1. The IPDP: A paradigm shift in professional development?
Peter Twining
Naace Strategic Conference
Leicester, March 2012

2. > Overview www.vital.ac.uk
Traditional approaches to professional development
Effective CPD
Less traditional approaches
A new model – the IPDP
Evidence of effectiveness (or otherwise)
Future plans

3. > Traditional approaches
Traditional approaches to professional development are costly and often ineffective in bringing about changes in practice and hence enhancing learning.
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.
Opfer, Pedder & Lavicza (2008) Schools and continuing professional development (CPD) in England - State of the Nation research project: Survey report. London: TDA.

4. Effective CPD
Cordingley, Bell, Isham, Evans, Firth (2007) What do specialists do in CPD Programmes for which there is evidence of positive outcomes for pupils and teachers? London: EPPI-Centre. Report 1504T.
DfE (2010) The Case for Change. DFE London: DfE.
Hall (2009) Engaging in and engaging with research: teacher inquiry and development. Teachers and Teaching, 15: 6,
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,
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,

5. > Less traditional approaches
Traditional approaches to professional development are costly and often ineffective in bringing about changes in practice and hence enhancing learning.

6. > Less traditional approaches
Traditional approaches to professional development are costly and often ineffective in bringing about changes in practice and hence enhancing learning.

7. > Less traditional approaches
Traditional approaches to professional development are costly and often ineffective in bringing about changes in practice and hence enhancing learning.

8. > Less traditional approaches
Characteristics of effective CPD
TeachMeet
TeachShare
Subject Portal
Strategic ?
School based
Internal expertise
External expertise 
Supports sharing
Evidence
/research informed
Experimental /reflective
Sustained 
Impact evaluated
These less traditional approaches are an improvement, but tend not to address whole school or strategic issues, be effectively evaluated of sustained.
So we need new models.
Get them to the Portals!!  As I will report later these are the jewels
Ian Wilson, Manor High School Oadby

9. > A new model www.vital.ac.uk
Need new models of professional development that
Recognise the changing landscape, in which things such as CPD that used to be free at point of use are either no longer available or have to be paid for, and where schools don’t know how much money they have because of changing budgets and cost centres.
Build upon the internal expertise within schools and build middle leadership capacity.

10. Cost effective, high quality, bespoke staff development
> The IPDP
In-house Professional Development Partnership
Vital provides: structured approach, supported by Handbook, Log, induction, 2 modules, website (portals), networking events, etc.
Cost effective, high quality, bespoke staff development
Impact on
teaching
Institution provides:
SLT support,
your objectives, your team,
your Vital Professional
A new model of staff development, the Vital In-house Professional Development Partnership.
Vital's approach provides cost effective, high quality staff development that is tailored to the needs of the institution.
A paradigm shift in professional development

11. > A structured process
Decide to join Partnership
Vital Professional Induction
> A structured process
IPDP launched
Professional development needs of team assessed
Professional development plan developed
Plan implemented –
schools aims addressed
Assess impact & accreditation 11

12. Optional modules Exploring informal professional development
1.5 hrs directed study, 1.5 hrs video conference
followed by implementation
Fairly straightforward, even for a technophobe like me!
Vivienne Wadsley, Clevedon Academy
Exploring informal professional development
Finding and adapting resources for your institution
Introduction to organisational needs analysis
Introduction to professional development planning
Introduction to Practitioner Research
Intro to running an effective in-house professional development event
Introduction to evaluating the impact of professional development activities
I was amazed at how easy it was. Blackboard Collaborate worked perfectly – congratulations to Vital on choosing this tool.
Rebecca Marshall, Heaton Manor School 12

13. > It’s supported… and cost effective
Access to Vital’s subject portals, for up to 20 staff
Standard Price *
£600
Pilot price: £330
Optional extras*
Extra optional modules £95
* subsidised prices
The Vital Professional Programme
for one Vital Professional, including
Handbook, Log, Record Forms
Support via Vital Professional area
Introduction to Video Conferencing
Induction webinar
Two optional modules
Access to regular networking events
Accreditation (subject to meeting criteria)
Accredited Vital Professional certificate
Vital Partnership certificate
+ discounts on other Vital provision 13

14. > Evidence of effectiveness
IPDP
Strategic 
School based
Internal expertise
External expertise
Supports sharing
Evidence
/research informed
Experimental /reflective
Sustained
3 terms
Impact evaluated
‘Cheap’ (yet effective)
£330*
* Reverts to standard price of £600 on 1st April, when DfE subsidy reduces

15. > Uptake www.vital.ac.uk Term 1 Plan Sign up Term 2 Launch
Implement
Term 3
Evaluate

16. > Feedback www.vital.ac.uk
The handbook is VERY clear and easy to follow.
Handbook and log are both brilliant!
Rebecca Marshall, Heaton Manor School
Suzanne Henderson, Hateley Heath Primary School
Very useful, next steps clearly defined, well managed.
This document [Handbook] is invaluable and is useful to evaluate and record all your data and progress / thought on. Wonderful!
Catherine Bridgeford, Henry Chichele Primary School
Feedback on VP Induction webinar
Helen Davidson, Davison C of E School
I thought the webinars were great because
It brought staff together in our own school and it gave us a shared identity in this activity.
... the discussion in the webinar helped us galvanise our thoughts and practices together.
...
Once they had downloaded the material they realised there wasn’t an extraordinary amount to do but some reading and some reflection which all found wholly useful
Tracey O’Brien, Southfields Community College
Feedback on VP_M5 Intro to practitioner research
At the end, all staff felt more confident.

17. > Possible future enhancements
Vital accredited:
Practitioner
Professional
Lead professional
Finding and adapting resources for your institution

18. > Changing the game Enterprise Research Practice EvHub Policy
Evidence Hub
EvHub
Levers for change – BYO
Policy

19. Find out more at