CPD CPD
Making
an impact
Dorothy
detail. Between five and 27 months had elapsed since the improved confidence, and better access to resources The impact on colleagues mirrored that on the
completion or submission of the projects. and materials to aid them in their work. teachers themselves, though they were less frequently
Lepkowska
Researchers found “clear and direct impacts” on For pupils, there was evidence of enhanced identified, the study found. However, there was some
teacher practice, as well as on strategies in school and, enjoyment, motivation and engagement in learning: evidence that staff changed their own teaching methods
crucially, on pupils’ learning. Staff said they felt an “Increased achievement, participation in new after collaborating with TLA colleagues on what
reports on
increased capacity to reflect on practice and changes to learning opportunities and enhanced knowledge and worked.
their motivation, values and beliefs. understanding were frequently evident,” the study said. In schools, meanwhile, it was clear that there
independent
The most commonly cited impact was on teachers Pupils progressed though their teacher’s enhanced was greater co-operation and collaboration between
themselves, who felt their involvement had led to understanding of initiatives, such as Assessment for colleagues, which often led to a heightened school
research into the impact
improvement or development in their teaching practice, Learning for example, or strategies designed to enhance status, and improved coaching and mentoring of staff.
including an increase in knowledge and understanding, their understanding of special needs. Links with neighbouring schools also improved as a
that the GTCE’s CPD work
result of teachers wanting to spread good practice and
work more closely.
Case study
Researchers found that, generally, the focus of
has had in the classroom
Is it not just the pupils at Ossett School and Sixth Form College who spend their time there
the TLA project, or the stage that the teachers
learning.
were working towards, did not affect the impact on
HE TEACHING Learning Academy
In the past three years, more than 60 staff – about half of the total – at the Wakefield
teachers themselves. However, where a staff member
had undertaken a project involving leadership
T
(TLA) was set up by the General
school have embarked on Teacher Learning Academy (TLA) work, reflecting their own
and management, the effect was felt in the whole
Teaching Council for England professional interests and enhancing their skills. school.
(GTCE) against a back-drop of
The driving force behind the move is Martin Beedle, the school’s assistant head for
Interestingly, around a third of the impacts felt by staff
increased awareness that CPD made
professional learning. He said the motivation behind bringing the TLA to the school was to
undertaking TLA projects were entirely unintentional
a difference in the classroom.
At its inception, five years ago,
give teachers the recognition they deserved for their work and efforts in the classroom.
and had not been expected by the teachers.
The study said: “It appears that either teachers do
there was already a feeling that teachers needed support
“Initially we got NQTs and their mentors involved, and then extended it to a group of
not anticipate that their projects will result in such
and skills enhancement to meet the requirements of staff who were involved in a National Strategies initiative called “Leading in Learning”, wide-ranging impacts, or TLA projects are effective in
constant change in schools, and the growing body of
which was about developing thinking skills in children,” Mr Beedle said.
producing ‘spin-off’ impacts that are not anticipated at
evidence about what worked.
“By the middle of 2006, 22 members of staff had made their stage 1 presentations, and
the outset.”
An independent report into the impact of the TLA,
carried out by the National Foundation for Education
the following year senior and middle managers started getting involved, which is where it
In some cases, teachers’ TLA work had influenced
whole-school CPD approaches, particularly in areas
Research (NFER) and published recently, found that
really gained momentum. They began passing the message around about how great it was
such as coaching and mentoring, school behaviour
teachers involved in the programme had a direct impact and the benefits that could be derived.” management, and the whole culture of pupil involvement
on pupil learning and motivation, and described the
To date, about 65 teachers have been involved and are currently progressing through the
and student voice.
TLA as a “dynamic approach” to teachers’ professional
various stages of TLA.
However, the evaluation also found some inhibiting
learning.
