developing outstanding teachers
TRANSCRIPT
Andy NewellManaging Director IRIS Connect
Outstanding schools have to have Outstanding teaching ….
But if traditional CPD is deeply flawed what can you do?
Two ideas whose time has come
The most disadvantaged pupils can make 4 to 6 times their ‘normal’ expected progress when their teachers have been involved in high quality professional development and learning
Teacher Development Trust 2012
“Nothing has promised so much and has been so frustratingly wasteful as thousands of workshops and conferences that led to no significant change in practice when teachers returned to the classrooms”
Fullan
Traditional CPD?
The most common form of training attended in 2010 was listening to a lecture or presentation
Decontextualised, Depersonalised, Disempowered If schools are to be centres of Pedagogical expertise, should we not
extend this to be centres of excellence in Andragogy?
What is the impact of Traditional CPD?
• less than of CPD 10% effectively embeds new practice
• and barely 1% transforms existing practice.TDA
• Joyce and Showers and Edmondson showed that traditional models of CPD led to between 0 and 5% enactment levels
Why hasn’t there been change?
• 37% of schools rarely or never evaluate the impact of CPD
• Of the rest, only 7% evaluate the impact on student attainment (3% in secondary schools)
• If the evaluation focus is on the cookies, you will have nice cookies - Guskey
What are the alternatives?
70%
80%
95%
50%
10%
5%
If Content is King, Context is the Kingdom
WeEnact
•Being a coach or mentor•Sharing best practice•Communities of Practice•Peer Mentoring•Iterative mentoring•Self Review•Observing Best Practice
Following David A Sousa – How the Brain Works
Teaching
Experiencing
Discussing with others
Seeing & hearing
Reading
Lectures
Organisational learning opportunities (traditional model)
Learning
opportunities
Teaching
Experiencing
Discussing with others
Seeing & hearing
Reading
Lectures
What interactions are effective?
Contextualised, Personalised, Iterative
• Modelling
• Observation Lesson ObservationWithin Community of practice
• Dialogue
Lesson Observation Challenges:
• Obtrusiveness (disturbing the dynamic)• Subjective • Expensive / hard to scale • Debrief issues• Dual purposed
What else is important?
Empowerment:
in high performing education systems ... teachers embrace and lead reform, taking responsibility as professionals…
OECD, March,2011
What else is important?
Developing Social Capital:
If a teacher’s social capital is just one standard deviation higher than the average students’ maths scores increase by 5.7%
OECD, March,2011
Developing a high quality teaching professionA systems model
•Staff collaborating within and across schools•Staff establishing a cycle of self review and reflection•Action research•Developing and sharing best practice•High skill staff coaching and mentoring others
Professionalism at the front line
•Coaching – both internal and external•Mentoring•Modelling best practice•Schools collaborating
Schools developing high quality staff
•School self review identifying areas for growth• Identifying and celebrating best practice•Performance management•Quality assurance
Schools identifying areas for
development
External review for monitoring standards, identifying and disseminating national best practice and quality assurance
Empowerment
Development
Control
A process model
IRIS Connect
What are the implications of a cloud based PD system?
Fundamental difference between web 2.0 and web 3.0
• Web 2 delivers data socially • Web 3 delivers meaning socially
What does this mean for you?
• Collaboration within and between schools• Online communities of practice• Security and simplicity• Consultants and coaches are able to work with your school over
distance• INCYTE international