Developing Great Teaching

David Weston, 11th AprilIRIS Connect – Shaping the Future of CPD, Cambridge

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Helping teachers to help pupilsSupport, trust, feedback & culture

low quality teacher environment

high quality teacher environment

teacher experience (years)

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pil o

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Kraft & Papay, 2014 - http://ow.ly/OYBwp

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The effect of leadershipWhat types of leadership help most?

Source: Robinson (2009) - http://ow.ly/OYCSO

Establishing goals and expectations

Resourcing strategically

Ensuring quality teaching

Leading teacher learning and de-velopment

Ensuring an orderly and safe en-vironment

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

Effect Size

Teacher turnover

Improvements in the leadership & professional development, academic expectations, teacher relationships & collaboration, and safety & order within a school over time are all independently associated with decreases in teacher turnover

Kraft et al (2016)

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Ofsted’s focus

the quality of continuing professional development for teachers at the start and middle of their careers and later

how well leaders ensure that the school has a motivated, respected and effective teaching staff to deliver a high quality education for all pupils, and how effectively governors hold them to account for this

The latest framework

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Ofsted’s focus

Leaders and governors have created a culture that enables pupils and staff to excel

Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected

The latest framework

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http://TDTrust.org/dgt

Cordingley et. al.

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Audits of over 80 schoolsSelf-analysis

Making it stick

An exampleGrowth mindset twilight CPD

How can we get the learning to stick and have impact?

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Version 1

Senior leaders decide to make growth mindset a focus in CPD

A twilight session is scheduled and an assistant head reads up material and creates a PowerPoint

Attendance is compulsory There is time for staff to discuss ideas and ask

questions A summary is emailed around to all staff Growth mindset teaching is included in learning

walk pro formas and lesson observations

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Version 2 Small team of teachers spend time diagnosing

and checking which are the key barriers for PP-eligible pupils in their subjects. They identify a particular group of individuals.

The teachers attend a growth mindset session by an external expert, ask relevant questions to speaker, bring back specific further reading, knowledge

The speaker provides assessment tools to check impact, plus clarifies the shared goals and end-points

Teachers implement ideas by co-planning lessons, videoing them and watching back/discussing later. Takes place over 2 terms, 4 cycles.

Teachers (formatively) keep track of impact via observations, ongoing assessment, student surveys

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Key ideasMaking it stick

Things that don’t generally work in isolation: Focusing on generic teaching ideas One-offs Focus on teacher performance

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Key ideasMaking it stick

Things that get in the way of learning Too much marking, planning and data entry Proportion of time in the classroom delivering Lack of trust & mutual support – top down

quality assurance instead of quality development

Lack of investment Lack of external expertise

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Great leadershipDeveloping Great Teaching

Developing Vision… includes helping teachers believe alternative outcomes are possible and creating coherence so teachers understand the relevance of the CPD to wider prioritiesManaging and organising… includes establishing priorities, resolving competing demands, sourcing appropriate expertise and ensuring appropriate opportunities to learn are in place

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Great leadershipDeveloping Great Teaching

Leading professional learning… includes promoting a challenging learning culture, knowing what content and activities are likely to be of benefit, and promoting “evidence-informed, self-regulated learning”Developing the leadership of others… includes encouraging teachers to lead a particular aspect of pedagogy or of the curriculum

Over 110 schools and collegemembers of the Network

Stay connected to the latest intelligence and practice in developing teaching.

We do the hard work for you: latest case studies, research, implementation guides.

New CPD Standards, 2016

The new standard will set out a clear description of effective practice in professional development for teachers

It will help teachers and providers of teacher training to understand aspects of good-quality professional development

A relationship between teachers, school leaders and CPD providers

New expectations on schools

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College of TeachingClaimYourCollege.org

A new voluntary professional body for teaching Being set up by teachers and school leaders Helping to grow & recognise excellent practice

through a new Chartered Teacher status, share research and expertise, develop non-leadership career paths.

Working in partnership with unions, subject bodies, universities.

A powerful new voice to emphasise what evidence tells us, in discussion with government.

Find out more: http://ClaimYourCollege.org

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Questions to leave you with

http://TDTrust.org @TeacherDevTrust @informed_edu 020 7250 8276 David.Weston@TDTrust.o

rg

What do we prioritise? Increasing trust and

respect? Improving career

development? Improving

subject/curriculum development?

Improving CPD systems and procedures?

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