Sara Morgan, head of professional learning at
Mr Beedle said: “I have been really pleased with the outcome because it is building a
factors to the success of the TLA. In some schools there
remained inadequate information and awareness of the
the GTCE, said: “There is always great enthusiasm
real professional learning community within the school, with people working together and
programme, and many teachers found limitations on
from teachers for the TLA because they can see sharing ideas. their time and a reluctance by colleagues to embrace
the potential difference it makes in terms of the
“We have linked it to the performance management process and gathering evidence for
change and new ways of doing things. In some cases,
impact on their teaching and young people’s learning,
professional standards, as well as to developing a culture of coaching and mentoring staff
teachers found it difficult to disseminate their TLA
and also because they receive recognition from
their professional body for the work they have
in the school.”
work to the wider school audience.
Overall, however, researchers concluded that
undertaken.
Staff have completed TLAs on aspects of their work such as special needs, developing
general TLA-style professional development can make
“They realised quite early on that this was a process thinking skills, personalising learning, and supporting trainee teachers. a “unique contribution to outcomes”.
that involved them, and which was created and driven
As a result of the increased co-operation and joint working between staff, the school
They said: “It engenders particular kinds of impacts
by them.
is no longer spending as much on external CPD, though some teachers have linked their
around reflection and evaluation, which have allowed
“I have been personally impressed by how much it
means to teachers, their colleagues and pupils. Teachers
TLA work with the National College for School Leadership and the Specialist Schools and
individual teachers to develop in their careers.
“For schools, TLA-style professional development
have told us how proud they feel when they receive
Academies Trust programmes.
sees to have encouraged a particular openness among
their certificates.” “We have developed a principle of leadership in the school, and have personalised CPD staff to share their learning.”
The TLA is built upon the notion of impact, and takes
for staff so that it meets their individual needs and development,” Mr Beedle added.
Ms Morgan said the findings were “hugely
teachers on a four-stage journey. At stage 1, teachers
“We want to develop the school as a learning organisation, not just for pupils but for
significant”.
are working towards enhancing their knowledge and
understanding so that it makes a difference to their
colleagues too.”
She added: “They confirm that properly constructed,
school-based and rigorous professional development
work in the classroom.
Mr Beedle said the effects on student learning had yet to be fully measured. He is
will have a real and lasting impact on children’s
At stage 2, it is anticipated that the teacher’s work currently carrying out an audit on what staff believe to be the impact. learning and teacher effectiveness.
will have an impact on colleagues, while at stages 3
“We do know that many teachers have involved students in their TLA, asking them
“CPD is a major investment for schools and until
and 4 that impact should be more widely felt, in the
questions about what they think about something or what their experiences are, so
now there has been little real evaluation of its impact,
whole school, in other schools, and among the wider
professional community.
students are becoming increasingly aware that this is what the teachers are doing and are
nor the tools to do so. The TLA process creates
and demonstrates impact and offers headteachers the
The NFER evaluation looked at what the effects were
taking an interest,” he said.
prospect of ensuring that their CPD budgets are spent
when teachers undertook professional development “In some cases, we are developing students into researchers and training them to wisely to positive effect.”
through the TLA, using the evaluation of a sample of
observe learning, as distinct from observing teaching. We then ask them to feed back to
She added that the TLA made a “unique contribution
30 presentations.
the student council. This is helping to develop student voice in the school.
to school life and success”.
More detailed evaluation was then carried out by the
research team in 18 case-study schools – seven primaries,
“We have always been a high-performing school anyway and we have always had a
“It supports teachers to make small changes that
have a significant and lasting impact in the classroom.
nine secondaries and two special schools – where the
strong professional development culture. What the TLA has done is add more value to that.
Where schools are embracing the TLA wholeheartedly,
focus in each was on one TLA project. In all, the work It is mushrooming into something that is embedded within the culture of learning.” it is really helping to create a true culture of professional
of 14 female and four male teachers was examined in learning.”
24 SecEd • March 26 2009
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28