CPD CPD
Headteacher Richard
Balukiewicz talks about
his school’s approach to
whole-school CPD and
A new
its involvement with the
Teacher Learning Academy
T IS not very often that CPD is the buzz
approach
I
subject of the staffroom.
For me, it has not always been a positive
experience. It often involved participating in
a course outside of the school, something to
put on the CV, but that did not have a lasting
effect. So it isn’t until now that I am able
to use the words “passion” and “CPD” in the same
sentence.
As a head, I wanted professional development and
professional learning to be something that engaged
my staff and excited them. I wanted it to be a whole-
school matter involving teaching and non-teaching
staff. It needed to make a difference to them and their
colleagues and to make a difference to the school and
its pupils.
Staff get a real sense of excitement from knowing
that they can have a positive impact on their pupils,
their department, and the overall achievement of the
school, as well as their own professional development.
Trying to force people to do CPD does not work, so
it needs to be something that is voluntary; something
that they all want to do. And, as the head, I wanted it to
benefit the institution as well as the individual.
It is easy to see your development in terms of doing
what you have always done, but better. But professional requirements of the MTL as they emerge. It is absolutely performance and is keen to look at the possibility of a The staff become as excited as the children when
learning should be about being open to new ideas and fantastic for me to think that I will have on my staff a parallel system which offers similar opportunities to the their work is returned to them with good comments
challenging the status quo. There is an element of number of teachers with Master’s-level qualifications wider school workforce throughout the city. from their tutor. The reactions I have received from
bravery needed. This is not something that is given to contributing to the future of the school. An induction session is provided to staff so that they teachers taking part include:
you on a platter. It is something you have to do yourself; The starting point is our school development plan can learn about action research methods and how to “Reflecting on my practice has affected how I teach
it is challenging and can be hard work. and the self-evaluation framework. These set out the evaluate and monitor them. on a day-to-day basis.”
It was when I went to a Teacher Learning Academy areas needed for development and the direction in Lynn Jones, an assistant head at our school and “I’m still reflecting on learning after 30 years and I
(TLA) roadshow that I discovered we had a vehicle which we need to travel. If anybody has an idea they head of CPD, trained as a TLA leader and has spoken still do not have all the answers.”
for the approach to CPD that we wanted to want to test out to help achieve our goals, we to the staff, explaining the links between professional “Involving the pupils in their learning is incredibly
develop. can discuss it. The ideas can come from development and school improvement. We have filmed powerful.”
The TLA gives teachers the anyone and, indeed, we are following the process, so we can share it with other staff and to We have had great feedback from our partners at
opportunity to take up projects up a project suggested by the local help us evaluate what we are achieving. Keele. Dr Victoria Door said she was very impressed
and investigations, evaluate the council’s director of public health. I know that if I am doing something I am interested with the ideas in the projects. She was also encouraged
outcomes, and have their work The TLA is sold to the staff as in, I will go to town on the research. If it is someone to see that our staff saw the educational experience
verified. It has rigour and the an entitlement. We have a culture else’s agenda, then I am not going to be as excited; of pupils as central to their work and she noted,
TLA is working with the where we encourage people to that is why the staff can choose a subject close to their interestingly, that she could see a space for collegiate
Training and Development try things out and not be afraid heart. scholarship developing.
Agency for Schools (TDA) if it does not work. As long A link with performance management is encouraged Many of the projects are linked to pupil outcomes
with a view to align stages as there is a good reason for but not forced. They have regular meetings with their and results and their goals can be measured against the
1 and 2 so that they can pursuing a line of enquiry and tutors to discuss the project. goals set by the school development plan. But one of
lay the initial foundations a rationale behind it, then we We have learned along the way: for example, it the best ways for me to evaluate the project has to take
for teachers wanting to will support it. There may be is better to choose a narrower focus of inquiry than a part myself. And my subject? “How can involvement
undertake the Master’s some risk, but it is not risk with global problem, such as boys’ achievement. in the TLA develop a greater sense of engagement in
in Teaching and Learning a capital “R” because we offer The subjects for the action research include; training and development among the staff at Blurton
(MTL) being developed by support and guidance through evaluating a new scheme of work in maths for year High School?”
the government; while our partners, Keele University, 7 pupils, investigating the teaching of ICT through
working to align stage 3 and the local authority. modern foreign languages, and how working with • Richard Balukiewicz is headteacher of Blurton High
with the potential to Sue Malloy, school effectiveness groups of parents of underachieving pupils can improve School, a mixed 11 to 16 comprehensive with more
meet some of the officer, responsible for CPD at their scores in key stage 3 English and science. than 750 pupils in Stoke-on-Trent. The school achieved
Stoke-on-Trent Children and The TLA has been genuinely popular. It has opened business and enterprise status in 2004.
Young People’s Services, up a real professional dialogue. People are more ready
thinks what we are to discuss issues of professional interest and they
Further information
doing is extremely discuss their projects in the staffroom. www.teacherlearningacademy.org.uk
worthwhile and is
interested to see
what the TLA
Lynn Jones, head of CPD and assistant head, Blurton High School
can offer other
“All good teachers try to reflect on their methods, but it is too easy to become bogged
schools in the
down in day-to-day problems. Professional learning is a good way to give this process a
city. Ms Malloy
is doing her
structure and, by going down the Teacher Learning Academy (TLA) route, you have an
own TLA
opportunity to formalise it. It pushes you to be more thoughtful and analytical about what
research into you are doing.
evaluating
Teaching can be a lonely, isolating experience. Professional learning should be about
the impact
being part of a learning community and sharing ideas with colleagues and evaluating
on pupil
and staff
outcomes.
My current project is very exciting. There is an issue with teenage pregnancy nationally
and within in Stoke-on-Trent. Dr Giri Rajaratnam, director of public health in Stoke-on-
Trent, identified that peer mentoring could have a significant effect on reducing teenage
pregnancy by raising achievement. We decided to look at it as an issue of achievement
and wanted to see whether the way we use mentoring could be refined.
The research literature suggested that results are better if learners are allowed to
choose their mentor. We selected a group of girls and let them pick a mentor from our
top-achieving pupils. I am at the lesson, but it is very much pupil-led.
For example, one of the mentors brought in a recent maths module exam and they
went through the questions together. I know it is popular because they come to fetch me
for the sessions. It is still in its early days, but I am confident that it will have an effect and
already I have been made aware of what an untapped resource pupils are themselves in
the learning process.
Blurton High has been working closely with Charlotte Johnson, assistant head at
Thistley Hough High School, a neighbouring school in the city, on the TLA programme of
work. This has helped to strengthen the links with the local authority and Keele University.
It is also an opportunity for all of us to share good practice and build relationships with
colleagues in other schools. We now intend to widen this pilot project to include other
schools.”
SecEd • March 26 2009 23
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