Shaping the future of CPD: How professional learning can support recruitment and retention
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Tim Matthews, Deputy Head at Oriel High School talks about how and why he believes that professional learning is key to employing and keeping staff in his school.
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Shaping the future of CPD: How professional learning can support recruitment and retention
- 1. So how do we retain…? Tim Matthews (@educatedcpd) alfa-img.com
- 2. How professional learning can support recruitment and retention #ShapingCPD Tim Matthews Deputy Headteacher Oriel High School
- 3. Recruitment & Retention crisis? Have a relatively stable staff group – movement is for promotion / career advancement A reduction in the number of applicants from traditional routes. Increased the number of overseas trained colleagues Schools Direct a process of controlling supply of teachers
- 4. Where it started... Sir Tim Brighouse at the ‘Raising the Quality of Teaching’ event (2013) co organised by the Teacher Development Trust. You know you are in a good school when; 1. Teachers talk about teaching. 2. Teachers observe each other’s practice. 3. Teachers plan, organise and evaluate their work together. 4. Teachers teach each other.
- 5. Moral compass & intelligent accountability
- 8. Appraisal • Recognising and valuing risk taking in the appraisal process Staff have been encouraged to pursue autonomous developmental targets that are phrased: • For mastery • For innovation • For performance The core purpose of all of these self-derived targets is to develop practice to improve outcomes for students.
- 9. Collegiate Faculty Structure DHT DHT HOF HOFHOFHOFHOF Subject Leader Subject Leader Subject Leader
- 10. Building Professional Capital: For teachers to be able to function as members of a community of practitioners who share knowledge and commitments, who work together to create coherent curriculum and systems that support students, and collaborate in ways that advance their combined understanding and skill. (Darling-Hammond and Bransford, 2005) Teacher learning and development is important not because ‘you need to’ but because ‘we could be better.’
- 12. Core activities: Termly IRIS self reflection incl. peer feedback. Termly Observation of colleague Safeguarding SystemsBehaviour Professional Studies: Action planning. Lesson planning. Emotional Literacy. NQT survival. Pedagogical basics (effective teacher behaviours) PTI: New teacher subject days Champion IRIS Groups Teacher Behaviours Learner Behaviours Research Lesson Study Coaching ResearcherContributor Mentor Participant Coach Improved Student Outcomes Teacher Learning
- 14. Impact of CPL • Surplus view of education - impact on culture • Retention of staff • Risk taking encouraged • Dialogue developmental • Results: VA / progress / threshold • OFSTED • Tdtrust validation: Bronze (2015) Silver (2016)
- 18. “I believe in the power of people to collaboratively achieve great things, teachers in particular are amazingly creative and effective problem solvers - let's create schools that give them a chance!"
- 20. So How do we improve recruitment and retention? How do we make the route(s) into teaching attractive but robust? How do we satisfy the need for teachers to advance without having to leave the classroom? How do we provide teachers with meaningful recognition? How do we provide teachers with more flexibility and time without sacrificing outcomes for kids? livebettermagazine.com
- 21. How do we make the route(s) into teaching attractive but robust? • Sort out the routes into teaching • Make them more robust by having real selection processes – akin to teach first • Lessen the confusion by having one portal and way in – good IAG at the first point • Fully fund salaried entry routes • Keep HEI involvement in the initial teacher training– research based organisations • Have regional analysis completed on shortages – no point closing a subject if all the places are in the north and all the vacancies are in the south • Pay off student loans incrementally with years of service
- 22. How do we satisfy the need for teachers to advance without having to leave the classroom? • Make the profession more attractive • Invest in increasing non-contact time, but use the breaks for professional development • Pay better • Penalise school set-ups that are punitive – opposite direction to current thinking • Capture the routes in and therefore retention • Pay increases after the first three years connected to professional development • Have a adult discussion about accountability measures • Hold all changes to curriculum for five years and any changes are given a two year lead in from the point the specifications are published
- 23. How do we provide teachers with meaningful recognition? • Have a research based professional development • NQT lasts two years • Next three years of training gains an MA • Then following the College of Teaching model with designatory titles
- 24. How do we provide teachers with more flexibility and time without sacrificing outcomes for students?
- 25. Creating more time? Let Teachers Teach • Fully fund the wrap around care for young people and families • Parenting classes and support • Fund transportation outside of cities for young people • CAMHS support • In school counsellors • Increase and fund alternative provision to stop students failing off the bottom • Fund SEN properly • Fund a careers advice service
Editor's Notes
- How do we satisfy the need for teachers to advance without having to leave the classroom? Teachers want to develop in their careers, but a lot of the time, that means stopping teaching. We want to make a big deal of folks being effective teachers. For example, we have selected highly effective teachers to be “featured” teachers, and that group is leading designing new curricula for the entire network, to be aligned to the Common Core. We honour them, give them a stipend, and they get some special development and the opportunity to collaborate with highly effective colleagues. That will extend into a curriculum fellowship we’re running next year. How do we provide teachers with more flexibility and time without sacrificing outcomes for kids? Our students need a lot. They need a lot of our time, and they demand a lot of our teachers. But teachers need to pick up their dry cleaning and get their cars fixed. Balancing a demanding work environment with a personal life is a challenge for our teachers, many of whom come to us when they are young, and feel stretched as they grow older and have kids. Some of our schools offer two salary tracks: a higher track associated with longer hours, and a more traditional track, associated with a more traditional teaching schedule. Others try to chip away at this issue in small ways, such as giving teachers one late-start morning or early-dismissal afternoon each week. These small things are highly valued. How do we provide teachers with meaningful recognition? This was what surprised me most: little things mean a lot. We spoke with someone from Pixar, which has asked how to keep engineers engineering over the long term. They give every engineer who has been there for 10 years a bronze Buzz Lightyear statue—which blew our teachers’ minds. They just couldn’t get over it, a tangible recognition that is small, but really cool. They also talked about how, at our annual summit, which brings together everyone at KIPP, we have a gala on the last night and Dave and Mike have all the teachers stand based on how long they’ve been teaching. Those who teach the longest stand the longest and get the most applause. It’s now a tradition that our teachers told us means a lot to them.”
- Schools cannot pick up the gaps in care whilst delivering better outcomes for students