raising standards of teaching through effective ... standards of teaching through effective...
TRANSCRIPT
Raising Standards of Teaching Through Effective Professional Development
Barbara Middleton MBE, NLE, Director of ShiNE TSA, Executive Headteacher Shiremoor Primary School and Backworth Primary School
Case Study: Providing Excellent Continued Professional Development for Primary School Teachers
Sharing guidance and best practice as to how to develop and deliver excellent CPD tailored for primary school teachers
1Detailing the range of training and CPD opportunities on offer for all staff across local primary schools
2Embedding a culture of research and evidence-based teaching into professional development programmes that understands pupil learning
3Working in partnership to facilitate teacher development opportunities that prepare teachers for future leadership and long-term careers in primary education
4
GuidanceStandard for teachers’ professional development
Sharing guidance and best practice as
to how to develop and deliver
excellent CPD tailored for primary
school teachers
1
Effective Primary Teaching Practice 2016: DEVELOPING EFFECTIVE TEACHING
Building a strong and effective
leadership pipeline is the single
biggest impact to school
improvement a headteacher can
make.
Effective schools:
1) Have strong leadership
2) Prioritise ongoing development of teachers and
teaching
3) Make the most of all their resources
4) Make clear choices about their priorities and
organisation
How do we do it?CPD takes place at ALL levels.
Every September we start with ourselves – Headteachers!
• Collaboration
• Connectivity
• Culture
2 Detailing the range of training and CPD opportunities on offer for all staff across local primary schools
Agenda
9am Welcome and plan for the year aheadJill Shaw and Barbara Middleton
9.15am What is a PPR and why do I need one?Tim Jones Headteacher Langley First School
9.30am Managing Effective Capability; the law and your school, Jill Donabie , Muckle LLP
10.15am break/networking
10.30am Data protection, data reviews and support in meeting new requirements Stephanie Coulson Muckle LLP
11.00am SEND Reviews from a headteacher’s perspective Diane Rogerson
11.30am Latest R&D: Effective Deployment of TAs, Thomas Martell EEF
12 noon Governor training and transforming your strategic leadership, NLG Janet Hunter and NLG Julia Millard
12.30pm lunch/networking
Professional development should have a focus on improving and evaluating pupil outcomes.• Collaborative meetings – we invite headteachers to termly meetings
to discuss school priorities, engage in some identified CPD and to
network. Feedback and attendance has improved dramatically since
we began holding the sessions in the local pub!
• Close the Gap training day for Heads and Deputies – we ran this
multiple times to enable the majority of leaders to attend.
• SEF – our Local Authority provide trainers where necessary at a cost.
• EYFS Data – we share the cost of delivery among the participants.
• Ofsted Talk-ins – hosted by each headteacher post Ofsted. Informal
and extremely insightful. Helps build relationships.
• School Leadership updates –headlines of the latest education policy
updates, what’s new in R&D, what’s on the political horizon, all in
rapid bitesize chunks to save time!
At the beginning of each term we ask Headteachers what support they need for staff in their own schools.
Then we ask the group who amongst ourselves can deliver some of this training or who do we think we should ‘buy’ in to deliver for us.
Then we share examples of CPD that has made significant impact.
Professional development should be underpinned by robust evidence and expertise.
Embedding a culture of research and evidence-based teaching into professional development programmes that understands pupil learning.
3
Professional development should include collaboration and expert challenge.
• This can sometimes be tricky. Not all schools want to share their data packs or reveal that they have issues.
• We try to be as upfront as possible and honest with those around the table to encourage them to do the same.
• We work hard to build trust and good working relationships.
• We insist that headteachers take ownership of the group priorities and agree to enable their staff to take part in the training.
Professional development must be prioritisedby school leadership
Working in partnership to facilitate teacher development opportunities that prepare teachers for future leadership and long-term careers in primary education
4
• Get buy-in first from headteachers
• Establish clear outcomes for teachers
• Establish clear pupil outcomes
• Transparent costs – be honest about how much delivery costs and agree to share it among you
• Agree dates and timings – there is nothing more frustrating than publishing dates a year in advance for teachers to not attend due to sports day/parents evenings/school trips