CPD


in association with The power of people


There are many paths to valuable CPD and like it or not, one of


the most successful ways to open doors in your career is through networking. Vice- principal Paul Ainsworth offers his tips


schools. A number of years ago I attended a seminar run by one of the teaching unions covering job search and one of the topics considered was networking. My first impression of such a session within the


I


course was that it was probably not much use. After all teaching jobs are always advertised and there is an equal opportunities interview process, and what were the chances of making a contact in a school that I wanted to work in? I now realise that was a very simplistic view of


networking. Networking is about far more than just looking for a job. This article looks at what networking is, how it can be useful, and how you can go about building your networks to aid your work in school and maybe even your career too.


What is a network?


In the context of school, your network is all the people you know who are related to education and your school. This could include a huge variety of people from those you studied with to colleagues you have met on interview. In business, the definition – certainly in a sales environment – is far wider, as it will include anyone that can be sold to. The careers website, Monster suggests the following people. • Old school, college or university classmates. • Distant family members. • Your friends’ family. • Your doctor, lawyer or accountant. • Former colleagues or bosses. • Club members or anyone else you meet socially. I think it is this kind of list that can make


educationalists feel that networking is not for them and not suitable in helping them with their role. Instead, networks need to be fit for a certain purpose, such as aiding you in your work in school.


How do I network?


There are probably three stages to networking. The first is making a new contact with someone. If you meet someone on a course who you would like to keep in contact with you need to get their contact details; an email address perhaps, their school name and any other information. It is a good idea to keep some notes on the person. If you use Outlook at school it is relatively easy to use the notes section of the contact to record information about them. The second stage of networking is keeping in


touch with the contact. Some people will actually set themselves some kind of target of touching base with a contact perhaps every term or every year. The world of email makes this easy. You can soon send a quick note asking how someone is, what their opinion is of a new innovation, or send them an article or a piece of information that they may find interesting. The third stage of networking may be when you ask


them for help with a certain project you are working on. You may be considering buying a new scheme of work and ask contacts in your network who share that subject specialism if they have any experience of the scheme or if they would suggest something better. You may be working on a project for the first time,


such as the key stage 4 options process, and ask senior leaders in your network if they would be prepared to share their systems with you. The reverse could also happen when the contact asks for your help.


Who is already in my network?


There can be many opportunities to build an education network if you are self-aware and are prepared. In effect, everyone you meet through your job is a


SecEd • January 20 2011


F YOU ever pick up a business leadership book, you can almost guarantee there will be a section on networking: the same would be true of lots of guides to “Getting the Perfect Job” and many coaching books. Many might consider that networking is not necessary for educationalists working in


potential member of your network and you may meet some outside work too. The first category could be people who you have


worked with in the past and either they or you have moved on to new schools. If you go on courses, the people you meet there are another group (and don’t forget the trainer). What about colleagues in local schools? Particularly


if they are in your own curriculum area or in a similar job. If you go to job interview you could keep in touch with fellow candidates, the interviewers and also any local authority advisors who are present. You may be involved in initial teacher training


and the colleagues at the local university are potential members of your network. Don’t forget other groups such as local authority officials. Local authority officers are often very skilled at


networking as this can be their calling card. Zoe Elder explained to me that networking “lies at the heart of how we operate and the support we are able to offer to schools”. Zoe facilitates a group of eight teachers and teaching assistants from special, secondary and primary phases, who meet six times a year to reflect on their practice, share ideas and develop these in their own contexts. She explained: “Networked approaches provide


an invaluable opportunity to make connections with practitioners we would not normally get to ‘play’ with and build relationships with them, underpinned by common and openly shared values.”


Keeping contacts warm


With email it is so much easier to keep in touch with people and short regular emails are often nice to receive. It is important not to leave it too long in between messages as when you go to someone for advice they may have forgotten you. Equally unless you are a friend, you do not want to bombard people with emails. Finally do not be seen as a networker who only gets in touch when they want something, people are less likely to help someone with that reputation.


Can networking help career progression?


