The literature and evidence

2. The literature and evidence Evidence re continuing professional development and learning (CPDL) exists but is thinner than for CPD Material is really about what others do to professional learners (PLs) Growing body of evidence about links between HE learning which privileges propositional knowledge, and work based learning which privileges techniques/skills & needs of work place - which should not be seen as inferior; Evidence from research for QCDA to contextualise Increasingly, HE emphasis on propositional knowledge accommodates a range of models

3. The literature and the evidence Also a potentially useful core of evidence re skills acquisition and professional learning Coaching and mentoring feature strongly throughout �though terminology varies hugely There is good evidence re positive impact of coaching and mentoring for pupils and for teachers Also positive impact evidence from large scale systematic reviews about the importance of focussing actively on professional learning as well as professional development ( Timperley, Bell et al)

4. The material available The available evidence (and this summary) relates to: domains to be covered/definitions; characteristics of professional learners, learning and the things they do; agency and the behaviours and dispositions of PLs who use their coaches well; and contextual issues progression vehicles for school based professional learning � the learning environment

5. Definitions Professional Development �processes and activities designed to enhance the professional knowledge, skill and attitudes of educators so they might improve the learning of students� contrasted with ... Professional Learning, which implies: �an internal process through which individuals create professional knowledge and skills� in the context of: professional learning as an umbrella term under which professional development of the delivery kind is just one part concerned with the development of knowledge for action Professional Knowledge constructed through: dynamic and cumulative acquisition, selection and interpretation of work based experience and public knowledge accessed through specialists, colleagues/co-learners, resources and publications

6. Work based professional learning, learners and the things they (and others) do The characteristics highlighted by the evidence re effectiveness face in many directions. They: focus on the orientations and dispositions of professional learners the skills and behaviours that enable them to learn effectively (LHTL); the tasks and experiences that work as vehicles for professional learning; progression; and contexts in which professional learning flourishes

7. Effective professional learners are oriented towards: high aspirations for their colleagues, their school and its community and for themselves; reflecting on experiments to explore multiple possible explanations for teaching and learning phenomena; accessing specialist knowledge, modelling and feedback when significant change is being tackled to secure depth; working and learning with others; making use of surprises or �disturbances� and both positive and negative experiences; and evaluating and taking informed risks.

8. Effective professional learning involves A range of tasks and experiences that enable: cumulative building on experiences, knowledge & beliefs; such as enquiry oriented curriculum and pedagogic development evaluating and connecting own and students� goals, starting points and progress; collaboration � via discussion that builds on different perspectives, maximises opportunities to watch and be watched and analyses teaching and learning experiments; deliberation � at different levels � from grasping and using serendipitous insights and tasks and wrapping learning around them to planned, collaborative, evidence based knowledge generation

9. Effective professional learning involves A mix of skills including: developing self-awareness in relation to knowledge beliefs, actions and relationships � built on evidence about experiments diagnostic skills linked to self-awareness � particularly important for professional learners� agency; an ability to root goals for professional learning in a vision of how learning for pupils would change with success; and an ability to draw on and interpret specialist inputs. Learning how to learn skills (e.g. group work skills). This means identifying and, where necessary, teaching them

10. An illustration - The skills and behaviours of professional learners The National Framework for Mentoring and Coaching identifies the skills of professional learners thus: Respond proactively to specialist expertise to acquire and adapt new knowledge Discuss practice and core concepts professionally with a coach Understand your own learning needs and goals Observe analyse and reflect upon their own and the coach�s practice Think and act honestly on developing skills and understanding Further R&D has identified behaviours linked to these skills...

11. Unpacking the National framework Our approach to mentoring and coaching followed further R&D with schools � unpacked these skills into specific learning behaviours An example - When interviewed after being mentored/ coached most people identified a range of things they contributed to their learning� which never included asking questions so �Understand your own learning needs� became Build awareness of internalised knowledge, skills and beliefs Use your coach to identify what you don�t know you don�t know Ask an appropriate mix of open and closed questions Identify opportunities you would value Identify appropriate goals and steps towards them

12. Progression Several models of progression in the literature help illustrate dimensions based on, for example: levels of competencies as a practitioner; the depth of analysis / problematisation; and the breadth of the spheres of attention/focus.

