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![Technological disruption
Implications for CPD design
‘…flexible, personalised, purpose-specific and time-effective
English language learning ...’
EAQUALS Framework for LTT&D
Determine and anticipate learners’ language learning needs
Base lesson and course design and the selection of learning
activities on learners’ needs
Competent in curriculum and syllabus development, creating
teaching materials and developing assessment tools […]
Use a broad range of teaching approaches and techniques
effectively and flexibly to fully develop receptive and
productive skills
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3](https://image.slidesharecdn.com/silvanarichardsoneffectivecpd-frominputtoevaluationeaquals4final2704-180502073213/75/Silvana-Richardson-Impactful-professional-learning-for-teachers-from-input-to-evaluation-42-2048.jpg)
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Silvana Richardson: Impactful professional learning for teachers – from input to evaluation
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- 4. Impactful CPD forteachers: from input to evaluation Silvana Richardson
- 7. Opening challenge Work onthe task on your worksheet. Put the five most impactful dimensions of leadership in order of impact in your opinion. Impactful dimensions of leadership
- 8. Impactful leadership Promoting and participatingin teacher learning and development Ensuring an orderly and supportive environment Strategic resourcing Establishing goals and expectations Planning, coordinating and evaluating teaching and the curriculum Below 0.2 = a weak or no effect 0.6 or above = significant impact
- 9. Impactful leadership Promoting and participatingin teacher learning and development Ensuring an orderly and supportive environment Strategic resourcing Establishing goals and expectations Planning, coordinating and evaluating teaching and the curriculum TWICE THE IMPACT AS THE NEXT MOST IMPACTFUL ACTIVITY Robinson et al (2009)
- 10. Plan 1. Why evidence-informedCPD for teachers 2. Features of effective CPD according to recent research 3. Practical implications for CPD design
- 11. Plan 1. Why evidence-informedCPD for teachers 2. Features of effective CPD according to recent research 3. Practical implications for CPD design
- 12. Why evidence-informed CPD Notall CPD initiatives are effective. CPD programmes require a significant investment of time, resources and commitment from everyone involved. Not all CPD materials are reliable. A lot of good things are done in the name of professional development. But so are a lot of rotten things. Thomas Guskey
- 13. Map 1. Why evidence-informedCPD for teachers 2. Features of effective CPD according to recent research 3. Practical implications for CPD design
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- 25. Focus on impact Akey question What types of CPD programmes result in better learning, not just for teachers, but also for their learners?
- 26. Focus on impact Inspirationalvision Shared understanding of the changes to achieve and of the strategies to drive improved student learning Clear objectives for teacher learning linked to improved student learning CPD for teachers to learn the strategies Teacher implementation of the strategies Making it happen 1 2 3 4 5 Evaluation of progress and impact
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- 29. Relevant = learner-related Relatescontent to teachers’ classrooms Gives teachers opportunities to: • think about their students’ learning • link this to areas for development in their own practice
- 30. Making it happen Differentiatedblended materials for teacher learning By age/ course type
- 31. Making it happen Differentiatedmaterials for teacher learning
- 32. Making it happen Differentiatedmaterials for teacher learning
- 33. Making it happen Differentiatedmaterials for teacher learning By development phase
- 34. Making it happen Concurrentface-to-face electives 1. ABC (Academic Book Club) on A Syllabus for Listening- Decoding by R Cauldwell 2. Workshop- ‘Developing our students’ reading fluency’
- 35. Making it happen Targeteddevelopment for specific groups 1. IELTS standardisation –speaking (teachers of IELTS classes) 2. Comparing approaches to supervision of TinTs (CELTA trainers) 3. Coaching and mentoring teachers (academic managers and teacher trainers)
- 36. Personal teacher research projects Makingit happen 1. Action research 2. Supported experiments
- 37. An example Relevant Related tolearners Starting point: Not how the LMS works, but what students and teachers need to know to use the LMS actively and autonomously. e.g. track students’ progress (using the dashboard) Differentiated CPD Two concurrent set-ups - teachers chose in every session: 1) Step-by-step show and tell + practice 2) Guided exploration with tasks and resources Bell Online - a new LMS
- 38. Contextually relevant GLOBAL CONTEXT SOCIO-POLITICAL,EDUCATIONAL, CULTURAL CONTEXTS INSTITUTIONAL NEEDS AND CULTURE CONDITIONS- WHAT IS FEASIBLE EACH TEACHER’S NEEDS LEARNERS’ NEEDS EACH TEACHER’S NEEDS LEARNERS’ NEEDS
- 39. Contextually relevant GLOBAL CONTEXT EACHTEACHER’S NEEDS LEARNERS’ NEEDS Technological disruption
- 40. Global context example Technologicaldisruption FUTURE DEMAND FOR ENGLISH IN EUROPE – 2025 AND BEYOND (2018)
- 41. Discuss with apartner What kind of teacher can deliver this? Think of the EAQUALS Framework for Language Teacher Training and Development. At what development phase(s) might they need to be? Technological disruption Implications for CPD design Learners want flexible, personalised, purpose-specific and time-effective English language learning with a smooth, personalised customer journey.’
