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Leading and coordinating CPD in secondary schools
Guidance
Curriculum and Standards
Leading andcoordinating CPD insecondary schools
Headteachers Status: Recommended
Date of issue: 03-2005
Ref: DfES 0192-2005
Leading and coordinating CPD in secondary schools © Crown copyright 2005Headteachers’ briefing DfES 0192-2005 1
Leading and coordinating CPD insecondary schools
The Leading and coordinating CPD in secondary schools package is a newresource from the Key Stage 3 National Strategy, which has been developed withkey partners from TTA, GTCE and NCSL for school leadership teams includingCPD leaders and Strategy Managers.
LEAs are providing training events to introduce this package in Spring 2005.
The training course and support materials provide practical advice about how to:
� integrate CPD, performance management and school improvement moreclosely
� build stronger CPD infrastructures in school
� select CPD activities that lead to significant and sustained changes inpractice
� promote a new teacher professionalism and support teachers at every stageof their career
� timetable for teachers’ learning as well as pupils’ learning
� make best use of the Strategy’s resources to support your SchoolImprovement Plans.
Guidance
Curriculum and
Standards
School CPD
leaders and school
strategy managers
Status: Recommended
Date of issue: 01-2005
Ref: DfES 0188-2005 G
Leading and coordinating CPD
in secondary schools
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School CPD leaders and school strategy managersStatus: RecommendedDate of issue: 01-2005Ref: DfES 0189-2005 GDVD
Curriculum andStandards
GuidanceLeading and coordinatingCPD in secondary schoolsDVD
department foreducation and skillscreating opportunity, releasing potential, achieving excellence
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Leading and coordinating C
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Leading and coordinating CPD in secondary schools © Crown copyright 2005Headteachers’ briefing DfES 0192-2005 2
How can this resource support your school?The CPD materials provide practical ideas to help you develop your own systemsthat will allow you to invest in CPD without relying heavily on external courses. They draw on the most recent research, thinking and practice about how to buildsuccessful programmes and have been produced in collaboration with key partners.
The materials have something to offer all schools. For example, not only do theyprovide practical advice about how to plan time for CPD within the school day andalign it with performance management, they also give guidance on how to set up ateaching and learning group, how to develop coaching and use video to encouragereflective practice. The new ‘teacher professionalism’ outlined in the DfES Five YearStrategy for Children and Learners is actively promoted, and there is guidanceabout how to make the best use of the Strategy’s resources.
What are the key features?The materials are divided into sections and enable a school to focus its efforts on atheme or themes as is most appropriate.
Section 2Leading and coordinating CPD in secondary schools
© Crown copyright 2005DfES 0188–2005 G1
i Creating time for CPD
Propositions
• Professional development of staff creates the expectation that, because of theimportance of CPD, resources will routinely be made available for CPD activities. Itis likely to have the greatest impact when this expectation matches reality, particu-larly through the allocation of time.
• Effective CPD is strongly linked with a school’s ability to think creatively about theiruse of time.
• Time for CPD needs to be planned well in advance.
Issues
• Traditionally, schools have found it difficult to ‘find time’ to support in-school provi-sion for the professional development of staff.
• In the past much professional development has taken place by attending externalsessions, with little time to disseminate, implement and develop new practice.
• The challenge for current leaders of CPD is to find time for in-school CPD as part ofthe day-to-day functioning of the school.
Effective approaches
1 Timetable the school week for the learning of staff and pupils
Establishing professional learning as a feature of everyday school functioning requiresstaff routinely to work together. Effective schools adopt approaches which considertimetabling as an activity that is not only about timetabling the learning of pupils, butalso includes timetabling collaborative sessions for the professional development ofstaff.
• Timetable key staff such as a ‘teaching and learning group’ so that they have timeto work together, e.g. for two or three periods a week.
• Timetable staff in groups, such as coaching trios, so they have some planned timetogether and some time to observe each other in class (see video sequence 4).
• Timetable common non-contact time for departments so they can use this timespecifically for professional development. Such time is best programmed inadvance for the term or year.
• Timetable one session in the school week as a professional development session.Some schools plan for a later start on occasions, others plan a non-teaching ses-sion at the end of the day. In both situations all staff have the opportunity to worktogether in different groups.
• Timetable staff to develop coaching and mentoring teams and skills.
