Shaping the future of CPD: developing great teaching
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The document discusses developing great teaching through effective continuing professional development (CPD) for teachers. It summarizes research showing that improvements in school leadership, expectations, teacher collaboration, and safety are associated with decreased teacher turnover. Effective CPD focuses on deep subject knowledge, uses questioning to check understanding, and identifies misconceptions. Lasting impact requires focusing on specific teaching ideas, implementing them over time with support, and tracking progress through observation and assessment rather than one-off sessions. Developing a collaborative learning culture and investing in external expertise also helps CPD stick.
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Shaping the future of CPD: developing great teaching
- 1. Developing Great Teaching David Weston, 11th April IRIS Connect – Shaping the Future of CPD, Cambridge
- 2. 2 Helping teachers to help pupils Support, trust, feedback & culture low quality teacher environment teacher experience (years) impactonpupiloutcomes Kraft & Papay, 2014 - http://ow.ly/OYBwp 0.06 0.08 0.10 0.12 0.14
- 3. The effect of leadership What types of leadership help most? Source: Robinson (2009) - http://ow.ly/OYCSO 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 Establishing goals and expectations Resourcing strategically Ensuring quality teaching Leading teacher learning and development Ensuring an orderly and safe environment Effect Size
- 4. Teacher turnover Improvements in the leadership & professional development, academic expectations, teacher relationships & collaboration, and safety & order within a school over time are all independently associated with decreases in teacher turnover Kraft et al (2016) 4
- 5. Ofsted’s focus the quality of continuing professional development for teachers at the start and middle of their careers and later how well leaders ensure that the school has a motivated, respected and effective teaching staff to deliver a high quality education for all pupils, and how effectively governors hold them to account for this The latest framework 5
- 6. Ofsted’s focus Leaders and governors have created a culture that enables pupils and staff to excel Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected The latest framework 6
- 8. 8 Audits of over 80 schools Self-analysis
- 10. An example Growth mindset twilight CPD How can we get the learning to stick and have impact? 10
- 11. 11 Version 1 Senior leaders decide to make growth mindset a focus in CPD A twilight session is scheduled and an assistant head reads up material and creates a PowerPoint Attendance is compulsory There is time for staff to discuss ideas and ask questions A summary is emailed around to all staff Growth mindset teaching is included in learning walk pro formas and lesson observations
- 12. 12 Version 2 Small team of teachers spend time diagnosing and checking which are the key barriers for PP-eligible pupils in their subjects. They identify a particular group of individuals. The teachers attend a growth mindset session by an external expert, ask relevant questions to speaker, bring back specific further reading, knowledge The speaker provides assessment tools to check impact, plus clarifies the shared goals and end- points Teachers implement ideas by co-planning lessons, videoing them and watching back/discussing later. Takes place over 2 terms, 4 cycles. Teachers (formatively) keep track of impact via observations, ongoing assessment, student surveys
- 13. 13 Key ideas Making it stick Things that don’t generally work in isolation: Focusing on generic teaching ideas One-offs Focus on teacher performance
- 14. 14 Key ideas Making it stick Things that get in the way of learning Too much marking, planning and data entry Proportion of time in the classroom delivering Lack of trust & mutual support – top down quality assurance instead of quality development Lack of investment Lack of external expertise
- 15. 15 Great leadership Developing Great Teaching Developing Vision … includes helping teachers believe alternative outcomes are possible and creating coherence so teachers understand the relevance of the CPD to wider priorities Managing and organising … includes establishing priorities, resolving competing demands, sourcing appropriate expertise and ensuring appropriate opportunities to learn are in place
- 16. 16 Great leadership Developing Great Teaching Leading professional learning … includes promoting a challenging learning culture, knowing what content and activities are likely to be of benefit, and promoting “evidence-informed, self-regulated learning” Developing the leadership of others … includes encouraging teachers to lead a particular aspect of pedagogy or of the curriculum
- 18. Over 110 schools and college members of the Network Stay connected to the latest intelligence and practice in developing teaching. We do the hard work for you: latest case studies, research, implementation guides.
- 19. New CPD Standards, 2016 The new standard will set out a clear description of effective practice in professional development for teachers It will help teachers and providers of teacher training to understand aspects of good-quality professional development A relationship between teachers, school leaders and CPD providers New expectations on schools 19
- 20. 20 College of Teaching ClaimYourCollege.org A new voluntary professional body for teaching Being set up by teachers and school leaders Helping to grow & recognise excellent practice through a new Chartered Teacher status, share research and expertise, develop non-leadership career paths. Working in partnership with unions, subject bodies, universities. A powerful new voice to emphasise what evidence tells us, in discussion with government. Find out more: http://ClaimYourCollege.org
- 21. 21 Questions to leave you with http://TDTrust.org @TeacherDevTrust @informed_edu 020 7250 8276 David.Weston@TDTrust.org What do we prioritise? Increasing trust and respect? Improving career development? Improving subject/curriculum development? Improving CPD systems and procedures? 21
Editor's Notes
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.
- Online and blended learning have been around for a while but we don’t see a huge amount of change in the classroom The approach to bring these in is often based on the idea that teaching is inefficient and we can deliver it more easily However if we want children to learn anything other than the things they immediately find interesting then we need to have relationships Someone to inspire us that something is more interesting than we thought Someone to help us through the challenging bits of learning where we feel lost and demotivated Someone who we value so much that we’ll do the tough bits just for them, even if the subject matter isn’t immediately appealing Clearly technology in itself can help us with delivery but if we neglect the role of the teacher, the guide, mentor and the expert, then we are doomed. Many teaches are entirely willing to try tech solutions to problems but most are not willing to put up with barriers and lack of certainty (especially in front of the class or when doing their own admin under huge time pressure). Consider what reliability and comfort you require when making a high-profile presentation to your boss or Board – that’s the level at which teachers operate in every lesson. One solution is completely reliable hardware, software and systems plus very high quality (and rapid-reponse) tech support Another is training and development that not only helps teachers become comfortable with the new systems but which embed them in their usual and comfortable ways of working.