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![Page 1: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/1.jpg)
Methods
• Data collection methods included:• Group interviews with SLT • Individual interviews with a sample of staff• Focus group(s)• Staff survey• Documentary analysis
• Importance of triangulation• Evidence analysed against research-based
benchmarks
![Page 2: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/2.jpg)
Approach• Key areas• Needs analysis• Collaboration• Use of specialist expertise• Use of evidence• Leadership
• For each area, the quality and consistency of professional learning is assessed using a four point range:• Developing• Enhancing• Embedding• Transforming
![Page 3: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/3.jpg)
Staff focus groups
• 80 secondary school teachers from 9 schools• 51 primary school teachers from 8 schools
![Page 4: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/4.jpg)
Specialist expertise
How schools value/prioritise, evaluate and deploy specialist expertise to • raise expectations by illustrating possibilities, • contextualise generic approaches in subject contexts
in depth, • challenge “group think” • access high impact approaches - do few things well.
Via, NLEs, SLT, SLEs, subject coordinators, HoDs from own or other schools, LAs, HEIs, universities, other providers
![Page 5: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/5.jpg)
Types of people used by primary and secondary teachers
AST HoD LA advisor External consultant SLT Mentors Speaker at a conference Colleagues0%
10%
20%
30%
40%
50%
60%
70%
80%
35%
72%
12%
35%
57%
29%
45%
40%
16% 16%20%
32%
46%
24%20%
28%
secondary teachers used primary teachers used
Perc
enta
ge o
f tea
cher
s
![Page 6: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/6.jpg)
Perc
enta
ge o
f tea
cher
sTypes of people used by and most useful for
primary and secondary teachers
HoD SLT Speaker at conference Colleagues0%
10%
20%
30%
40%
50%
60%
70%
80%
secondary teachers usedsecondary teachers most usefulprimary teachers usedprimary teachers most useful
![Page 7: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/7.jpg)
Processes used by primary & secondary schools
Coaching PPT Observation & feedback
Modelling Mentoring Team teaching Joint planning Premade resources
Reading0%
10%
20%
30%
40%
50%
60%
70%
80%
51%
45%
75%
43%46%
32%
60%
68%
43%
12%14%
50%
32%
22%
28%
46%
24%26%
secondary teachers used primary teachers used
Perc
enta
ge o
f tea
cher
s
![Page 8: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/8.jpg)
Processes used by and most useful for primary and secondary teachers
Perc
enta
ge o
f tea
cher
s
PPT Obs & feedback Mentoring Premade resources Reading0%
10%
20%
30%
40%
50%
60%
70%
80%
secondary teachers usedsecondary teachers most usefulprimary teachers usedprimary teachers most useful
![Page 9: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/9.jpg)
Places used by primary and secondary schools
Extern
al co
nferen
ces
Magazi
nes/books
Internet
Internet
forums
Extern
al sem
inars
In school
Industry p
lacem
ents
Extern
al tra
ining0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
60%
31%
82%
11%
31%
8%3% 3%
24%
14%
62%
6%
24%
14%
0% 0%
secondary teachers used primary teachers used
Perc
enta
ge o
f tea
cher
s
![Page 10: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/10.jpg)
Places used by and most useful for primary and secondary teachers
Perc
enta
ge o
f tea
cher
s
External conferences Internet Internet forums0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
secondary teachers usedsecondary teachers most usefulprimary teachers usedprimary teachers most useful
![Page 11: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/11.jpg)
CollaborationStrategic use of Collaboration for professional learning within CPD events, as part of full range of CPD activity to embed and secure ownership. Reciprocal vulnerability:• Deepens ownership –teachers become committed to
each other, • Makes tacit explicit,• Extends possibilities • Embeds specialist contribution
E.g. Co-coaching, R&D teams, curriculum planning, peer planning/teaching, research lesson study, departmental or phase developments - plus debriefing
![Page 12: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/12.jpg)
• Just over 40% of practitioners who select departmental meetings as a key opportunity for collaboration say departmental/team meetings focus on:• ‘whole school business’• admin• senior and middle leaders conveying information• versus pupils, their learning or pedagogy or curriculum
• Unsurprisingly, nearly half would like these meetings to :• Focus on T&L• Offer more opportunities to share and explore new practices• Provide opportunities for collaborative planning, resource development• Explore how to embed and evaluate learning and change
Department and team meetings
![Page 13: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/13.jpg)
Departmental and team meetings: process
* Multiple answers possible
Open/ev
eryone c
ontributes
/take
turn
s to lea
d
Focused
(e.g.
Agenda,
actions)
Informal/
relax
ed
Led by o
ne pers
on
Form
al
Frien
dly, su
pportive
Limite
d opportunities
for parti
cipati
on
Rushed/no time t
o explore
issues
in depth/time c
onstrain
ts
Choice (e
.g. To
atten
d) and owners
hip0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
50%
37%
27%
22% 20% 20%
12%
5% 3%
![Page 14: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/14.jpg)
• Circa 20% describe meetings as supportive/collaborative• Circa 30% pri staff and almost twice as many (53%) sec staff
highlight that all staff can and do contribute• But 15% of sec practitioners say they are ‘talked at’ and lack
opportunities to contribute to/ influence these meetings in a meaningful way.
• This was most frequently identified as an area needing change
• It is the opportunity to contribute and influence the agenda, etc that strongly come across as the thing that would enhance professional learning
Departmental and team meetings: the issue of participation
![Page 15: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/15.jpg)
Use of EvidenceUse of different kinds of evidence as part of support for CPD and for professional learning by individuals and at whole school level to secure depth E.g.:• Exploration of pupil achievement data• Micro enquiry tools to scaffold enquiry e.g. research
tasters for co-coaching, research lesson study• Evidence collected by R&D groups • Videos• Work scrutiny • “Learning walks”
![Page 16: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/16.jpg)
How is the evidence used: overview
• Proportion of evidence used for development and accountability (PM) was identical in pri and sec,
• proportion used for only one purpose reversed: • Sec: circa 40% development, 20% accountability• Pri: circa 20% development, over 40% accountability
Accountability only Development only Both0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
22%
33%
45%
![Page 17: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/17.jpg)
How was the evidence used: patterns in the evidence
Extensive use of evidence for both accountability and PL:• Feedback from SLT• Observation notes
Evidence used most frequently for accountability only - student data and evidence of their work (e.g. Workbooks):Types of evidence practitioners reported using mostly for their own learning (NB: more sec than pri):• CPD evaluation forms• Learning journals• Videos of other’s practice• Skills assessment/diagnostic activities
![Page 18: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/18.jpg)
Challenges and missed opportunities
• Complexity of using student learning process data in professional learning (need for tools and training);
• Insufficient use of self video and learning logs everywhere, especially in primary
• CPD evaluation forms – surprisingly frequently used by practitioners (esp sec) to support their professional learning, yet often of poor quality with regards to:• securing depth of learning • making links with student learning and outcomes • planning for embedding learning into practice, and• evaluation of impact
![Page 19: Continuing professional development and learning (CPDL) Focus group evidence about practice on the ground Philippa Cordingley Centre for the Use of Research.](https://reader036.fdocuments.in/reader036/viewer/2022062600/5a4d1b1f7f8b9ab059994a8a/html5/thumbnails/19.jpg)
Contact [email protected]@PhilippaCcureewww.curee.co.uk
Centre for the Use of Research and Evidence in Education
4 Copthall HouseStation Square
Coventry CV1 2FL024 7652 4036