactions;
• participants learning
(cognitive, affective, behavioural);
• organisational support and change;
• use of new knowledge and skills;
• student outcomes.
61. WORKFORCE MEASURES (1)
• Confidence, ability and willingness, eg. in making a
difference, to try new things, make changes;
• Risk taking;
• Motivation, enthusiasm and morale;
• Self esteem;
• Willingness to listen, learn and reflect;
• Improved self-evaluation;
• Creativity and initiative;
• Understanding of good and successful practice;
• Planning and use of a wider variety of learning
activities and strategies;
62. WORKFORCE MEASURES (2)
• Greater subject knowledge;
• Willingness to continue CPD/learning;
• Willingness to sustain and embed change;
• Improved career progression/promotability;
• Collaboration and partnership within and beyond the
school;
• Teacher-pupil relationships;
• Enhanced commitment to teaching as a career;
• Lower stress levels;
• Willingness to share and disseminate;
• Impact on whole staff, eg. support staff;
• Bridging the gap between theory and practice;
• New and revitalised language for learning.
63. PUPIL MEASURES:
• Enjoyment in learning;
• Attitudes – attendance, involvement in life of
school;
• Participation;
• Pride in and organisation of work;
• Better response to questions and tasks;
• Performance and progress – added value;
• Engagement in a wider range of learning
activities;
• Attitudes towards subjects and aspects.
64. SOME MEASURES: WHOLE SCHOOL:
• Attainment of targets;
• External recognition, eg. Investors in People
status, “Excellent School” achievement;
• “A learning culture”;
• Overall school ethos and culture;
• Effective sharing and dissemination;
• Recruitment and retention.
65. PERSONAL REFLECTION: PROMPTS:
• Likely effect on my teaching and pupil learning in
short and longer term;
• Effect on my confidence and motivation;
• How might it help career/promotability?
• Could I have done this more efficiently?
• How can I use it to help whole school developments
and other people?
• What do I now do differently?
• Do I now have new priorities?
• What should I abandon to keep sane and focused?
67. ADULTS LEARNING: SOME ISSUES
• Do all adults learn in the same way?
• What evidence is there of the most popular
methods of CPD?
• What are the main methods?
• Is there much evidence of what works most
effectively?
68. MAIN TYPES OF CPD (1):
• Lecture, course, conference;
• Workplace-based delivery by an external provider;
• Facilitation;
• Workplace-based delivery by a colleague;
• Whole school/team training;
• One-to-one mentor;
• Coaching;
• Peer review;
• Action research;
• Role play, problem solving, interactive;
• Collaborative team activity, eg. planning, teaching, assessment;
• Professional learning communities/critical friendship groups;
• Classroom or task observation;
• Observing effective practice, eg. master classes;
• Working with an expert practitioners such as AST;
• Support from networks and partnerships;
69. MAIN TYPES OF CPD (2):
• Visits to observe or take part;
• Work shadowing;
• Job enrichment;
• Job rotation;
• Secondments;
• Placements
• Personal distance learning;
• Personal reflection;
• Self-study, eg. journals;
• Product preparation, eg. policies, bids;
• Training others;
• Accredited training;
• Sabbaticals;
• Working with external bodies, eg. task
groups, exams, SIP, associate lecturer;
• Exchanges.
70. PARTICIPANTS PREFERENCES: (1):
GTC:
• Individuals believe it important;
• Too often low-key. Only 25% primary and
17% secondary colleagues felt needs fully
met (20% not at all);
• Primary seemed to access more variety and
perceive it more highly;
• 91% still felt a need for quality support from
LA;
• Only 28% had been supported by a coach or
mentor.
71. PARTICIPANT PREFERENCES (2):
DfE research indicates that the most appreciated are:
• Secondment/sabbaticals;
• Inset Days;
• Mentoring/critical friendships;
• Informal networking;
• Series of workshops;
• Classroom observation;
• Accredited programmes;
• Coaching;
• Extended training programmes;
• Demonstration lessons;
• Practitioner research
Least appreciated are:
•Demonstration videos.
