Pedagogy versus content (round 1) in Continuing Professional

Development and Learning CPDL?

Philippa Cordingley

Centre for the Use of Research and Evidence in Education (CUREE)

This keynote

• A case study with many, but not all key ingredients

• What is better in your context that might fill the gaps?

• Large scale evidence about what makes a real difference in CPDL – and what doesn’t work

• A tool for alignment

• A metaphor

A CPDL case study - Kenton school

• Deputy head and CPDL leader designs and leads a Professional Learning Programme (PLP) for all staff

• Multiple enquiry/R&D groups and degree and extensive M level study - spread over

• PLP sessions many Wednesdays • 3, whole day sessions

Kenton School

• PLP provides a mix of CPDL approaches e.g.

• Interactive whole school sessions – eg open space session focussed on particular sub groups of pupils

• Departmental sessions

Kenton school

• PLP underpinned by co-coaching approach for all staff - partners work across departments and roles

• supported by trained co-coaching champions and practical tools and resources to secure quality; and

• a series of route maps providing a guided pathway through research summaries, micro enquiry tools, videos etc

• Staff choose support/ activities, from a very varied programme, in context of their specific goals/targets

Kenton school

• Newly emerging needs and proposals for innovation are accommodated, provided the case is made for their contribution to student achievement

• The CPD Leader consults staff extensively re the PLP offer

Kenton school coaching in context

• PLP and development groups underpinned by co-coaching trios - partners work across departments and

roles supported by

• trained co-coaching champions

• practical tools and resources to secure quality in coaching

• now including banks of video cameras

• Research route maps to underpin co-coaching through research summaries and micro enquiry tools

http://www.curee.co.uk/block-content/route-maps-sample

Off the shelf Route Maps contribute too

Leading research informed coaching

• What does this case study highlight for you about leading effective, professional, research informed practise, development and learning? Buzz with a partner.

• Do you see gaps?

• How is your school/ are you filling these effectively?

Effective CPDL involves:

• Recognising and building on colleagues’ aspirations for pupils

• Opportunities

• to develop a shared sense of purpose; and

• for structured peer support

• Exploring/ reviewing existing beliefs and practices via

• iterative cycles of trying new approaches; and

• collaborative reviewing of pupils’ responses to refine practices

Effective CPDL involves:

• Understanding why things do and don’t work as well as what’s involved

• Working with specialists who provide expert support for:

• challenging orthodoxies

• illustrating practices from other settings

• depth, evaluation and designing CPDL activities

Effective CPDL involves:

• Recognising and building on colleagues’ starting points and their aspirations for pupils

• Opportunities

• to develop a shared sense of purpose; and

• for structured peer support

• Exploring/ reviewing existing beliefs and practices via

• iterative cycles of trying new approaches; and

• collaborative reviewing of pupils’ responses to refine practices

AFL for teachers

• Formative assessment is key

• Effective CPD for school improvement means eg

• Asking to see evidence about how pupils respond to new approaches to refine your support for teachers

• Asking teachers to design AFL tools for subject contexts and sub-groups of pupils

• So that AFL for CPDL is – an input - a form of instruction and a learning process – an output; and – an evaluation tool for exploring outcomes

• Well designed coaching and mentoring can be highly effective ways of organising and aligning all this

What doesn’t work?

• Generic pedagogic CPD that isn’t contextualised for subjects and groups of pupils

• Simply • telling teachers what to do; or

• giving them materials without giving them opportunities to enquire into their impact on pupil learning

• Failing to provide a strong focus on aspirations for pupils

• Providing time and or frequent support without structured and frequent opportunities to: • engage with; and

• understand and analyse the implications of new approaches and practices

A common approach to evidence, Performance Review

Development plan

Development Strategies

A tool for alignment

Development plan

Development Strategies

A metaphor

Contact Details

philippa.cordingley@curee.co.uk

www.curee.co.uk Centre for the Use of Research and Evidence in Education 8th Floor Eaton House 1 Eaton Road Coventry CV1 2FJ

024 7652 4036 @PhilippaCcuree @curee_official