Assessment for Teacher Learning: Making CPD responsive – CEM Blog. By David Weston Here’s the big idea – teachers can only improve their practice when they also improve their ability to assess.
Dylan Wiliam, along with his colleague Paul Black, could be considered the fathers of formative assessment. And yet Dylan Wiliam considers this one of his biggest mistakes, wishing he’d called it something like ‘responsive teaching’ instead. I’m hugely taken with this idea. While ‘teaching’ could be seen as one-way transmission, ‘responsive teaching’ is clearly a more two-way process. Shamelessly piggy-backing on Dylan’s ideas, I propose that we stop thinking about Continuing Professional Development and think more about Responsive Teacher Learning. This is in clear contrast with unresponsive teacher learning where teachers are simply spoon-fed ideas which are never embedded nor adapted in response to real classrooms. At the heart of great professional learning, therefore sits really effective assessment. This is a huge shift, but a profound one. CPD Standards. CPD Standards- guidance. This other Eden: On INSET and CPD. This afternoon I attended a “World-Class Teaching Profession consultation event” run by the DfE and I learned something very useful indeed that could be crucial for any role that a possible, maybe never, ‘College for Teaching’ might have.
Making the most of INSET. CPD Planning. Making the most of your CPD day for professional learning. Many schools and colleges are still wedded to the model of a day each term where classes are cancelled and teachers are involved in staff development activities.
From my twenty-five years of experience as a teacher, trainer and consultant, I see the many negative and ineffective aspects of relying on that window as a key focus for CPD. Some of the common problems are: One-size-fits-all sheep dip training delivery that doesn’t target needs or interests in enough detailDisengagement of staff as they feel CPD is imposed on them instead of involving themInadequate or non-existent planning for either implementation or follow-up activities after the CPD dayToo much focus on training sessions as opposed to reflection, planning or sharing activities that may impact practice more effectively.
Training doesn’t necessarily equal development! An underpinning assumption that group-based activities are more valuable than individual or paired ones. 5 Things to Suggest at Your Next Conference. A recent education conference I attended had a packed schedule: multiple sessions, lunch in a large common meeting area, and additional sessions afterward.
By the end of the day, I was exhausted. I had been networking and constantly connecting with others, which had made me feel disconnected from myself. It’s not that the conference was bad; it was amazing. However, it was also exhausting for me as an introvert to function in this space. In my experience, conference organizers tend to focus on maximizing social interaction. As an introvert, I’ve found that the opportunity to get away and reflect on what I am learning is important. Avoid the ice breakers. AfL Inset. I am Assessment Coordinator and Form 2 Tutor at St Hilda’s, and also teach MFL throughout the Lower School.
I joined St Hilda’s in September 2013, having completed my PGCE at the Institute of Education. I enjoy communicating with others in the profession and I am always looking to share good practice, and gain valuable feedback. I look forward to continuing my journey as a teacher and being a part of TeachAldenham. At the start of the Autumn term, I ran INSET training on AfL.
I’m too good for this CPD. – All Ears. I’m great at behaviour management.
I rarely have any issues, and, on those rare occasions when I do, I know how to write the appropriate level of sanction into a student planner and record that I have done so in 8 different computer systems. In fact, I’d say that of all the things required of me, behaviour management is a real strength. Making CPD meaningful. Dave Scott – 6x World Ironman champion.
Dave Scott is a 6 times winning world Ironman triathlete who left nothing to chance. During peak training you could catch him cycling 75 miles, swimming a few 1000 metres and running up to 20 miles on a daily basis for weeks on end. CPD – Now it’s personal… Last year, I was fortunate enough to work with science teacher Bex Owen – helping her to reflect on and plan her own CPD.
