High-quality professional development really does make a big difference to school performance.
According to research bodies like the Teacher Development Trust (TDT), there is clear research-based evidence that the most important action schools can take to improve outcomes for students is supporting their teachers to be more effective.
And the most reliable way to achieve this is to develop a professional culture where teachers are continually adapting and refining their skills and methods.
Unfortunately, another reality is that many teachers and leaders just don’t get access to the sort of CPD appropriate to their professional development needs and those of their school.
Part of the reason for this is pressure on school budgets, of course.
Another is that CPD is not systematic enough. The TDT says that it is ad hoc, and that the most common reason for the selection a CPD course is that the teacher wants to go.
And when they get on the course it is rarely focused enough. CUREE (Centre for the Use of Research and Evidence in Education) researchers analysed training and found that just a fraction was focused on effectively transforming classroom practice.
Given that good CPD can drive school improvement, it is frustrating that CPD is still patchy and far from systematic in many secondary schools. So it is great to hear of initiatives being developed by school leaders to ensure that teachers and leaders are getting the development they need to support the priorities of their faculties and subject areas – and their own personal professional development needs.
Adam Rashud, an assistant headteacher at Tottington High School in Bury, has developed a new CPD system for his school. He explained: “We wanted to support the school’s priorities for raising attainment, and to do this we wanted to develop the school CPD system so that it was more effective in supporting school priorities.
“We wanted a system that was sustainable so that faculties, subjects and individuals were able to identify and address needs and ultimately improve student outcomes.”
Mr Rashud developed the CPD system as part of his studies for the National Professional Qualification for Senior Leadership (NPQSL). He continued: “It was fortunate timing that my school assessment task came up at the time we needed to look at CPD. It was a good opportunity to look at an important development area for the school in a way that would help my own professional development. It was a good opportunity to implement the theory of what I was learning and deliver some benefit for the school.”
So how did they do it? And what principles made sure that the project was a success?
Keep it simple
“There are no unnecessary steps. The system includes two key elements. The first is a CPD request system, which is basically updated procedures to make it simpler to effectively identify training needs, such as meeting with heads of faculty to identify faculty and staff needs and a 360-degree review.
“The second is a CPD review system to help colleagues reflect on their professional development needs, share their learning with others and put it into practice. It also included a faculty provision for planning and reviewing CPD collaboratively. This required the development of a termly system to provide CPD information to faculties for discussion and adoption.”
Staff ownership
“At the start we developed an overview and vision of the CPD programme and then shared it with middle leader and senior colleagues. We explained the rationale behind it and emphasised how it was designed to help them and their teams to identify their needs and get the support they needed. If you focus on the benefits of an initiative like this you are more likely to get their support. Staff were involved and contributed.”
Make sure you measure
“Three of four subject areas targeted as priorities for improvement achieved their goals and the systems have been sustained and incorporated into wider school changes. The project is not the sole factor behind this, but I can say that the CPD supported the improvement strategies faculties were putting in place.”
Change the nature of CPD
“Going on an expensive, generic course at our school is actually rare. Our approach is more home-grown and cost-effective and of course linked much more closely into the specific needs of faculties and colleagues. One example is the sharing of practice with local schools. We’ve had colleagues visit a local school to see its systems of assessment. For larger scale development, such as grading changes, we can organise something on a bigger scale with several schools through our membership of the Bury Secondary Learning Collaborative.”
- Colin McLean is chief executive of Best Practice Network, a national provider of training and professional development. Visit www.bestpracticenet.co.uk/courses