- 42. Technological disruption Implications forCPD design ‘…flexible, personalised, purpose-specific and time-effective English language learning ...’ EAQUALS Framework for LTT&D Determine and anticipate learners’ language learning needs Base lesson and course design and the selection of learning activities on learners’ needs Competent in curriculum and syllabus development, creating teaching materials and developing assessment tools […] Use a broad range of teaching approaches and techniques effectively and flexibly to fully develop receptive and productive skills 2 2 3 3
- 43. Technological disruption Implications forCPD design • Do ITT courses adequately prepare teachers to deliver this in 4 weeks? • Can ‘competent replicators’ deliver this effectively? • Are the staff in my school(s) equipped to deliver this type of learning experience? • If not (yet), what competencies will they need to acquire to be able to offer this to our customers? Learners want flexible, personalised, purpose-specific and time-effective English language learning with a smooth, personalised customer journey.’
- 44. Contextually relevant GLOBAL CONTEXT SOCIO-POLITICAL,EDUCATIONAL, CULTURAL CONTEXTS EACH TEACHER’S NEEDS LEARNERS’ NEEDS Revisions to the CEFRL
- 45. Socio-political, educational, cultural contexts What impactwill the roll out of the revisions to the CEFRL have on • syllabus design? • assessment? • learning materials? • materials for teachers? • TD frameworks? • ITE and TD programmes? Revisions to the CEFRL (How) is my organisation preparing teachers for this?
- 46. Contextually relevant GLOBAL CONTEXT SOCIO-POLITICAL,EDUCATIONAL, CULTURAL CONTEXTS INSTITUTIONAL NEEDS AND CULTURE EACH TEACHER’S NEEDS LEARNERS’ NEEDS A new CPD approach
- 47. Institutional needs and culture TEACHERRESEARCH • Teachers choose topic, focus and methods • Teachers manage project and timelines • Expectation: teacher initiative and agency TEACHER AS DRIVER Introduction of a new CPD approach TOP-DOWN, ‘DONE TO’ INSETT • Topic and focus decided for teachers • Taught by others • Expectation: teacher attendance TEACHER AS PASSANGER APPROACH CULTURE
- 48. Creating an enablingculture The Bell Way
- 49. The learning thattakes place within our organisation has a significant impact on the quality and success of our students in their learning. All our staff, and in particular our teachers, need continuing professional development to achieve Bell’s common vision. Our policy decisions are coherent with this. We continuously refresh and renew our professional skills in order to support effective learning and teaching An enabling culture Organisational Learning
- 50. Contextually relevant GLOBAL CONTEXT SOCIO-POLITICAL,EDUCATIONAL, CULTURAL CONTEXTS INSTITUTIONAL NEEDS AND CULTURE CONDITIONS- WHAT IS FEASIBLE EACH TEACHER’S NEEDS LEARNERS’ NEEDS A new CPD approach
- 51. Conditions and what isfeasible • read literature • plan research question, data collection, experiment, evaluation • design new materials and evaluation tools • analyse and interpret the data • prepare to share findings Introduction of a new CPD approach • work F/T + extra hours on a zero-hour contract to make ends meet • no release time – must work on the project in their own time • no pay for CPD APPROACH CONDITIONS
- 52. Focus on needs Akey question What works in this context, for these learners, teachers and leaders, at this point in time?
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- 55. Consolidation, follow-up and supportactivities that help transfer learning Frequent, repeated opportunities to encounter, understand, respond to and reflect on new approaches and related practices Continued support from input to implementation What teachers need
- 56. Input is notenough Saying that an INSETT session or a conference is great professional development is like saying that a shopping trip is a good meal. It's what you do with what you bring back that counts. @informed_edu =
- 57. Input is notenough teacher learning activities consistent with what is taught modelling of new strategies to discuss how to transfer CPD content to the classroom to experiment with new strategies to analyse and reflect on the implementation What teachers need
- 58. Input is notenough teacher learning activities consistent with what is taught modelling of new strategies discussing how to transfer CPD content to the classroom experimenting with new strategies analysing and reflecting on the implementation What teachers need
- 59. Input is notenough teacher learning activities consistent with what is taught modelling of new strategies to discuss how to transfer CPD content to the classroom to experiment with new strategies to analyse and reflect on the implementation What teachers need
- 60. Teachers need considerabletime to learn new strategies in sufficient depth, to apply them confidently and effectively in the classroom and to embed them systematically as part of their practice. One-off sessions and short courses are not effective in creating the necessary conditions for changes in teacher cognition and performance.
