How work-based learning enhances continuing professional development for teaching and associate staff

within a large inner city comprehensive school

1st November 2012UVAC Conference

Val WighamDeputy Headteacher

Gillian ShielPrincipal Lecturer

An effective professional learning community has the

capacity to promote and sustain the learning of all

professionals in the school community with the collective purpose of

enhancing student learning.

A Learning Partnership forTeaching and Associate Staff

A unique learning partnership has been developed between Northumbria University

and Kenton School

A Learning Partnership

The partnership has been built on a collaborative view

of professional learning provision and a work-based

learning programme developed strategically so that talent is recognised,

encouraged and developed

WHY??????

If It Ain’t Broke, Don‘t Fix It!!!!!

Revans (1982) created the equation that the rate of

learning in an organisation must be equal to or greater

than the rate of change.

The Leitch Report (2006) identified that in order for the UK to remain competitive, 40% of the

working population will need to attain level 4 or above by 2020 (which equates to 5.5m).

Sending out a Strong Message about our Core Business

As our core business is education,

then learning should permeate every aspect

of our school, creating a culture where

everyone continues to learn.

What we don’t want for Kenton Staff in relation to Professional Learning

To develop a professional learning

programme with patches of brilliance

for the motivated and mediocrity for the

uninspired

According to Timperley (2011) many teachers resist the need to understand theory because they perceive that their job is about practice. Therefore, part of the development of the CPD was to

make explicit that theory informs practice and the two are

intrinsically linked.

Theory Informs Practice

Characteristics of Professional Learning Communities

1. Shared values and vision2. Collective responsibility for student’s learning3. Reflective enquiry4. Collaboration focused on learning5. Group as well as individual professional learning6. Openness, networks and partnerships7. Inclusive membership8. Mutual trust, respect and support

Professional Learning Programme, September - December

DataSelf Evaluation

12 sessions for Year Team

Development

Individual SessionsStaff Wellbeing

5 Co-coaching Middle Leader Development

3 x sessions National College Middle Leader Programme

The red border signifies a twilight session

Whole school training sessions

15 sessions for

Departmental Meeting Time

4 sessions for Middle Leader Development

Teaching & Learning

Streamed Sessions

G&T Link Meetings identified for individual

departments

5 Co-coaching

DataCollection

Learning Together

• All the experience yielded within the PPA programme is developed internally and becomes part of the CPD programme. This is CPD for staff led by staff. The directory of courses has grown year upon year.

• It is also extremely refreshing and frequent to observe a member of the associate team leading a CPD session for teachers.

'Adaptation and Development of Materials and

Assessment Criteria for Key Stage 3 Pupils Working

Below National Curriculum Level 3 in ICT'

Raising Achievement in Vocational Education through Alternative Teaching Strategies

Academic achievement for

pupils entitled to free school meals

Designing a differentiated Physical Education curriculum

for children with Special Educational Needs’

To develop a Sustaining, Effective Professional Learning Programme for Teaching and

Associate Staff, with the collective purpose of Impacting on Student

Progress and have the Future Capacity to Fully Develop Kenton School as a Learning Community

Attendance. A focus on reasons for non-

attendance and strategies for improving

attendance.

Examples of Work Based Projects and Independent Studies

More Examples of Work Based Projects and Independent Studies

Raising Attainment of White Working Class

Boys in RE

Is Phonics enough to maximize pupils’

reading? Investigation of the alternatives

Managing Social and Behavioural

issues for students with ASD

The extent to which learning styles are considered when planning lessons

To improve the Learning Resource Centre’s information Literacy Programme in a way which demonstrates that it

provides worthwhile support to the whole school targets of

narrowing the gap and raising achievement

The development of S.C.H.I.P.S: A physical skills

based intervention for children with Special

Educational Needs and Disabilities.