Subsections in section 2 explore key themes.
Each starts with a set of propositions basedon research evidence or best practice.
Common issues are identifiedthat may prevent progress.
Effective approaches provide practicalideas that have worked in schools.
Case studiesexemplify the ideasand provide furtherinformation.
Suggested enquiries enable senior leaders to:
• explore perceptions about CPD amongst staff
• engage with teachers and middle leaders
• set up systems and align CPD with performancemanagement and whole-school improvement.
• setting up a CPD committee that includes representation from all school staff (andperhaps parents and pupils) and has a specific remit to respond to the range ofindividual needs.
One school allocated an individual budget for professional development toeach teacher on a two-year cycle. They dedicated an in-service training day toprofessional development, working in coaching pairs, giving them time toreflect on how best to allocate their individual professional developmentbudgets to meet their identified development needs as well as the needs ofthe school.
Case study 1
Enquiry 2To give you a picture of the aspirations of the staff, use the Teachers’ StandardsFramework (see www.teachernet.gov.uk) to construct a questionnaire for all staffthat asks how they see their careers developing over the next 10 years andwhere they hope to be in the next 2, 5 and 10 years. It could be filled inanonymously.
You might also ask them (a) what they should do for themselves to get there, (b)what support they need from their team, and (c) what support they would needfrom the school. Agree a designated time when these will be completed, such asat the start of an INSET day, in a morning staff meeting or regular team meeting.
Leading and coordinating CPD in secondary schools © Crown copyright 2005Headteachers’ briefing DfES 0192-2005 3
What does research say about effective CPD?In his book Student achievement through staff development, written with BeverleyShowers, Bruce Joyce included one of the first attempts to connect in-serviceeducation with its impact in classrooms. He demonstrated that traditionalcomponents of CPD, such as describing, explaining and demonstrating newapproaches, do have some effect on teacher knowledge. However, this onlytranslates into an effect in classrooms when accompanied by opportunities forteachers to experiment and practise, and by opportunities to observe and beobserved with appropriate skilled feedback set in the context of sustained coaching.
Reviews of research (EPPI reviews 2003, 2004) confirm these positive effects onteachers’ development and pupils’ learning. They also confirm the need for teachersto have access to professional expertise, coaches and collaborative networks.
The CPD materials promote teachers’ learning through:
The materials also contain a copy of the GTCE’s Teachers’ Learning Frameworkwhich is consistent with this approach.
How can the Strategy support your CPDprogrammes?The CPD materials also explore how schools can make best use of the range ofthe Strategy’s resources, providing support for individual teachers, groups ofteachers and whole-school initiatives. Particular attention is drawn to how the suiteof study guides in the Pedagogy and practice: teaching and learning in secondaryschools pack can be used most effectively.
� engagement with an appropriate knowledge base
� access to a coach or mentor
� time to practise in the workplace (e.g. classroom)
� opportunities to receive constructive feedback and reflection
� opportunities to collaborate, innovate and disseminate.
department for
education and skillscreating opportunity, releasing potential, achieving excellence
Pedagogy and Practice:Teaching and Learning inSecondary Schools
Designing lessonsTeaching repertoireCreating effective learnersCreating conditions for learning
Guidance
Curriculum and
Standards
Unit 1: Structuring learning
Senior leaders,
subject leaders
and teachers in
secondary schools
Status: Recommended
Date of issue: 09-2004
Ref: DfES 0424-2004 G
Cam
bridge University P
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Pedagogy and Practice:
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Guidance
Curriculum and
Standards
Senior leaders,
subject leaders
and teachers in
secondary schools
Status: Recommended
Date of issue: 09-2004
Ref: DfES 0429-2004 G
Cam
bridge University P
ress 09-2004
Teac
hing
rep
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ire
Pedagogy and Practice:
Teaching and Learning in
Secondary Schools
Unit 17: Developing effective learners
Guidance
Curriculum and Standards
Senior leaders,subject leadersand teachers insecondary schoolsStatus: RecommendedDate of issue: 09-2004Ref: DfES 0440-2004 G
Cre
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lear
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Pedagogy and Practice:Teaching and Learning inSecondary Schools
Unit 19: Learning styles
Guidance
