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Improving existing teachers

Improving existing teachers. Challenges and opportunities BESA Annual Business Insights Day 2013. About this presentation. David Weston - @ informed_edu Chief Executive, Teacher Development Trust. Former teacher, data consultant, author, Visiting Fellow at the Institute of Education

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Improving existing teachers

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  1. Improving existing teachers Challenges and opportunities BESA Annual Business Insights Day 2013

  2. About this presentation David Weston - @informed_eduChief Executive, Teacher Development Trust.Former teacher, data consultant, author, Visiting Fellow at the Institute of Education Teacher Development Trust - @TeacherDevTrusthttp://TDTrust.org/The national charity for effective professional development in schools and colleges

  3. Why Professional Development? 40,000 new teachers per year, of which 50% don’t make it past year 5. England Around 450 000 Existing Teachers Need to focus on changing existing workforce

  4. @informed_edu Most training: minimal impact

  5. Poor evaluation (This is very hard to do well in any case)

  6. What can CPD do? Source: Sutton Trust (2011)

  7. Source: Robinson (2009)

  8. A confusion of CPD methods • Lectures • Online training • Away-day courses • Masters study • TeachMeets • Twitter • Lesson Study • Video observation • Good practice newsletters and boards • Coaching • Case studies • Teacher research • Read books / printed guides • Online forums • Workshops

  9. TDT • Founded 2012 by teachers • Focuses on improving the way teachers train and use evidence to improve: • Policy makers • Media • CPD providers • Schools and teachers

  10. Media

  11. Providers & Schools • free national database of training with reviews, linked to Research in to closing the gap. • Quality through guidance, codes of practice, teacher reviews.

  12. National School Network • A national membership network of schools and colleges looking to share and develop world-leading professional development and evidence-based innovation. • In-depth support for highly effective collaborative approaches to training. • Launched, July 2013 in the Houses of Parliament

  13. CPD – what does the research say? Worst ideas (if used by themselves): • Sending individuals on one-off generic courses without wider learning process • Whole staff lectures (either external consultants or enthusiastic members of staff) • Distributing printed guidance

  14. CPD – what does the research say? The best CPD needs to be: • Aspirational • Learning-focused • Collaborative • Relevant & differentiated • Sustained and cycled • Evaluated • Challenging as well as informative • Lead by example

  15. Applying this in practice Aspirational & Learning focused • Ensure buy-in: inspiration, aspiration, belief • Begin with a clear identification/audit of pupils’ needs and existing skills • Make the CPD process about dealing with specific misconceptions, addressing gaps, building on strengths for specific pupils  

  16. Applying this in practice Collaborative • Regular group meetings to discuss curriculum and planning together • Individual as well as group accountability • Work together on assessments; use evidence from lessons to discuss how to improve learning.

  17. Applying this in practice Relevant and differentiated • Staff learning should relate to current classes, where possible • Differentiate support after auditing staff members’ needs • Give choice where possible • Make the underlying rationale clear

  18. Applying this in practice Sustained and cycled • Unless an idea is the focus of CPD for at least two terms/six months (30 – 50 hours), it is unlikely to have sustained impact. • Come back to key ideas and work on them in subsequent years/terms – use spaced learning concepts.

  19. Applying this in practice Evaluated • Monitor success: baselines and on-going formative assessments + individual conversations, surveys, pupil feedback, observations, etc. • Regularly review staff needs as they develop • Evaluate any external support on its effect on teaching and learning as well as on teachers

  20. Applying this in practice Challenging as well as Informative • CPD must ensure staff face up to preconceptions • Departmental coaching/mentoring systems can ensure misconceptions and misunderstandings are challenged and addressed STOP ??

  21. Challenges • Time • External input and feedback • Access to research and best practice • Evaluation tools • Collaboration tools

  22. Opportunities • Online repositories of information • Evaluation services • Assessment tools • Video coaching • Exemplar videos • Communities of practice • Mechanisms for sharing of practice

  23. Get in touch David.Weston@TDTrust.org @informed_edu@TeacherDevTrust@NTENetwork@GoodCPDGuidehttp://www.TDTrust.org/NTENhttp://www.GoodCPDGuide.com/ 020 7250 8276

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