72. PARTICIPANT PREFERENCES (3):
NIACE/Leicester University surveys of 5000 adults indicated:
• 25% said courses were of little or no value;
• Doing a job was most useful – 90% claimed they picked
up their skills mostly via on the job experience;
• Active reflection and active observation was seen as
effective;;
• 93% said they preformed better if they had help to find
own ways of working;
• 50%+ claimed that the internet was of no help;
• Two thirds claimed study leave was not very important.
73. PARTICIPANT PREFERENCES (4):
Research into “Collaborative CPD” based on analysing 11
projects showed:
• Teachers expressed clear preferences;
• Skills improved faster than with those taking
courses on their own;
• Individually orientated training and had limited
impact on practice or pupil dispositions;
• Needs at least 12 weeks collaboration to have an
impact on learning.
74. PARTICIPANT PREFERENCES (5):
TALIS (OECDs Teaching and Learning International Study):
• Feedback but not in a climate of threat;
• Peer tutoring;
• Collaborative sustained CPD;
• Most valued is collaborative research that focuses on what
works in their schools
75. PARTICIPANT PREFERENCES (6):
Small-scale surveys (Sussex, Walsall and Wales):
Positive:
• Courses especially where there is time for follow up;
• Self evaluation;
• Coaching and mentoring;
• Team teaching;
• Collaborative planning;
• Observing and reviewing;
• Visiting other schools;
• Practical experience, eg. marking, producing resources
76. PARTICIPANT PREFERENCES (6):
Small-scale surveys (Sussex, Walsall and Wales):
Less positive were:
• Closure days;
• Shadowing;
• Research;
• Using external consultants or experts;
• Working with colleagues from other schools.
77. STAFF DEVELOPMENT OUTCOMES
STUDY (TDA 2009):
35 case study schools and 1600 questionnaires
• 10 out of 35 schools – pupils said CPD had a negative
effect on their education and well-being;
• When asked how useful staff development had been in the
last 12 months, a third of senior staff said very useful but
teachers and support staff lower – a quarter said “of little
use”;
• Some reported main use of closure days was new
initiatives or admin.
78. CANTERBURY CHRISTS AND LEEDS
MET: 56 PE teachers:. Key preferences
• I like ideas for practice to be given to me – seen as
incontestable like Strategies. Knowledge seen as
given;
• I like to be shown how new ideas work – “what works”
usually through case studies. Tutors need credibility
to have done the work;
• I like to enact new ideas I’m offered on the course –
increase confidence. Good practice is transportable.
79. EARLY CAREER CPD (1329 from Years
2 and 3) (NFER 2009):
• Since NQT 91% primary and 75% secondary had taken
on new responsibilities;
• Main ones were subject leadership, mentoring, form
tutor, new age range or area of learning;
• Most common training were courses and CPD days;
• Less common were external experts, observing
teaching, conferences, networks;
• 82% felt some other support would have been useful
especially observing, shadowing and courses.
80. APPROPRIATE CPD:
• Is there any obvious pattern to preferred approaches?
• What are the main challenges providing effective CPD
to a disparate staff?
• In small groups, organise how you might organise the
effective use of the 5 training days. Common current
approaches include:
disaggregate into twilight sessions for
professional learning and staff celebration;
turn into a development day and several
afternoon sessions;
colleagues self-direct 20 hours of CPD and
school directs 10 hours.
81. PET HATES ON TRAINING (1):
• Poor organisation, eg. no agenda;
• Too much information;
• Pace of delivery – rushed or too slow;
• Assumptions about knowledge levels/pitch;
• Dry delivery/sarcasm, lack of humour, being
treated as children;
• Imbalance – too much listening, passive
experiences, repetition, too
general, unsatisfactory mix of embedding and
new;
• Inputs out of date;
82. PET HATES ON TRAINING (2):
• Jargon and impractical
• Poor management – delegates talking over speaker;
• Overuse of Powerpoint slides;
• Negative, intimidating, scaremongering and lack of
celebration – being told what not to do;
• Lack of follow up, not taking something away;
• Poor supporting resources – handouts, masses of
paper, poor reproduction;
• Venue facilities and location especially lighting and air
con, food;
• Pointless goodies and sales pitches.
84. DISSEMINATION
• What methods are used currently to disseminate
individual and group training to the wider workforce?
• What are the challenges with dissemination?
• What methods seem to work most effectively?
