1. > Effective CPD in the Big Society Naace Strategic Conference, Reading 16 th March 2011

2. > Overview #vitalcpd #naace2011 >Effective learning (Schome Park Programme) >Effective CPD (the literature) >Context >The Vital Model (Phase 1) >The Vital Model (Phase 2) >The Future …

3. >Effective learning (from the Schome Park Programme) We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

4. > The Schome Initiative We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

5. > The Schome Park Programme We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

6. > Dimensions of practice We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

7. > The Pedagogy Dimension We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

8. > Learn by doing (decontextualised) We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

9. > Learn through role play (pretend) We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

10. > Learn by becoming (real) We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

11. > View of the learner We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

12. > Role of the learner We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

13. > Related to CPD We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

14. > Reflective Practice We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

15. > Reflective Practice + We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

16. > Practitioner Research We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011

17. > Extended networks We should apply what we know about effective learning to CPD. Move from traditional courses to practitioner research #vitalcpd #naace2011 IndividualSchool Cluster Local authority NationalInternational

18. >Effective CPD (from the literature) CPD works if it meets teachers' needs, builds on their expertise, is reflective, supports sharing, & links to SIPs #vitalcpd #naace2011

19. > Effective CPD (from the literature) 19 CPD works if it meets teachers' needs, builds on their expertise, is reflective, supports sharing, & links to SIPs #vitalcpd #naace2011 Effective CPD is: strategic and impact focused (SMT, school development, self-review & performance management) context relevant (pupil/teacher/classroom/school) collaborative, experimental & reflective evidence/research informed sustained evaluated (in relation to planned impact) Cordingley, Bell, Isham, Evans, Firth (2007) What do specialists to in CPD Programmes for which there is evidence of positive outcomes for pupils and teachers? London: EPPI-Centre. Report 1504T. Hall (2009) Engaging in and engaging with research: teacher inquiry and development. Teachers and Teaching, 15: 6, 669-681. McCormick, Banks, Morgan, Opfer, Pedder, Storey & Wolfenden (2008) Schools and continuing professional development (CPD) in England - State of the Nation research project: Literature Review. London: TDA. Murchan, Loxley & Johnston (2009) Teacher learning and policy intention: selected findings from an evaluation of a large-scale programme of professional development in the Republic of Ireland. European Journal of Teacher Education, 32: 4, 455-471. Ofsted (2006) The logical chain: continuing professional development in effective schools. London: Ofsted. Opfer, Pedder & Lavicza (2008) Schools and continuing professional development (CPD) in England - State of the Nation reserach project: Survey report. London: TDA. Pedder, Storey & Opfer (2008) Schools and continuing professional development (CPD) in England - State of the Nation research project: Synthesis report. London: TDA. Williamson & Morgan (2009) Educational reform, enquiry-based learning and the reprofessionalisation of teachers. Curriculum Journal, 20: 3, 287-304.

20. > Effective CPD (DfE 2010a) CPD works if it meets teachers' needs, builds on their expertise, is reflective, supports sharing, & links to SIPs #vitalcpd #naace2011 32. A systematic review of research on professional development found that there are some key features of professional development which are linked to better achievement by children: Observation of teaching; Feedback to teachers; The use of external expertise linked to school-based activities; Scope for teachers to identify their own CPD focus; An emphasis on peer support; Processes to encourage, extend and structure professional dialogue; and Processes for sustaining CPD over time to enable teachers to embed practice in their classrooms[28]. 33. There is also convincing evidence that collaborative professional development is more strongly associated with improvements in teaching and learning.... DfE (2010a) The Case for Change. DFE-00564-2010 London: DfE. "Teachers need to learn from other teachers" Rt Hon Michael Gove MP 23rd November 2010

21. > Effective CPD CPD works if it meets teachers' needs, builds on their expertise, is reflective, supports sharing, & links to SIPs #vitalcpd #naace2011 The overall pattern of CPD, however, is of not very effective activity (Opfer, Pedder & Lavicza 2008) Little evidence re online CPD in the UK, though partial evidence that teachers view online courses as of poor quality (McCormick et al 2008) “CPD will be one of the first things to go... We’re going to have to be imaginative in the future” (Primary headteacher) HeadTime Research for Vital, April 2010 (unpublished)

22. >Context Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011

23. > Rarely cover Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011

24. > Funding Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 "We want the maximum amount of funding possible to go straight into schools’ budgets where it can make the most difference and so we will reduce all the Department for Education’s other activities, programmes and initiatives by more than half over the next four years." (DfE 2010b para 8.18 p.84) DfE (2010b) The Importance of Teaching: The Schools White Paper 2010. Norwich: The Stationary Office.