13. Progression 1 - Eraut offers a 5-stage model Novice � adheres rigidly to taught rules/plans, Advanced beginner � guidelines for action based on attributes or characteristics of situations understood only after experience. Competent � coping with crowdedness, sees actions at least particularly in terms of long term goals, conscious Proficient � sees holistically what is most important in a situation, sees deviations from normal patterns, decision making more fluid, uses maxims for guidance when meaning varies from context. Expert �doesn�t rely on rules, guidelines or maxims, intuitive grasp of situations based on deep tacit understanding; analytical approaches used only in novel situations and to justify conclusions, visions of what�s possible. .

14. Progression 2 Zeichner and Liston L1:technical proficiency at achieving predetermined ends where the ends, the processes and contexts are treated as unproblematic L2: explicating and clarifying the assumptions and predispositions underlying practical activities and assessing the relevant educational outcomes L3; incorporating exploration of the moral and ethical implications of pedagogy into discussion and planning of practical action where the processes, contexts and ends are seen as problematic

15. Pause for thought How far do current programmes explicitly acknowledge and/ or promote these skills and activities? Do they need to be taught?

16. A curriculum development example - the evidence base 3 systematic reviews 7 multi method, multi site probes - including CPD and management of curriculum change interrogated via international evidence base 3 large scale pupil surveys and a layered staff survey all triangulated via focus groups Data extraction and synthesis across whole to create a thematic synthesis The research involved 15,060 learners and 570 teaching staff in 334 schools in England 2007-2011 One key theme is the role of CPDL in curriculum development Briefly highlight the evidence base referred to here and later. Might need to move the slide Numbers of teachers, pupils and schools taken from Thematic Synthesis Summary Briefly highlight the evidence base referred to here and later. Might need to move the slide Numbers of teachers, pupils and schools taken from Thematic Synthesis Summary

17. An example - leading curriculum development

18. In effective curriculum development schools: Leadership of Curriculum Development (CD) was an important vehicle for high quality CPD and depended on structured CPD CD made CPD feel like delivering the SDP to leaders and like doing the day job better to teachers and Leaders drew in specialist expertise in curriculum design, content, pedagogy and CPD Leaders made strategic use of collaboration to generate multiple perspectives, open up colleagues� sense of possibilities & expand range of approaches

19. In effective curriculum development schools: CPDL for CD involved: Multiple inset days ( big picture from specialists, workshop + follow up, supported, iterative, collaborative resource creation) Coaching/mentoring to support the development of schemes of work, lesson plans and resources from curriculum leaders from peers and specialists Observation to refine foci for coaching and spot persisting �old models� as learning points Active and explicit involvement of school leaders in all stages For each of these slides you probably need to pause and have people relate what is here to opportnities in their context/ schools. I�d make a series of forms or checlkists fro them to fill in For each of these slides you probably need to pause and have people relate what is here to opportnities in their context/ schools. I�d make a series of forms or checlkists fro them to fill in

20. In effective curriculum development schools: Continuing leadership focus on CD and CPDL was crucial. New curricula are resource hungry Identifying specialist and collaborative opportunities for CD and tying it into CPD expanded CPD capacity and built a thirst for ongoing development A key focus for development was securing high quality curriculum planning and enactment; a focus at every level on content and process This required team working & involved leaders in a strategic approach to identifying and assigning teams and relationships

21. Effective work based learning environments in schools As highlighted in Robinson�s BESS re leadership, our our focus is embedding and scaffolding such practices in tools & resources Now helping schools identify and develop the maturity of the staff learning environment Based on research reviews and evaluation of 75 CPD programmes for TDA � identified 5 key dimensions of how schools enable and structure Needs analysis � formative and summative Collaborative learning The use of expertise to secure depth Use of evidence for staff learning Leadership of CPD

22. Contact Details philippa.cordingley@curee.co.uk www.curee.co.uk Centre for the Use of Research and Evidence in Education 4 Copthall House Station Square Coventry CV1 2FL 024 7652 4036