changing the practice of science teachers through a “wrap-around” model of cpd at a regional...
Post on 19-Dec-2015
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![Page 1: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/1.jpg)
Changing the practice of science
Teachers through a “wrap-around”
model of CPD at a Regional Science
Learning Centre
Alison RedmoreDirector, SLC East of England
![Page 2: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/2.jpg)
![Page 3: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/3.jpg)
‘Wrap-around’ model of CPD
Pre-course tasks
Face-to-Face day
Follow-up tasks & monitoring
![Page 4: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/4.jpg)
Pre-course tasks
• Rationale:
Everyone gains more as participative learners; prepares their thinking,
(frees space in intrinsic working memory?)
• Examples: reading, read-think-write tasks, data collection, surveys, etc
![Page 5: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/5.jpg)
Face-to face day
• Quality Assured
• Clearly-defined aims
• Practical, interactive (“Masters’ seminar”)
• Expert input plus the ‘tried & tested’
• Reflective writing time (Nutshell model)
![Page 6: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/6.jpg)
Follow-up• Rationale:
To sustain the CPD intervention
To encourage and support change
• Example strategies:
Impact Certificates;
Web portal ‘communities’; email prompts;
Questionnaires; discussion groups;
![Page 7: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/7.jpg)
Methodology
Case Study – of ‘wrap-around’ course plus the teachers who participate
Data collection:
• reflective writing at the start,
• evaluation questionnaire at end of day,
• follow-up questionnaire, focus group, interviews
![Page 8: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/8.jpg)
How do we measure the impact of CPD?
![Page 9: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/9.jpg)
Framework for evaluating PD and for optimising its effects in school.
Content – the “what”
Process – the “how”
Context – the “who,
when, where, why”
Qualityof
Professional Development
SLT, Governors
– school culture and policies
Teacher knowledge & practices
Parents, peers
PupilsImproved student learning outcomes
![Page 10: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/10.jpg)
Framework
The development of teachers’ professional learning (Transformative learning ?)
Influenced by:
• Personal factors
• Course factors
• School-based factors
![Page 11: Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East](https://reader030.vdocuments.us/reader030/viewer/2022032800/56649d375503460f94a0f357/html5/thumbnails/11.jpg)
Active assessment Case Study
Emerging issues: • Personal factors: Learner intent
Value congruence• Course factors: Expectations
Small steps within grand vision• School-based factors: Embedded PD
Ethos supports collaboration and innovation
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A Grand Day Out ….