How work-based learning enhances continuing professional development for teaching and associate staff within a large inn

1. Gillian Shiel Principal Lecturer Val Wigham Deputy Headteacher 1st November 2012 UVAC Conference How work-based learning enhances continuing professional development for teaching and associate staff within a large inner city comprehensive school

3. A Learning Partnership for Teaching and Associate Staff An effective professional learning community has the capacity to promote and sustain the learning of all professionals in the school community with the collective purpose of enhancing student learning.

4. A Learning Partnership A unique learning partnership has been developed between Northumbria University and Kenton School The partnership has been built on a collaborative view of professional learning provision and a work-based learning programme developed strategically so that talent is recognised, encouraged and developed

5. WHY?????? If It Ain’t Broke, Don‘t Fix It!!!!! Revans (1982) created the equation that the rate of learning in an organisation must be equal to or greater than the rate of change. The Leitch Report (2006) identified that in order for the UK to remain competitive, 40% of the working population will need to attain level 4 or above by 2020 (which equates to 5.5m).

6. Sending out a Strong Message about our Core Business As our core business is education, then learning should permeate every aspect of our school, creating a culture where everyone continues to learn.

7. What we don’t want for Kenton Staff in relation to Professional Learning To develop a professional learning programme with patches of brilliance for the motivated and mediocrity for the uninspired

8. Theory Informs Practice According to Timperley (2011) many teachers resist the need to understand theory because they perceive that their job is about practice. Therefore, part of the development of the CPD was to make explicit that theory informs practice and the two are intrinsically linked.

9. Characteristics of Professional Learning Communities Shared values and vision Collective responsibility for student’s learning Reflective enquiry Collaboration focused on learning Group as well as individual professional learning Openness, networks and partnerships Inclusive membership Mutual trust, respect and support

10. 5 Co-coaching Professional Learning Programme, September - December The red border signifies a twilight session 4 sessions for Middle Leader Development Whole school training sessions 15 sessions for Departmental Meeting Time Teaching & Learning Streamed Sessions 12 sessions for Year Team Development Data Self Evaluation Data Collection 3 x sessions National College Middle Leader Programme Individual Sessions Staff Wellbeing Middle Leader Development 5 Co-coaching G&T Link Meetings identified for individual departments

11. Learning Together • All the experience yielded within the PPA programme is developed internally and becomes part of the CPD programme. This is CPD for staff led by staff. The directory of courses has grown year upon year. • It is also extremely refreshing and frequent to observe a member of the associate team leading a CPD session for teachers.

12. Examples of Work Based Projects and Independent Studies Raising Achievement in Vocational Education through Alternative Teaching Strategies 'Adaptation and Development of Materials and Assessment Criteria for Key Stage 3 Pupils Working Below National Curriculum Level 3 in ICT' Academic achievement for pupils entitled to free school meals To develop a Sustaining, Effective Professional Learning Programme for Teaching and Associate Staff, with the collective purpose of Impacting on Student Progress and have the Future Capacity to Fully Develop Kenton School as a Learning Community Attendance.  A focus on reasons for non-attendance and strategies for improving attendance. Designing a differentiated Physical Education curriculum for children with Special Educational Needs’

13. More Examples of Work Based Projects and Independent Studies Is Phonics enough to maximize pupils’ reading? Investigation of the alternatives The extent to which learning styles are considered when planning lessons Raising Attainment of White Working Class Boys in RE To improve the Learning Resource Centre’s information Literacy Programme in a way which demonstrates that it provides worthwhile support to the whole school targets of narrowing the gap and raising achievement The development of S.C.H.I.P.S: A physical skills based intervention for children with Special Educational Needs and Disabilities. Managing Social and Behavioural issues for students with ASD

14. And Even More Examples of Work Based Projects and Independent Studies How Kenton School supports families to promote the best outcome for pupils An Investigation in to the development of Post 16 Target Setting and Intervention Strategies to improve attainment Improving the Effectiveness of Induction at Kenton School Adapting the Key Stage Four Pathways administrative process to reflect the introduction of the English Baccalaureate ‘Improving Literacy and ICT Skills in Pupils Attending Placements in Kenton School’s New Beginnings’ To develop and implement a programme of events to increase Parental Involvement of students with SEN

15. Undergraduate and Postgraduate Programmes At Undergraduate level the programme offers a full BA/BSc Hons degree along with the opportunity for individuals to undertake a route by way of staged awards offered at every academic level At Postgraduate level the programme offers an MA/MSc degree with the opportunity for individuals to undertake a staged route by way of a Postgraduate Certificate and Postgraduate Diploma

16. Personal, professional & organisational Disseminate findings & make recommendations negotiation Learning applied to workplace Spiral of Productive Reflection & Critical Enquiry Literature, workplace, professional networking Methodology resources evaluation

17. A Real Learning Through Work Experience The PPA acts as a real learning-through-work experience, very different to a traditional undergraduate or postgraduate course, giving individuals personal, professional and organisational benefits and promoting a wealth of expertise which feeds back into the CPD programme. It also gives teaching and associate staff the opportunity to work together and move outside their professional comfort zone where shared vulnerability is used for surfacing internalised beliefs, assumptions and practices. We currently have an impressive 10% of the staff working towards postgraduate or undergraduate qualifications with an equivalent number of both teaching and associate staff.

18. Key elements of the work-based programme include: • Engaging & motivating staff in challenging times • Negotiated learning • Whole organisation working • Encouraging creativity • Critical reflective practice

19. A Tripartite Learning Model:New relationships, New Issues to Consider

20. The Tripartite WBL Model: • Who pays the programme fee? • Who does the learning benefit? • Time • Innovative delivery • APEL & transferability of credit • Negotiation • Student Identity • Recognising that learners come from a wide-ranging of experience, knowledge, and motivations • Diagnosing needs leads to a programme of learning appropriate to personal/professional and organisational needs. • Flexible assessment methods e.g. mind maps, reports, professional presentations, employer inclusion, • Managing expectations of all parties • Effective communication! • Development of a learning partnership agreement • Awareness of existing provision – avoid duplication • Competence to deliver (Who does the delivery HE / Employer?) • Quality of support e.g. work-based advisor

21. In groups discuss the following questions and agree on possible answers. (5mins) How would you define ‘learning’? Where do you think learning should take place? Who do you think is in charge of learning in Higher education?

22. Success & Achievement An impressive 48% of teaching and associate staff on the Professional Practice Awards Programme have successfully gained internal promotion. Developing and sustaining the highest quality education provision through attracting, developing and retaining talented and ambitious staff.  

23. The PPA has become an Established Element of the Professional Development Programme

24. Final Thoughts ……Questions

25. References • National College for School Leadership website: www.ncsl.org.uk • Hattie, J. (2011) Teachers Make a Difference -What is the research evidence? • Her Majesty’s Treasury.(2006) Leitch Review. Prosperity for all in the Global Economy [Final Report] Available from ttp://www.hm-treasury.gov.uk/media/6/4/leitch_finalreport051206.pdfhttp://www.hm-treasury.gov.uk/media/6/4/leitch_finalreport051206.pdf • Reeves, D.(2008) Leadership and Learning. Monograph Series 43, ACEL • Mourshed, M., Chijioke, C. and Barber, M. (2010) How the World’s Most Improved School Systems Keep Getting Better • Revans, R. (1982) The Origins and Growth of Action Learning • Timperley, H. (2011) Realising the Power of Professional Learning