From Research to Policy: The Implementation Demands of Professional Development

1. From Research to Policy:The Implementation Demands of Professional Development Evidence Based Policies July 2006 Philip Adey Developing Intelligence

2. Overview • Introduction • An example of one effective programme • Empirical studies • The Literature • Components of the model • The complete model • Implications

3. Introduction to the issue • Research in social science does produce results • Policy makers often ignore or pervert these results WHY? • Research counters received wisdom (e.g. streaming) • Hard to sell (e.g. a ‘Thinking curriculum’) • Difficult / expensive to implement …

4. The mind develops in response to stimulation Cognitive Conflict Metacognition Reflecting on how we tackled the problem Social Construction Dialogue with others is essential An Example: Introducing a “Thinking” Curriculum “Cognitive Acceleration” rests pillars derived from developmental and cognitive psychology, including: This makes major demands on Pedagogy - it requires Heavy Duty Professional Development

5. GCSE English 1999 Mean Grade, end of Y11 7.5 A St. Albans J Chatham Girls J 6.5 B George Abbott E J Sharnbrook J Sion Manning 5.5 J St. Edmunds E E E J Downend B C Downham Market J J E E Clapton E E J E 4.5 E E D E Rokeby South Camden J J E J CASE Schools 3.5 E E Control Schools National average B E E 2.5 20 30 40 50 60 70 Mean Year 7 School Intake (percentile) … but it does have a reliable effect on academic achievement: Many studies , 1990 - present, show that classes which use Cognitive Acceleration methods show long term (3 years after the intervention) far-transfer (from science context to English grades) significant (effect sizes up to 1 s.d.) gains in academic achievement.

6. The “Heavy Duty” P.D. • A two year programme, including: • 7 days of inservice for 2 teachers from each school • 5 half days coaching visit to schools • Commitment by Head to find time for peer coaching and in-school P.D. What is the ‘Minimum Architecture’ of an effective Professional Development programme? - Building a model.

7. Empirical studies - 1 Interviews, questionnaires with Teachers and Heads ‘94, ‘97 studies with Justin Dillon, Shirley Simon and others related Levels of Use (LoU) with cognitive gain, sense of ownership, etc.

8. Empirical studies - 2 Long-term follow-up study Study with Marina Bailey, Jo Edwards, and Nasia Michael. In 1998 we visited schools which had participated in the PD from ‘94 - ‘96. What was left? • • PD is for people, not for schools • • The school needs structural changes • • Critical role of Senior management

9. … exploring the interaction: School Ethos Teacher Stance Unsupportive Supportive Positive ??? Must fly! No hope! ??? Negative Empirical studies - 3 (iv) Case Studies Nicolette Landau followed 13 teachers of CASE and CAME over two years. She observed them in INSET and classroom settings, and continually interviewed them and their colleagues, triangulating data sources and amassing deep-level ethnographic understanding of each of them. Rich stories emerge

10. Empirical studies - 4 (v) Multi-method investigation of the System Gwen and John Hewitt collected quantitative and qualitative data from children, teachers, principals, and inspectors involved in an attempt to make PD in one London borough systemic - that is, built into the system, self-replicating, and less dependent on outside consultants.

11. The Literature Examples: • Bruce Joyce at al. on coaching • Michael Fullan on the management of change, and leadership • David Hopkins, Louise Stoll, Peter Mortimore et al. on school effects, school improvement • Thomas Guskey, Michael Huberman, on evaluation • And many, many, more

12. Collegiality, Communication, Mutual Reflection Teacher 3 Ownership Belief change Teacher 2 Ownership Belief change Teacher 1 Ownership Belief change Early practice Early practice Early practice Intuitive practice Intuitive practice Intuitive practice Changein students …. Building a modelFactor 1:Working together for Ownership

13. Factor 2: Senior Management School Head (and and Governing Body?) • • Commitment • I really want this to happen • • Shared vision • … with HoD, Co-ordinator, ... • •  Prepared to make structural changes • Time for in-school PD, appointment policy

14. Factor 3: Quality of PD • Length, Intensity 30 hours of practice … over two years? • PD pedagogy reflects target pedagogy Not “A lecture on making pupils active..” • Coaching In-class support

15. Factor 4: Quality of the Innovation • Theory base Is there a reason why it should work? • Evidence of effect Is there any research evidence? • Materials Comprehensive? Flexible? User-friendly?

16. Senior Management Committed Shared vision Structural change T1 Ownership T2 Ownership The Group Collegiality Communication Shared reflection A Sound Innovation Theory, Evidence, Materials T3 Ownership T4 Ownership Good Quality PD Duration, Pedagogy, Coaching T4 Ownership T4 Ownership T4 Ownership A complete (?) model of effective PD Children’s Learning

17. Characteristics of the model • Each of the four elements interacts with all of the others - including pupil response effects on teachers. • Each element is important - if one is set negative, the whole system fails. • It follows that PD programmes need to pay attention to all of the elements.

18. Conclusion Professional Development means the development of Professionals - not the provision of sets of instructions for technicians. So it is likely to be a stumbling block for policymakers because: • It is expensive • Professionals are expected to act autonomously on the basis of their understanding of principles. • PD is messy, uncertain in outcome, and cannot be easily codified or squeezed into a “Strategy”.

19. Read all about it ... The Professional Development of Teachers: Practice and Theory Philip Adey with Gwen & John Hewitt, and Nicki Landau Dordrecht: Kluwer Academic Publishers, 2004