85. DISSEMINATION : WHAT WORKS
Source: Strategy and Innovation Unit (Beadie). Based on
education, business, health and social care
• Practitioner customisation;
• Interactive using combinations of methods;
• Using trained but independent mentors, coaches and consultants;
• Workplace training;
• Follow-up to embed practice;
• Visits with sufficient time to question, probe and shadow;
• Equal rewards for givers and receivers;
• Tested and practical resources with accompanying training;
• Sufficient resources – time and cover;
• Facilitated networks, ownership,
• Active and independent promoters and champions;
• Reliable targets with on-site monitoring against standards.
86. DISSEMINATION : LIMITED BENEFITS:
• Meetings, presentations, lectures, courses, conference
s;
• Case studies, research, guidelines and toolkits, on-line
or published;
• One-off events;
• Activities and visits with no follow up;
• Passive dissemination;
• Insufficient time for training and embedding;
• Unrealistic targets especially imposed or narrowly-
focused;
• Information overload;
• Inspection feedback;
• Rewarding the “best” to disseminate.
87. DISSEMINATION: IMPLICATIONS OF
RESEARCH
• We need to take account of how people learn in
designing processes;
• There are effective and ineffective ways of doing the
same thing;
• Dissemination on its own is often ineffective;
• Promoters and practitioners need to right skills;
• A receptive environment is a needed;
• An accountability framework is needed to check on
progress;
• Combinations of approaches are always needed;
• Only so much good practice can be in the market at
any one time;
• Incentives are needed for learners and trainers.
88. PRACTICAL METHODS OF DISSEMINATION
IN SCHOOLS:
• Use extracts in newsletter;
• Provide links to articles or extract quotes or
suggestions and put on intranet;
• Prepare relevant material for training sessions;
• Handouts;
• Put material in pigeon holes;
• Initial names on articles;
• Laminated pages on staffroom noticeboard;
• Magazine rack in staffroom
91. OTHER USEFUL RESOURCES:
• Professional Teacher (TDA);
• CPD Update
• TES Resource;
• Professional Development Today;
• School Leadership Today;
• Schools Research News
(research.summaries@education.gsi.gov.uk)
94. QCF (Qualifications and Credit
Framework):
• Units of assessment each describing a discrete area of
knowledge or competence;
• Qualifications become “rules of combination”;
• Units can appear in more than one qualification and do
not need repeating;
• Units have a credit value notionally 10 hours of
learning;
• Each qualification will be either an Award, Certificate or
Diploma;
• Each learner will have an individual learner record
95. CPD LEADERS/ ADVANCED CPD
CONSULTANTS:
• Can assist schools develop CPD systems, eg.
an aspect such as impact evaluation or a
general strategy;
• Support a new CPD leader;
• Evaluating a CPD system in the school;
• Work with a section of the school’s workforce;
• Support CPD partnerships;
• Developing CPD resources such as evaluation
tools;
• Advising on resources, qualifications.
96. What are the practical and personal challenges
involved in working with a school or group of schools
as an Advanced CPD leader?
Do you know of any specific good practice taking
place with regard to CPD, eg. collaborative
work, effective systems?
98. KEY CONCLUSIONS: 10 PRINCIPLES
FOR EFFECTIVE CPD:
• Inclusivity and bespoke;
• Defined roles and systems;
• Best-value principles – including capable of being
evaluated;
• “Learning communities”
• Range and variety of approaches based on suitability for
purpose;
• Empowering individuals to make informed choices;
• Supporting partnerships and networks including
collaborative training;
• Working with a wide range of high-quality providers
• Accreditation and recognition;
• Supports longer term activity and improvement.
99. SUMMARY: TDA: GET MORE FROM CPD
IN YOUR SCHOOL (2008) (1) :
• Job adverts stress commitment to CPD;
• Take induction seriously ideally before starting new post;
• Jds should cover personal CPD and for contributing to
CPD of others;
• Encourage reflective practice;
• Learning feeds back into school;
• Leadership needs to show appreciation of attempts to
improve;
• Culture supports using new ideas;
100. SUMMARY: TDA: GET MORE FROM CPD
IN YOUR SCHOOL (2008) (2):
• Staff have opportunities to observe others;
• Agree expected outcomes;
• Identify and use coaches;
• Allow staff to be recorded so they can observe their own
practice;
• Set a proper budget and protect it.
