1. Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional Science Learning Centre Alison Redmore Director, SLC East of England a.m.redmore@herts.ac.uk

3. ‘Wrap-around’ model of CPD Pre-course tasks Face-to-Face day Follow-up tasks & monitoring

4. Pre-course tasks Rationale: Everyone gains more as participative learners; prepares their thinking, (frees space in intrinsic working memory?) Examples: reading, read-think-write tasks, data collection, surveys, etc

5. Face-to face day Quality Assured Clearly-defined aims Practical, interactive (“Masters’ seminar”) Expert input plus the ‘tried & tested’ Reflective writing time (Nutshell model)

6. Follow-up Rationale: To sustain the CPD intervention To encourage and support change Example strategies: Impact Certificates; Web portal ‘communities’; email prompts; Questionnaires; discussion groups;

7. Methodology Case Study – of ‘wrap-around’ course plus the teachers who participate Data collection: reflective writing at the start, evaluation questionnaire at end of day, follow-up questionnaire, focus group, interviews

8. How do we measure the impact of CPD?

9. Framework for evaluating PD and for optimising its effects in school. Content – the “what” Process – the “how” Context – the “who, when, where, why” Quality of Professional Develop men t SLT, Governors – school culture and policies Teacher knowledge & practices Parents, peers Pupils Improved student learning outcomes

10. Framework The development of teachers’ professional learning (Transformative learning ?) Influenced by: Personal factors Course factors School-based factors

11. Active assessment Case Study Emerging issues: Personal factors: Learner intent Value congruence Course factors: Expectations Small steps within grand vision School-based factors: Embedded PD Ethos supports collaboration and innovation

12. A Grand Day Out ….