25. > Support infrastructure Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 Becta, QCDA, GTC, etc Local Authority budgets Harnessing Technology Grant Building Schools for the Future

26. > ‘Big Society’ Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 Steve Moss’ airplane analogy

27. > ‘Big Society’ (massive culture shift) Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 There is not a strong enough culture of professional development among teachers, … House of Commons Children, Schools and Families Committee (2010 p.10) Steve Moss’ airplane analogy extended

28. > Challenge & Support Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 DfE (2010b) The Importance of Teaching: The Schools White Paper 2010. Norwich: The Stationary Office. "Government should certainly put in place the structures and processes which will challenge and support schools to improve." (DfE 2010b para 21 p.13 & para 7.3 p.73)

29. > Leaders of Education Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 DfE (2010b) The Importance of Teaching: The Schools White Paper 2010. Norwich: The Stationary Office. “So we will... increase the number of National and Local Leaders of Education – head teachers of excellent schools committed to supporting other schools...” (DfE 2010b p.14 para 23)

30. > Network of Teaching Schools Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 DfE (2010b) The Importance of Teaching: The Schools White Paper 2010. Norwich: The Stationary Office. "So, we will:... * Create a new national network of Teaching Schools, on the model of teaching hospitals, giving outstanding schools the role of leading the training and professional development of teachers and head teachers...." (DfE 2010b para 2.6 p.20)

31. > The Market Place Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 DfE (2010b) The Importance of Teaching: The Schools White Paper 2010. Norwich: The Stationary Office. "we will support a new market of school improvement services with a much wider range of providers and services available for schools to choose from. We will work with a growing number of providers to make it easier for head teachers and teachers to find out about improvement services on offer as well as making high quality research, good practice and free resources easily available." (DfE 2010b para 7.14 p.77)

32. > Vital Phase 2 Staff development is critical but problematic in the context of 'rarely cover‘, ‘Big Society’ & financial constraints #vitalcpd #naace2011 Spell checker Subject to contract £2.5million in 2011/12

33. >Effective CPD (from Vital Phase 1) Vital offers a cost effective and scalable solution to the future CPD challenge #vitalcpd #naace2011

34. Vital Survey (n=181) 79% found the networking useful 59% still prefer F2F courses than ‘wholly on-line’ 44% prefer courses of 1-5 hours duration 40% have downloaded course material > Effective CPD (from Vital Phase 1) "Vital has provided me with a community of educators to learn from and share with" Matt Lovegrove Sonning Common Primary School "It is only when you do a Vital course that you realise the potential of on-line learning" Sam Kidd, Head Teacher, Dearham Primary School “I went to the TeachMeet in Sheffield with a brilliant idea I've used successfully with my pupils. I came away with 30 brilliant ideas I can use tomorrow" John England Teaching Consultant “Vital…is very much about practitioner-led CPD……The process of networking with other professionals that is provided by Vital is unique” Chris Harte Assistant Head Cramlington Village Northumberland Vital offers a cost effective and scalable solution to the future CPD challenge #vitalcpd #naace2011

35. >The Vital Model (Phase 2) Vital provides a national infrastructure to support practitioners in sharing their expertise & thus enhance practice #vitalcpd #naace2011

36. > Ethos & approach (unchanged) Vital provides a national infrastructure to support practitioners in sharing their expertise & thus enhance practice #vitalcpd #naace2011 Teachers = experts Re-taking ownership of teaching as a discipline Sharing

37. > Core principles (unchanged) Vital provides a national infrastructure to support practitioners in sharing their expertise & thus enhance practice #vitalcpd #naace2011 Content is free (pay for ‘added services’) Community is central Collaboration is key (with SAs & other providers) Quality is critical (for Vital developed materials)

38. > Developments DIY CPD ‘Subject’ focussed Vital Points Accreditation only (APL) Redesigned Market Place Credentialing services CPD works if it meets teachers' needs, builds on their expertise, is reflective, supports sharing, & links to SIPs #vitalcpd #naace2011 SpringBoards TeachShares Video Conferencing Premium services

39. >The Future? How can Vital work with you to develop a sustainable future for us all? #vitalcpd #naace2011

40. >The Future….. Vital: a national infrastructure ICT CPD All CPD Professional body All CPD + ITE How can Vital work with you to develop a sustainable future for us all? #vitalcpd #naace2011 What do you think Vital should be doing? How can we work with you in mutually beneficial ways (for the good of the wider community)?