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Teaching Approaches/Planning for professional development: Difference between revisions

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{{:TESSA Working With Teachers/Table}}}}
{{:TESSA Working With Teachers/Table}}}}


=Building Capacity for CPD=
=Instituition Level use of Professional Development=
 
 
 
=How To Use the Resources in Schools=
{{adaptedfrom|Teaching and Learning - How to Use the Units|Whole|The resources have been designed with maximum flexibility in mind. They do not require attendance at external courses. Teachers of varying experience and competence can use them. While they are best used by groups or pairs of teachers working collaboratively, they could be used by an individual teacher (who should still have the support of a mentor or coach). They focus on the classroom as the workshop for professional development. However, while the study units offer flexibility, there is also a need to introduce an element of rigour into their use. Successful changes in practice depend on an understanding of the theory behind the change, so it is important not to ‘cherry pick’.
{{adaptedfrom|Teaching and Learning - How to Use the Units|Whole|The resources have been designed with maximum flexibility in mind. They do not require attendance at external courses. Teachers of varying experience and competence can use them. While they are best used by groups or pairs of teachers working collaboratively, they could be used by an individual teacher (who should still have the support of a mentor or coach). They focus on the classroom as the workshop for professional development. However, while the study units offer flexibility, there is also a need to introduce an element of rigour into their use. Successful changes in practice depend on an understanding of the theory behind the change, so it is important not to ‘cherry pick’.


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{{:Building Capacity in School/Table}}}}
{{:Building Capacity in School/Table}}}}


{{adaptedfrom|Teaching Learning Developing Approaches to CPD|Whole|'''Developing effective approaches to CPD'''
=Developing effective approaches to CPD=
 
{{adaptedfrom|Teaching Learning Developing Approaches to CPD|Whole|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.
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.


{{:Teaching Learning Developing Approaches to CPD/Table}}  
{{:Teaching Learning Developing Approaches to CPD/Table}}  
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Adapted from Hopkins, Harris, Singleton and Watts (2000) ''Creating the conditions for teaching and learning''. David Fulton Publishers. ISBN: 1853466891. Used with permission.}}
Adapted from Hopkins, Harris, Singleton and Watts (2000) ''Creating the conditions for teaching and learning''. David Fulton Publishers. ISBN: 1853466891. Used with permission.}}


{{adaptedfrom|Teaching Learning and Whole School Improvement|''A systematic and integrated approach to staff development, that focuses on the professional learning of teachers and establishes the classroom as an important centre for teacher development, is central to successful school improvement.''
=Teaching, Learning and Whole School Improvement=
{{adaptedfrom|Teaching Learning and Whole School Improvement|Whole|"''A systematic and integrated approach to staff development, that focuses on the professional learning of teachers and establishes the classroom as an important centre for teacher development, is central to successful school improvement.''" Hopkins, Harris, Singleton and Watts (2000) ''Creating the conditions for teaching and learning. ''David Fulton Publishers. Used with permission.


Hopkins, Harris, Singleton and Watts (2000) ''Creating the conditions for teaching and learning. ''David Fulton Publishers. Used with permission.
Our materials (including the DfES Teaching and Learning Resources) are designed to be used in a variety of ways, for example by teachers collaborating in networks across schools; by groups within schools (subject or cross-subject teams); by pairs, as in peer coaching or coaching and mentoring; or even by individuals.
 
The ''Pedagogy and practice ''materials consist of a suite of 20 study guides supported by a series of video sequences on DVD. They have been created to support the professional development of teachers working at secondary level and have been refined in the light of a national pilot involving over 500 schools. The materials are designed to be used in a variety of ways, for example by teachers collaborating in networks across schools; by groups within schools (subject or cross-subject teams); by pairs, as in peer coaching or coaching and mentoring; or even by individuals.


ASTs and other leading professionals can use them to support their work with colleagues.
ASTs and other leading professionals can use them to support their work with colleagues.
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{{:Teaching Learning and Whole School Improvement/Table}}
{{:Teaching Learning and Whole School Improvement/Table}}


Many schools have improved by applying these principles and by paying particular attention to teaching and learning. The headteacher in video sequence M1 makes this point. Notice the emphasis on developing the school as a professional learning community.
Many schools have improved by applying these principles and by paying particular attention to teaching and learning. Two key areas to think about are teaching and learning, and professional development of teachers. One way to focus on these factors is by developing and agreeing a teaching and learning policy across the whole school, or partnership of schools. This brings ownership and a sense of community to the school or partnership. It also means that across the whole school the same approach is used, so the pupils are comfortable and know what to expect.}}
 
‘The two main areas of activity that have had the greatest impact on our improvement have been the focus on teaching and learning and the professional development of teachers. We set out a strict priority to become a professional learning community. In other words, we are all here to learn and we are all here to do our jobs better.’
 
It is worth pausing at this point to watch the whole sequence.
 
Two teachers in video sequences M2 and M3 also make the point that a whole- school focus on teaching and learning can bring dividends. One explains how they created agreement across the whole staff about what a ‘good lesson’ should look like. Developing and agreeing a teaching and learning policy across the whole school, or partnership of schools, is a powerful strategy. It brings ownership and a sense of community to the school or partnership.
 
The second teacher in the sequence explains what happened in their school:
 
‘Across the whole school we are using the same approach, so the pupils are comfortable and know what to expect. … It may be true to say that teaching experienced teachers how to plan a lesson would have been treated with a bit of suspicion, but it is also true to say that everyone is completely convinced that this has added real quality to our work.’
 
You might like to watch video sequences M2 and M3 now, and consider as a senior leadership team or as a subject leader how you might use the video to introduce staff to the ''Pedagogy and practice ''materials.
 
Unit 1 Structuring learning provides a good starting point for schools wishing to develop their own ‘good lesson guide’. Particularly important are the actions taken by some schools to include the entire school community in promoting a whole- school approach to teaching and learning. Increasingly, schools are involving not only teachers and teaching assistants, but also other adults such as governors and parents. Another very powerful strategy is to invite the pupils themselves to contribute to the policy}}
 


=Approaches to CPD=
=Approaches to CPD=
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