Teaching Learning Developing Approaches to CPD

Developing effective approaches to CPD

There has been much research, particularly in the past two decades, on the effectiveness of staff development. In particular, Joyce and Showers have shown that in order to really embed change in pedagogy, a number of elements are required. These are indicated in the table on the next page, where elements of training are related to impact in terms of long-term change.

	Level of impact
Training method	General awareness of a new approach	Understanding of how to implement the approaches in a new context	Internalising the new approach	Able to apply the new approach in a range of contexts
Presentation of the approach through workshop or reading	evidence
Modelling of the new approach by demonstration or video	evidence	evidence
Practice in non- threatening settings, e.g. simulated	evidence	evidence	evidence
Constructive feedback on performance	evidence	evidence	evidence	evidence
In-class support such as coaching by peer or expert	evidence	evidence	evidence	evidence

Adapted from Hopkins, Harris, Singleton and Watts (2000) Creating the conditions for teaching and learning. David Fulton Publishers. ISBN: 1853466891. Used with permission.

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• This resource is part of the DfES resource "Pedagogy and practice: Teaching and learning in secondary schools" (ref: 0423-2004G) which can be downloaded from the National Archives http://webarchive.nationalarchives.gov.uk/20110809101133/nsonline.org.uk/node/97131 The whole resource (512 pages) can be downloaded as a pdf File:Pedagogy and Practice DfES.pdf
• The resource booklets, and many 'harvested' documents are available to download, generally in editable formats from the ORBIT resources, see Category:DfE.
• The videos from the accompanying DVDs are available: Video/Pedpack1 and Video/Pedpack2