FEATURE FOCUS: CPD AND SCHOOL IMPROVEMENT
such as the TDT Network research library or a University library.
Ensuring that CPD is collaborative and developmental The quality of mentoring and coaching available in a school is one of the key variables that contributes to a positive culture for professional development. We all lose perspective at times and in the most successful schools coaching is seen as something to which all staff aspire, rather than an approach reserved only for newly qualified teachers or to remedy deficits. Recently, we visited Coleshill Heath School in Solihull, where Headteacher Nicole Fowles has adopted a model of coaching based on Appreciative Enquiry. She says this practice has been pivotal in shifting the mindsets of teachers from “I need to do this because I’m not very good at” to “this is a real strength of mine, so I’m going to play to this more because I see the impact that it’s having upon…” The senior leadership team plan in regular quality time for ‘useful conversations’ with colleagues, where the teachers are in the driving seat and talk confidently about their own pupil impact as well as inquire into their own potential to develop this further. Engaging with collaborative teacher enquiry
models such as Lesson Study can be a particularly impactful way to give staff autonomy over their work, as well as collaborate on a very specific pupil issue, to research around it and to evaluate the impact of their approach. Since the basis of Lesson Study is to observe pupils and their learning, rather than teacher practice, professional learning is driven by a real desire to help students improve and make a difference in their learning.
Relevant CPD, driven by pupil need An under-pressure leadership team can sometimes feel that they are imposing their teaching priorities on staff with very diverse needs. This inevitably makes it feel that the CPD isn’t truly relevant - for many teachers they suspect it is just helping SLT tick boxes. While
research doesn’t necessarily support the idea that all staff should be entirely free to pick all of their own learning activities, giving teachers choice can be a positive driving force for a culture of contribution and avoids a school’s CPD programme from becoming too ‘top-down’. It places value on staff’s professional judgement; it can help build trust, as well as helping enable relevant CPD. What should definitely be a common thread
throughout is that all CPD is driven by pupil need. Teachers join the profession because they want to make a difference to children and young people, and a key principle of effective CPD is that it maintains a tight focus on specific student outcomes throughout the process. They should be engaged in identifying their students’ needs and then matching their CPD to meet these, with
formative assessment and ongoing evaluation of the impact of their practice informing this. Teachers, teaching assistants and all those who spend the most time with students should all play a key part in identifying pupil needs and then matching their own CPD to meet these needs, through a highly collaborative process that then boosts workforce morale.
Career development opportunities for all Schools and groups are increasingly recognising the benefits of talent management, spotting members of staff with potential to develop outstanding practice and allocating resources to well-supported opportunities that are just outside their comfort zone. Typically, this would consist of more formal programmes of leadership development, academic study and accreditation (including SLEs or HLTAs for non-teaching staff, not to be overlooked). Not only is this a way of retaining talented and ambitious colleagues who might otherwise seek promotion elsewhere, but also acts as a lever to improve student outcomes. It is important not to fall in to the trap of using
only the most experienced teachers to deliver training to others, while neglecting to offer these same staff their own opportunities to receive input and support. Leaders need to ensure that within whole school priorities, all staff’s individual CPD needs are met. Improving staff development is no simple
matter, but with the right support, networks and leadership it is one of the most important investments that a school can make. As teachers and colleagues feel increasingly trusted, valued and supported to continually further their practice, the foundations are set for a flourishing school environment that is able to keep the very best staff, as well as incentivise the best candidates to apply for jobs.
uFind out more about the research and practice around the principles of effective CPD the support available for schools across the TDT Network at
http://tdtrust.org/ network, or follow their CPD updates on Twitter @TeacherDevTrust.
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www.education-today.co.uk October 2018
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