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

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

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.

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. ’

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.

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

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.

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.

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.

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.

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.

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.

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.

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);

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.

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.

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.

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.

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

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