Curriculum and Standards
Pedagogy and Practice:Teaching and Learning inSecondary SchoolsSenior leaders,subject leadersand teachers insecondary schoolsStatus: RecommendedDate of issue: 09-2004Ref: DfES 0442-2004 G
Cam
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Senior leaders, subject leaders and teachers in secondary schools
Status: Recommended
Date of issue: 09-2004
Ref: DfES 0445-2004 GDVD
Curriculum andStandards
Guidance
Pedagogy and Practice:Teaching and Learning inSecondary Schools
Video sequences
DVD 1:units 1–8Leadership guide
department for
education and skillscreating opportunity, releasing potential, achieving excellence
Senior leaders, subject leaders and teachers in secondary schools
Status: Recommended
Date of issue: 09-2004
Ref: DfES 0446-2004 GDVD
Curriculum andStandards
Guidance
Pedagogy and Practice:Teaching and Learning inSecondary Schools
Video sequences
DVD 2:units 9–20audio extract: The EXIT model
department for
education and skillscreating opportunity, releasing potential, achieving excellence
These guides:
� form an appropriate knowledge base that not only capturesthe key messages of the Strategy but can also be used as a basis for a planned CPD programme
� can support groups of teachers in developing aspects oftheir practice through peer coaching
� can support the professional development of teachers atdifferent stages in their career, including NQTs, threshold and senior teachers
� can be used by ASTs and other leading professionals incoaching or mentoring roles.
Topics include lesson design, questioning, explaining, modelling,creating the climate for learning, and classroom management.
Leading and coordinating CPD in secondary schools © Crown copyright 2005Headteachers’ briefing DfES 0192-2005 4
How can you ensure CPD impacts on schoolimprovement?Both the CPD support materials and the training event provide suggestions abouthow CPD can be integrated with school improvement by giving due considerationto individual, team and school needs.
The training event explores an activity thatcan be used with middle leaders andteachers to see how they think the differentevaluation systems and resulting plans withintheir school feed into one another.
Building capacity for CPD – where are we now?You may wish to consider the following questions.
Yes/No
Has the school received two copies of Pedagogy and practice:teaching and learning in secondary schools as reference sets?
Have leadership teams considered how the units may support in-school CPD programmes?
Are any units currently being used to support the CPD of specificgroups?
Have your CPD leader/coordinator and Strategy Manager attendedthe training to introduce Leading and coordinating CPD in secondaryschools?
Does the school have two copies of Leading and coordinating CPDin secondary schools?
Has the school used the CPD materials to review its CPD provisionand identified the next steps for development?
Is there a plan in place to develop the school’s own CPD programmefurther?
Does the planning of CPD programmes involve leadership andcoordination at all levels throughout the school?
Does evaluation of these programmes include the impact on pupils’attainment?
Handout 9
© Crown copyright 2005DfES 0188-2005 G
Handout 9 Leading and coordinating CPD in secondary schools
School self-evaluation
• pupil performance analysis• parent/pupil/staff view• Ofsted view• lesson observation
Team self-evaluation • pupil outcomes• work observation• pupil/staff views• Ofsted view
Individual performance management
review• pupil outcomes• self-review• work observation Professional
development activity
• individual objectives• training needs• coaching needs• review/evaluation
• resources and timescales
Individual objectives
• personal aspirations• pupil progress• new knowledge and skills
Team improvement plan
• new curriculum needs• new working practices• new staff• school developments
School improvement plan
• national initiatives• post-Ofsted plan• staff issues• school aims• school targets• new curricula
IDENTIFY NEW PRIORITIES
SIPEVALUATION
IDENTIFY NEW PRIORITIES
IDENTIFY NEW PRIORITIES
TEAM IMPROVEMENT
Based on the work of Brighton and Hove LEA.
Copies of this document may be available from:
DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]
Ref: DfES 0192-2005
© Crown copyright 2005
Produced by the Department for Education and Skills
www.dfes.gov.uk
If this is not available in hard copy it can be downloaded from:
www.standards.dfes.gov.uk
The content of this publication may be reproducedfree of charge by schools and local educationauthorities provided that the material is acknowledged as Crown copyright, the publicationtitle is specified, it is reproduced accurately and notused in a misleading context. Anyone else wishingto reuse part or all of the content of this publicationshould apply to HMSO for a core licence.
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ress
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