In industry, regular statistics are released that suggest over half of all jobs are never advertised. Sometimes even higher percentages are quoted. As a result networking is even more important in industry as it is through networking that people may be aware of new opportunities and hence jobs may not be formally advertised. In education, this is less likely to be the case but it is


surprising how useful networking can be to developing your career. Schools are always on the look out for good staff, so if you have a contact at the right level in a school this may help your application to be shortlisted. All recruiters try to be as fair as possible but with lots of letters to study if a colleague says, “oh yes I know them, they always seem to be good”, this can move your application onto the short-listing pile. As in any industry, people should not use


networking to ask for a job. There are many methods where you can use networking to try and give you an advantage. If you have been for a job in a school which you really liked and were close to being appointed why not keep in contact with the interviewers and keep them informed of what you are working on or ask them for advice? If a school loses a member a staff close to deadline date they are often prepared to contact people who came close last time and see if they would still be interested.


If you meet a senior leader at a school that you


would like to work in, you could ask them if they would be prepared to read through a draft application from you to give advice on its content. It may keep you in mind and cause them to think of you when they are advertising a post. In teaching, when you only have one chance to apply for a job and time is short, it can be good practice


Talking CPD Mentoring in the 21st century


Will new technologies impact the quality and availability of mentoring interactions? Andrew Newell and Dr Shawn Edmondson ask the question


THE GREATEST resource in any school is the teacher. And the highest priority is developing and sustaining those teachers. But research shows that less than five per cent


of teacher training is actually being embedded in classroom practice. This is hardly surprising given the mismatch between the traditional CPD toolset and the key components of effective adult learning, such as modelling, observation, and professional dialogue. “Death by PowerPoint” does not provide a personalised or contextualised platform from which to improve classroom practice. The problem is measurement. If we don’t routinely


assess the impact of professional development on teacher enactment and student outcomes, is it any surprise that trainers focus their efforts on those areas assessed on the feedback form? Happily, in recent years, schools have started


to move away from traditional CPD. A broad consensus has emerged that new approaches such as building communities of practice, mentoring, coaching and effective teacher reflection should replace traditional mechanisms. Schools know that within their community they already have the skills, knowledge and expertise required to support sustainable improvements. This new approach is centred around three key


interactions that have been part of adult learning for thousands of years – modelling, observation and dialogue. In other words: “I have more experience in this area than you – watch me do it. I’ll watch you. Let’s talk about it.” The apprenticeship model has long been at the


core of adult learning. The recognition that this model has a significant role to play within the education system is embodied within an approach to mentoring and coaching called Cognitive Apprenticeship. As the recent White Paper acknowledged: “We


know that teachers learn best from other professionals and that an ‘open classroom’ culture is vital: observing teaching and being observed, having the opportunity to plan, prepare, reflect and teach with other teachers. Too little teacher training takes place on the job, and too much professional development involves compliance with bureaucratic initiatives rather than


working with other teachers to develop effective practice.” The Cognitive Apprenticeship model of teacher


professional development follows a three-stage learning process. First, an advanced practitioner models instructional strategies for teachers in an authentic context while explaining the tacit cognitions and behaviours underlying the strategies. Second, the teacher implements the strategies in


their classroom with the support of the advanced practitioner through coaching, observation and professional dialogue. Finally, the advanced practitioner fades into the


background, providing support as necessary. Ofsted agrees and has identified what makes CPD


work so well in successful schools: • The most successful schools prided themselves on being learning communities.


• The headteachers in the survey schools knew that one of the best resources for professional development was the expertise of their own staff.


• Lesson observations identified teaching strengths that could benefit the whole school.


So why is there no strategic implementation of


Cognitive Apprenticeship? The development of the advanced skills teachers does reflect a move in this direction, but only if they are given the necessary tools to make an impact. Unfortunately, until now, Cognitive Apprenticeship has been a difficult model to sustain within the education system as it relies on an intensive one-to-one relationship which can strain tight resources.


Can these barriers be overcome?


We believe so: by bringing the power of social networking to the learning community, everyone can contribute to the community of practice and share, when relevant, their own skills and experience with their colleagues. What is clear is that we must make CPD more effective.


• Andrew Newell is founder and managing director of IRIS Connect Europe and Dr Shawn Edmondson is founder and CEO of thereNow LLC, developers of IRIS Connect. Visit www.irisconnect.co.uk


to ask other contacts if they will give you advice on their application. However, if it is the first time you have been in touch with that contact they may not be as receptive as if you had been in regular contact.


SecEd


• Paul Ainsworth is vice-principal of a Leicestershire secondary school and the author of Developing a Self- evaluating School (www.continuumbooks.co.uk).


13


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