And Even More Examples of Work Based Projects and Independent Studies

Improving the Effectiveness of

Induction at Kenton School

Adapting the Key Stage Four Pathways administrative

process to reflect the introduction of the English

Baccalaureate

How Kenton School supports families to

promote the best outcome for pupils

An Investigation in to the development of Post 16

Target Setting and Intervention Strategies to

improve attainment

‘Improving Literacy and ICT Skills in Pupils Attending Placements

in Kenton School’s New Beginnings’

To develop and implement a programme of events to increase Parental

Involvement of students with SEN

Undergraduate and Postgraduate Programmes

At Undergraduate level the programme offers a full BA/BSc Hons degree along with the opportunity for individuals to undertake a route by way of staged

awards offered at every academic level

At Postgraduate level the programme offers an MA/MSc degree with the opportunity for individuals to undertake a staged route by way of a Postgraduate Certificate and

Postgraduate Diploma

Exploration

Proposal

Enquiry

Planning

Implementation

Presentation & Evaluation

Personal, professional & organisational

negotiation

Literature,

workplace,

professional

networking

Methodology

resources

evaluation

Learning

applied to

workplace

Disseminate

findings & m

ake

recommendati

ons

Spiral of Productive Reflection & Critical Enquiry

The PPA acts as a real learning-through-work experience, very different to a traditional undergraduate or postgraduate course, giving

individuals personal, professional and organisational benefits and promoting a wealth of expertise which feeds back into the CPD

programme.

It also gives teaching and associate staff the opportunity to work together and move outside their professional comfort zone where

shared vulnerability is used for surfacing internalised beliefs, assumptions and practices.

We currently have an impressive 10% of the staff working towards postgraduate or undergraduate qualifications with an equivalent

number of both teaching and associate staff.

A Real Learning Through Work Experience

Key elements of the work-based programme include: • Engaging & motivating staff in challenging times• Negotiated learning• Whole organisation working• Encouraging creativity• Critical reflective practice

A Tripartite Learning Model:New relationships, New Issues to Consider

Learner

UniversityEmployer

The Tripartite WBL Model:

Learner

HE providerEmployer

• Innovative delivery

• APEL & transferability of credit

• Negotiation

• Student Identity

• Development of a learning partnership agreement

• Awareness of existing provision – avoid duplication

• Competence to deliver (Who does the delivery HE / Employer?)

• Quality of support e.g. work-based advisor

• Recognising that learners come from a wide-ranging of experience, knowledge, and motivations

• Diagnosing needs leads to a programme of learning appropriate to personal/professional and organisational needs.

• Flexible assessment methods e.g. mind maps, reports, professional presentations, employer inclusion,

• Managing expectations of all parties

• Effective communication!

• Who pays the programme fee?• Who does the learning benefit?• Time

In groups discuss the following questions and agree on possible answers. (5mins)

• How would you define ‘learning’?• Where do you think learning should take place?• Who do you think is in charge of learning in

Higher education?

An impressive 48% of teaching and associate staff on the Professional

Practice Awards Programme have successfully gained internal

promotion.

Success & Achievement

Developing and sustaining the highest quality education provision through attracting, developing and retaining talented and ambitious staff.  

The PPA has become an Established Element of the Professional Development Programme

Final Thoughts ……Questions

Referenceso National College for School Leadership website: www.ncsl.org.uko Hattie, J. (2011) Teachers Make a Difference - What is the

research evidence?o Her Majesty’s Treasury.(2006) Leitch Review. Prosperity for all in

the Global Economy [Final Report] Available from ttp://www.hm-treasury.gov.uk/media/6/4/leitch_finalreport051206.pdfhttp://www.hm-treasury.gov.uk/media/6/4/leitch_finalreport051206.pdf

o Reeves, D.(2008) Leadership and Learning. Monograph Series 43, ACEL

o Mourshed, M., Chijioke, C. and Barber, M. (2010) How the World’s Most Improved School Systems Keep Getting Better

o Revans, R. (1982) The Origins and Growth of Action Learningo Timperley, H. (2011) Realising the Power of Professional Learning