Delivering High Quality CPDPaul Crisp

Managing Director Centre for the Use of Research and Evidence in Education

Where do teachers go for CPDL?

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Internet

forums

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In school

Industry p

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ents

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secondary teachers used primary teachers used

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secondary teachers used secondary teachers most useful primary teachers used primary teachers most useful

...and is it useful?

What do teachers do in CPDL?

Coaching

PPT

Observa

tion & fe

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Modelling

Mentorin

g

Team

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ing

Joint plan

ning

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e reso

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...and what do they find useful?Pe

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PPT Obs & feedback Mentoring Premade resources Reading0%

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secondary teachers used secondary teachers most useful primary teachers used primary teachers most useful

The evidence: what CPDL improves pupil learning?of effective CPD

• Use of specialist external expertise inc observing and debriefing

• Coaching - enable risk taking/ownership• Ambitious goals rooted in aspirations for pupils• Participants identify starting points - needs analysis• Sustained over time - to embed practices• Development of practice and theory together• Includes learning to learn from looking• Supports and encourages professional dialogue

around the use of evidence and experiment

What kinds of things generally work?• Collaborative enquiry • peer supported, collaborative, evidence based learning activities

taking place over an extended period and marked by risk taking (trying out new things) and professional dialogue;

• Coaching and mentoring • an effective vehicle for contextualising CPD for practice. Empowers

practitioners to try out new things; supports, encourages, facilitates; draws on evidence

• Networks • collaborations within and between schools drawing on internal and

external expertise• Structured dialogue and group work • delivered in small groups providing multiple opportunities for practice

and structured feedback

What’s available?Distribution of practice (@2011)

Reflection Needs AnalysisTransforming 5 Transforming 2Embedding 23 Embedding 15Influencing 46 Influencing 25Informing 21 Informing 50Not observed 5 Not observed 9

Collaborative and sustained CPD Linking CPD with learner outcomes

Transforming 3 Transforming 0Embedding 17 Embedding 21Influencing 44 Influencing 39Informing 33 Informing 31Not observed 3 Not observed 9

Analysis of practice Needs Analysis

Transforming Embedding Influencing Informing Not observed

Collaborative and sustained CPD

Transforming Embedding Influencing Informing Not observed

Linking CPD with learner outcomes

Transforming Embedding Influencing Informing Not observed

Reflection

Transforming Embedding Influencing Informing Not observed

Some questions for CPD providers

• Is it your job to work from the participants’ existing knowledge (needs assessment)?

• Does all provision have to benefit pupils?• How do you know if yours does?• How can I provide a ‘sustained’ learning

experience at a one-day workshop? • Broadly, ‘transformative’ more expensive – but

not always. Is your offer VFM?

“But are they any good”?• CPD market fragmented and cautious• Schools stick to the ‘same old, same old’

or word of mouth• CPD a risky investment• No mediation layer or reliable ‘buyers

guide’• But now they’ve got the Good CPD

Guide and QR

What is QR? • Your CPD provision assessed against objective

standards:• guidance on what you might do to further

improve it. • A Rating from to for overall quality• Available as:• Diagnostic• Core assessment • Full provider assessment

QR – the standards

Core Quality – extent of:• high leverage professional

learning methods in your CPD delivery

• create an environment that effectively supports participants’ learning

• consistency, coherence and high quality across provision

Depth of Impact• Collaboration • Needs analysis• Depth of understanding

developed• Attention to learner

outcomes

The Benchmarks• Informing’– draws attention to new

knowledge and considerations in implementing new practice;

• Influencing – actively engages participants with new knowledge, assessment of their starting points and encourages them to consider application;

• Embedding – engages participants with new knowledge in depth and through a range of activities, supports them to consider their starting points, apply new knowledge and plan for embedding new strategies in their own contexts; and

• Transforming – equips participants with knowledge, skills and tools to take control of their own learning and practice development around the area that is the focus of the CPD

0

1

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Provider Quality Rating: Very good

Collaboration

Needs Analysis

Depth of Understanding

Learner outcomes

0 0.5 1 1.5 2 2.5 3 3.5 4

Depth of Impact Profile

Transforming

Influencing

Embedding

Informing

• SKEIN service evaluates schools as effective professional learning environments

• Draws on same evidence and uses similar categories and levels

• Used in nurseries to FE colleges• 30 done or in train• 3 teaching school alliances currently piloting

SKEIN

Being a better customer

Useful Links• CPD Providers - http://tinyurl.com/n7ebdmu• SKEIN - http://www.skein.org.uk/• QR - http://tinyurl.com/n7ebdmu• EPPI 4 - http://tinyurl.com/d98986w• Robinson - http://tinyurl.com/bwamjrc• Timperley- http://tinyurl.com/8vnhxhl• Pearson – http://tinyurl.com/l2clc8c• AITSL - http://tinyurl.com/8w6gvl3

paul.crisp@curee.co.ukwww.curee.co.uk