“In the current climate should schools be seeking to promote collaborative in-school CPD instead of external courses?”
This is not intended to be an attack on those companies who are lining up to provide a wider range of CPD for schools in the absence of organisations such as the National Strategies, QCDA and BECTA as well as the restriction in budgets for other organisations. It was selected as I am interested in how prepared colleagues are for the new world of education with what knowledge we have of how it will be.
I am not seeking to define which approaches to CPD schools should take or which forms of in school collaborative classroom-based CPD are the most effective however to aid discussion I have provided a series of links to information on different forms of CCCPD.
This is all in the context of the White Paper
7.4. Our aim should be to create a school system which is more effectively self-improving. The introduction of new providers to the system, and the ability of parents, teachers and others to establish new schools is an important part of this, in bringing innovation and galvanising others to improve, especially in areas where parents are significantly dissatisfied. It is also important that we design the
system in a way which allows the most effective practice to spread more quickly and the best schools and leaders to take greater responsibility and extend their reach.
7.5 We will:
● Make clear that schools have responsibility for improvement. We will end the approach of trying to control improvement from the centre and make it easier for schools to learn from one another.
● Make sure that every school has access to the support it needs throughNational and Local Leaders of Education, Teaching Schools and leading teachers, or by working in partnership with a strong school.
● Encourage local authorities and schools to bring forward applications to the new Education Endowment Fund – funding for innovative projects to drive school improvement and to raise the attainment of deprived children in underperforming schools – and create a new collaboration incentive.
● Make sure that schools have access to evidence on best practice, high-quality materials and improvement services which they can choose to use.
● Support underperforming schools such as those below the new floor standards, and ensure that those which are seriously failing, or unable to improve their results, are transformed through conversion to Academy status.
Teachers TV video extract on using lesson study to improve writing.
Improving practice and progression through Lesson Study (Document for Primary school leaders)
Coaching and mentoring
Teachers TVvideo extract on active observation as part of coaching and mentoring in a secondary setting
The difference between coaching and mentoring
The impact of collaborative CPD in the classroom (Research commisioned by the GTC for England)
Thomas Guskey is an American academic who has carried out some highly interesting research into the evaluation of CPD. This article is a good ten minute read