Andy NewellManaging Director IRIS Connect

Outstanding schools have to have Outstanding teaching ….

But if traditional CPD is deeply flawed what can you do?

Two ideas whose time has come

The most disadvantaged pupils can make 4 to 6 times their ‘normal’ expected progress when their teachers have been involved in high quality professional development and learning

Teacher Development Trust 2012

“Nothing has promised so much and has been so frustratingly wasteful as thousands of workshops and conferences that led to no significant change in practice when teachers returned to the classrooms”

Fullan

Traditional CPD?

The most common form of training attended in 2010 was listening to a lecture or presentation

Decontextualised, Depersonalised, Disempowered If schools are to be centres of Pedagogical expertise, should we not

extend this to be centres of excellence in Andragogy?

What is the impact of Traditional CPD?

• less than of CPD 10% effectively embeds new practice

• and barely 1% transforms existing practice.TDA

• Joyce and Showers and Edmondson showed that traditional models of CPD led to between 0 and 5% enactment levels

Why hasn’t there been change?

• 37% of schools rarely or never evaluate the impact of CPD

• Of the rest, only 7% evaluate the impact on student attainment (3% in secondary schools)

• If the evaluation focus is on the cookies, you will have nice cookies - Guskey

What are the alternatives?

70%

80%

95%

50%

10%

5%

If Content is King, Context is the Kingdom

WeEnact

•Being a coach or mentor•Sharing best practice•Communities of Practice•Peer Mentoring•Iterative mentoring•Self Review•Observing Best Practice

Following David A Sousa – How the Brain Works

Teaching

Experiencing

Discussing with others

Seeing & hearing

Reading

Lectures

Organisational learning opportunities (traditional model)

Learning

opportunities

Teaching

Experiencing

Discussing with others

Seeing & hearing

Reading

Lectures

What interactions are effective?

Contextualised, Personalised, Iterative

• Modelling

• Observation Lesson ObservationWithin Community of practice

• Dialogue

Lesson Observation Challenges:

• Obtrusiveness (disturbing the dynamic)• Subjective • Expensive / hard to scale • Debrief issues• Dual purposed

What else is important?

Empowerment:

in high performing education systems ... teachers embrace and lead reform, taking responsibility as professionals…

OECD, March,2011

What else is important?

Developing Social Capital:

If a teacher’s social capital is just one standard deviation higher than the average students’ maths scores increase by 5.7%

OECD, March,2011

Developing a high quality teaching professionA systems model

•Staff collaborating within and across schools•Staff establishing a cycle of self review and reflection•Action research•Developing and sharing best practice•High skill staff coaching and mentoring others

Professionalism at the front line

•Coaching – both internal and external•Mentoring•Modelling best practice•Schools collaborating

Schools developing high quality staff

•School self review identifying areas for growth• Identifying and celebrating best practice•Performance management•Quality assurance

Schools identifying areas for

development

External review for monitoring standards, identifying and disseminating national best practice and quality assurance

Empowerment

Development

Control

A process model

IRIS Connect

What are the implications of a cloud based PD system?

Fundamental difference between web 2.0 and web 3.0

• Web 2 delivers data socially • Web 3 delivers meaning socially

What does this mean for you?

• Collaboration within and between schools• Online communities of practice• Security and simplicity• Consultants and coaches are able to work with your school over

distance• INCYTE international