- 61. Discuss in smallgroups (no more than four people) LTOs/CPD providers How can/has your organisation move(d) away from one-off events or short, disconnected INSETT sessions as the main approach to CPD? Inspectors What suggestions/recommendations would you make for organisations that have a CPD model in place based on one-off events and short, disconnected INSETT sessions? Sustained CPD Making it happen
- 62. Moving towards sustained CPD Createa long-term CPD plan (e.g. 1 to 3 years) Focus on deep learning and transferability • fewer topics - more time on each with more activities • thematic threads across the year Structure time differently, e.g. • break a one-day event into a number of shorter sessions spread over the year (face-to-face or online) • set implementation and evaluation tasks in between Offer support/coaching for teachers throughout the difficulties of the implementation process. Small steps
- 63. An example Focus ontransferability Short, focused input In-session practice After-session ‘sandpit’ implementation tasks Issues, questions, peer collaboration (following week) Bell Online - a new LMS 3 1 2 4
- 64. An example Continued support Forteachers Advanced Practitioners Digital Champions Online forums For trainers Champions experimenting first, sharing issues and making suggestions Critical friends trouble-shooting sessions in advance Bell Online - a new LMS
- 65. An example Prolonged Over 8weeks Bell Online - a new LMS
- 67. Peer collaboration A keyingredient
- 68. Peer collaboration Involve teachersin solving problems or refining approaches together, e.g.: Joint planning in pairs or small groups who teach the same level or course type Team-teaching followed by joint evaluation of planning, teaching and learning Focused live or videoed peer observation followed by discussion of issues or key aspects of implementation Making it happen
- 69. Peer collaboration Listening targetsthrough the levels Joint coursebook reviews by teachers who teach the same levels Co-writing of activities and materials appropriate to level to supplement coursebooks Joint peer video observation and evaluation of co-created materials and activities An example 1 2 3
- 71. In practice A classroom-basedfocus on teaching practice
- 73. Reflective Action research orenquiry cycles Investigation Action Evaluation Refinement
- 75. Examples Approaches to TeacherResearch External expert support In-house peer support
- 76. Examples Can learners make realisticpeer assessments of oral presentations? The use of assessment criteria in classroom speaking tasks What strategies are used by students doing the IELTS Academic Reading paper?
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- 79. • WeVideo: Towhat extent does screencasting enhance speaking practice? • Differentiation strategies that need zero preparation • Digital vocabulary recording techniques using Google Class • Writing little and often • Error correction using Socrative • Trying out and evaluating different ways of giving feedback * Examples
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- 82. Evaluated A lot ofgood things are done in the name of professional development. But so are a lot of rotten things. Evaluation provides the key to making the distinction between the two. Guskey (2000)
- 83. Thumb-ometer CPD evaluation …in yourorganisation We evaluate the quality and impact of our CPD programme systematically and in various ways We sometimes evaluate the quality and impact of our CPD programme using one or two methods Ermmm…we don’t evaluate our CPD programme
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- 86. Evaluated Want to findout more?
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- 91. Example Learning walks To whatextent is all the CPD work done on X actually embedded in practice? What CPD work will we need to do next to improve or develop further? Developmental and constructive whole-school observations with a clearly articulated, specific focus linked to professional learning and school priorities. The aim is to collect evidence about teaching and learning, evidence of progress and areas for school development. LOOKING BACK LOOKING FORWARD
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- 93. Plan 1. Why evidence-informedCPD for teachers 2. Features of effective CPD according to recent research 3. Practical implications for CPD design
- 94. Important point tobear in mind What do teachers need to learn for? Understand concepts and theories, be aware of new ideas direct impact on learners’ learning Operate systems and procedures Implement, refine, evaluate and embed new practices use and application awareness and inspiration
- 95. Planning for teacherlearning Awareness, inspiration Use, application Direct impact Outcomes of teacher learning - Impact + Understand concepts and theories, be aware of new ideas Operate systems and procedures Implement, refine, evaluate and embed new practices 1. Why use the students’ L1? 2. How can we use it to help them learn English? e.g. Planning a sequence of lessons using different L1 strategies and activities 1. Using the students’ L1: lessons learnt, issues, questions, the next stages. 2. School policy
- 96. Planning for teacherlearning Awareness, inspiration Use, application Direct impact Outcomes of teacher learning - Impact + Understand concepts and theories, be aware of new ideas Operate systems and procedures Implement, refine, evaluate and embed new practices One-off input may be sufficient C P D Increase level of experimentation and sustained collaboration •Practise a technique •Role-play •Co plan •Teach a lesson • Co teach, co-assess Multiple chances to • observe • practise • get feedback
- 97. Adding differentiation Awareness, inspiration Use, application Direct impact School Teams or groups Individual teachers Outcomesof teacher learning Learningneeds - Impact +
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- 101. Thanks! silvana.richardson@bellenglish.com www.bellenglish.com Follow me onTwitter @laioli @bellteachers