The Diamond Model of Professional Learning Beginning Professional Learning EIS Conference

1. The Diamond Model of • Professional Learning • Beginning Professional Learning • EIS Conference • Saturday 14, 2014 • Kate Paton • National Co-ordinator: Teacher Education

2. “Long-term and sustained improvement • which has a real impact on the quality of • children’s learning will be better achieved • through determined efforts to build the • capacity of teachers themselves to take responsibility for their own professional development, building their pedagogical expertise, engaging with the need for change, undertaking well-thought through development and always evaluating impact in relation to improvement in the quality of children’s learning. That is the message from successful education systems across the world.” • (Teaching Scotland’s Future: A report of a review of teacher education in Scotland” Donaldson, 2011)

4. Model of professional learning

5. CLPL: key messages • Deep, rigorous, planned professional learning • Embedded, sustained and relevant • Evidence-based self-evaluation: looking inwards, outwards and forwards • Reflective practitioners ↔ enquiring practitioners • Raising the bar - masters-level learning • Blend and balance of activities • Collegial and collaborative learning • High impact professional learning

6. Reflections To what extent does your learning incorporate the four elements of the “diamond” model? How might you address any imbalance?

8. Cycle of professional growth: • Self-evaluation • Planning • Professional learning • Evaluation of impact

9. Self-evaluation • “The most effective approaches to self-evaluation enable achievement to be immediately recognised and underachievement to be immediately challenged.” • Integral part of improvement planning process • Identify strengths and areas for development • Fundamental to an effective professional review and development process

10. Reflections How well do you use self-evaluation to help plan your learning? How could you make self-evaluation a more central part of your planning?

11. Planning professional learning • Effective professional learning takes place when: • it is sustained, as part of a planned process • it has clearly defined outcomes describing what the professional learning will deliver • it is directly relevant and meaningful to the individual teacher, group and/or school and takes account of current knowledge and expertise • it is experiential, action or enquiry-based • it is undertaken with others • it is based on the best available evidence about learning and teaching and is facilitated by those with the necessary level of expertise.

12. Evaluation of impact • “At the outset of any CPD activity, the intended impact on your people and the aspects of the relevant professional standard the teacher will improve as a result of the activity, should be clear.” (Teaching Scotland’s Future) • Individual’s professional learning needs • School/system level priorities for improvement • Learning goals for children and young people

13. Evidence of impact • Two key aspects: • How effectively do you use new knowledge and skills? • What impact has your learning had on the educational experience of your children/young people? • Broad base of sources: • Observation • Written material • Quantitative data • People’s views

14. Reflections What is the best professional learning you’ve experienced? What was the impact of the learning? How do you know? What steps could you take to make professional learning even more effective?

15. www.educationscotland/learningteachingandassessment/professionallearning/index.aspwww.educationscotland/learningteachingandassessment/professionallearning/index.asp www.educationscotland.gov.uk/clpl www.educationscotland.gov.uk/resources/f/frameworkforleadership www.educationscotland.gov.uk/mentoringmatters www.educationscotland.gov.uk/aspiringteachers www.educationscotland.gov.uk/plfind kate.paton@educationscotland.gov.uk