Towards the Learning Profession

1. Towards the Learning Profession An ESCalate Project David Wood (Oxford Brookes) and Julie Anderson (Bristol)

2. Overview Outline the project so far Describe case studies - from England, NI and Wales Summarise some key findings to date

3. The Project • Aimed to find 6 + UK case studies of schools identified as ‘hotspots’ of CPD; • Aimed to interview leaders on the basis of the pivotal role they play in catalysing CPD activity (NFER: 2001); • Interviews designed to illuminate key factors in promoting professional learning communities • Feed back to HEIs.

4. Oxfordshire Case Study • Marlborough School - Deputy Head approached Oxford Brookes to design a leadership programme for staff as part of a strategy for succession planning & retention: • ‘45% of teachers are now 1-3 years into their careers and we have a generation..coming through now who want to develop themselves as practitioners.’

5. Peer observation • The school identifies staff‘segments’(Corkindale and Trorey: 2002); offers appropriate CPD opportunities; • The school encourages a ‘no blame culture’ (see Senge: 1990). • The senior management nurture receptive dispositions so classroom observation or evaluation not seen as a threat.

6. The South West Case Study: SWIfT A consortium of 6 LEAs and 2 HEIs • One of the country’s largest providers of award-bearing CPD for teachers. • Traditional twilight / evening CPD courses in HEIs unsuitable

7. The SWIfT Approach • Discuss with schools re: what SWIfT can offer; • 80% of programmes tailor made; • Initial contact - follow up at staff meeting; • Sessions at monthly intervals.

8. Recruitment most effective if…… • SWIfT find that direct approach - then a visit - most effective; • Role of school CPD Co-ordinator; • NfER (2001:34) identifies school leaders as the ‘fundamental’ determinants of maintaining the professional learning community.

9. Bedfordshire Case Study • Beds. School Improvement Partnership formed by Heads to undertake CPD independently of the LEA. • Has 180 schools including 24 in a Networked Learning Community. Co-ordinates a wide range of activity, esp. collaborative working.

10. Pupils as researchers • At the BSIP annual conference pupils themselves contributed to staff training on inclusion. • A key objective is to develop pupil articulacy in support of their role in improving learning & teaching, so that their opinions can be seen as more legitimate and informed.

11. The Student Voice • BSIP emphasises the importance of maintaining structures which give pupils a role in improving learning. • The student voice ‘can be scary and intimidate staff’so schools need to provide formal opportunities for pupils to respond and staff to get used to their input.

12. Wales - Case Study The HEI – Indirectly funded by NOF; • Bought in teacher for ICT Training Co-ordinator role; The School – Supportive of CPD for its staff; • Benefits from their seconded teacher returning there regularly with support and advice etc.; • Dovetails closely with School Development Plan; • HEI and school in close proximity.

13. Kent Case Study • Angley School and Canterbury Christ Church University College • Staff - undertaking enquiry-based development work leading to a masters degree in School Development.

14. Kent Case Study • Judy Durrant: ‘relationships and contacts are often more important than structures, systems and marketing’ • Key support is seen to come from the Head. • 2 members of the Angley group were appointed to leadership posts elsewhere and established similar groups in their new schools - ‘a number of overlapping communities of practice’ (Wenger:1998);

15. The staff response • At interview the group reported: • that they participate to affect learning and school development - more than to gain qualifications; • that they value cross-hierarchical, inter-departmental debate; • that the work transcends national policy imperatives.

16. Northern Ireland Case Study • LEAs provide a curriculum and assessment support service (CASS) focusing on what are perceived as relevant issues; • Two large universities provide a wide choice of award bearing courses, diplomas, masters and doctoral programmes.

17. The school • SMT created post for learning and teaching for a senior teacher - integral to school development plan. • The teacher engaged with people who wanted to work in learning and teaching -built small team • Aim that it would become infectious - and so engage other staff.

18. Common issues –Years of experience • Interviewees generalised about teachers’ experience being a factor in how enthusiastic they are about CPD • Interviewees in 3 case studies mentioned that more recently trained teachers are more receptive to CPD activity. BUT: • One interviewee suggested that resistance to CPD is teachers with 8-15 yrs experience; • Another approaching retirement said that she was undertaking CPD because she didn’t want to stagnate.

19. Independence and Open Culture • Strong allegiance to ‘grass roots’ self-determination in designing CPD - 3 case studies emphasised the importance of schools designing CPD to meet their needs,resisting ‘off the peg’ courses. • 3 case studies saw an open forgiving culture as critical (see Senge:1991) where teachers should not feel judged or criticised

20. ESCalate: www.escalate.ac.uk Home page link to project:: CPD “Towards the Learning Profession” Includes full case studies, interview questions; papers and slides etc.