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CPD for Vocational Teachers: a Research-Based Approach

CPD for Vocational Teachers: a Research-Based Approach. Jo Sadler Institute of Education. All Change (again). 14-19 reform since 2010 rapid, continual & sweeping Importance of Teaching White Paper (2010)

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CPD for Vocational Teachers: a Research-Based Approach

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  1. CPD for Vocational Teachers:a Research-Based Approach Jo Sadler Institute of Education

  2. All Change (again) • 14-19 reform since 2010 rapid, continual & sweeping • Importance of Teaching White Paper (2010) • - traditionalgeneralfocus; increasedlinear /externalassessment; spelling, grammar, punctuation • Wolf Review of Vocational Education (2011) • - Apprenticeships/WBL; critique of general vocational/applied qualifications; English/maths 16-19; end to equivalencies general, vocational/applied post-16

  3. Marketisation – competition over collaboration; expansion of academies & Free Schools as local authorities’ resources and influence decline, with increased range of 14-19 providers (UTCs; Studio schools) • Policy division 14-16 and 16-19 • Sharp increase in higher education fees and new funding arrangements • Youth employment market in crisis

  4. Call to Action • Raising the Participation Age (RPA) • Post-16 Ofsted emphasis on improving quality, effectiveness of teaching & learning; learner engagement, voice, experience and retention • At KS4 weaknesses in work-related learning and delivery of new courses/subjects; insufficient opportunities to develop higher level skills • Need for increased flexibility and innovation in and range of delivery methods to support the above • New generation BTEC • ‘Professionalism’ vs. Performance

  5. Commission on Adult Vocational Teaching and Learning (CAVTL) • Practical problem solving and critical reflection on experience, including learning from mistakes… are central to effective vocational teaching and learning. • Vocational teaching and learning is most effective when it is collaborative and contextualised, taking place within communities of practice which involve different types of ‘teacher’ and capitalise on the experience and knowledge of all learners. • (CAVTL,2013)

  6. FE@IoE • Professional development programme for post-14 vocational teachers and managers • Delivered in partnership – IoE, Pearson and registered institutions • Face to face day seminars, one to one tutorial support, peer dissemination and review, written assessment, web publication and opportunity for M-level accreditation • Structured reflection on vocational practice, learning & leadership in individual workplace and in relation to wider research and practitioner communities

  7. Current preoccupations (post-16) • Performance Management • Transformational leadership • Positive behaviour for learning • Learning advocacy • FE-HE partnerships • Skills for progression • Flipped learning • Alternative provision in the mainstream • Parental engagement • Sustainable development

  8. Current preoccupations (KS4) • Vocational learning environments • Vocational teaching & learning • Guidance for transition • Target setting for learning • CEIAG & progression from vocational programmes • Challenging stereotypical entry patterns

  9. Impact: Institution • Policy gaps identified • Formation of working groups and follow up research projects • Roll out of piloted approaches • Impact evaluation • Enhanced partnerships across teams • External partnerships established & consolidated • Whole institution commitment

  10. Impact: Learners Learning • Measured improvement in • Attendance • Achievement • Participation • Success • Some learners reporting increased motivation in regard to above

  11. Impact: Teachers learning and leading • Dissemination of research findings to peers and partners • Involvement in new and follow up projects • Broader range of staff engaged • Increased interest in value of action research as CPD • Enhanced peer delivery and support • Development of research profile • Cross-sector collaboration – 'triple professionalism’

  12. Ongoing challenges • Going viral • Embedding reflective space • ‘…And what happens next year?’ • ‘This is all very well but…’ finding your voice, keeping your mojo! • Publication/accreditation - just a formality??

  13. Discussion • What happens in your institution? • Do you have a CPD strategy, if so how was it arrived at and where does action research sit within/in relation to it? • If not how helpful might this sort of approach be? • What are the key challenges for adopting/embedding a programme such as this? • Which research strategies really improve practice?

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