Bex discussed this at 15 minute forum earlier in the year – you can read about it here. This confirmed to me that CPD is a very personal thing – different people want different things, depending on the very specific area of their practice they are looking to develop. It’s for this reason that we should try to provide a wide range of optional and different CPD opportunities for teachers (read more about this here) – and wherever possible, ensure that these are within the context of their own subject. These activities should also be easily accessible for teachers. This post describes two ways in which we are planning to address this. Subject Pedagogy Leaders. What's going wrong? Surprising findings of CPD study. CPD and your subject. The more we tell teachers about generic best practice in the classroom, the less they will focus on students’ learning, says David Weston.
He argues for a subject-centred approach to CPD. A really popular activity in many schools is to issue advice or conduct training around common ideas that all teachers use. It might be about asking great questions, how to give good feedback or how to differentiate. This seems to make sense; there is no question that great teachers use these ideas with skill, so it would seem to follow that we should get everyone else to do the same. Subject Knowledge Enhancement. How do you develop a strong learning culture amongst staff? CPD is a funny old thing.
For some, it means being talked at for an hour accompanied by a dull PowerPoint; for others, it means logging onto Twitter and tweeting fellow teachers. The thing that most teachers agree on is that CPD delivered from the top with no input from staff contributes little to anyone’s development. Nobody wants something done to them. A Teacher-Powered Approach to Professional Development. It’s a normal Friday morning at Holy Family Academy, a two-year-old independent Catholic high school in Pittsburgh with 100 students. While students engage in projects at our partner sites off campus, faculty gather in our innovation lab for weekly professional development time. Our director of innovation kicks off the morning with a round of Rose, Thorn, Bud, a design-thinking method that faculty use to describe the details of their week. Pairs of co-teachers huddle around tables filled with laptops, Post-its, and design templates to prepare “teach and lead” sessions.
In this mini edcamp, faculty take turns leading inspiration sessions. For faculty, this time is not only about planning their professional growth but also about learning together as a community. DIY Teaching CPD. How we teach is a complex mix of our values, context and emotions. It is deeply influenced by our knowledge, understanding and beliefs about pedagogy, our subject and what is of value to learn. No two teachers are likely to be the same. Reclaiming Professionalism. Teachers taking responsibility for their own CPD. November has been an interesting month for me. As a company we have attended, hosted and sponsored over 25 events. These events ranged from schools voluntarily hosting events about IRIS Connect to share best practice, to large national events.
A bottom-up approach to CPD is ‘best’ Imparting knowledge of teaching is not always best done from the “top,” explains Andrea McMahon. After attending his first Learning Lunch in the newly-established Centre for Excellence in Teaching (CET) at Newham College, maths lecturer Anwar Faruqh summarised his experience, saying: “What an excellent idea – it’s like having our own Institute for Learning on our doorstep”. His enthusiasm is exactly the sentiment that those involved in centre hope will gather momentum and inspire other teachers in the college to take ownership of their professional development.
Getting to the heart of teacher led CPD. Over the last few years at Durrington we have developed a range of approaches to CPD – you can get an overview of them here and in my book ‘Perfect Teacher Led CPD’. As the title of the book suggests, all of these strategies have been focused on adopting a ‘teacher-led’ approach to CPD – using the expertise of teachers to support the professional learning of their peers. This has been great and has got us to a strong position as a school. We talk about teaching a great deal, share ideas and have a common language when we talk about great teaching. It has limitations though – because most of the CPD has focused around general pedagogy.
Becoming A Better Teacher: Teachers Doing It For Themselves. “Every teacher needs to improve, not because they are not good enough, but because they can be even better.” Putting the ‘Professional’ in Professional Development. Joey Bagstock. DevelopingandSupportingExpertFETeachers. CIPD Podcasts. What can Learning and Development do to increase peoples enjoyment of work? Professional development- the next level. Lately, the teaching profession has never been given so much limelight. In-school CPD: Busting the trial of Sisyphus. Sutton-Gates Summit Part 1.
Right now, I’m in Washington DC to take part in a two-day event sponsored (all expenses paid) by the Gates Foundation and the Sutton Trust. I’m one of 24 British Heads taking part, alongside my Heads Roundtable partner-in-crime John Tomsett, the legendary Alison Peacock and Sir Alasdair Macdonald, former Head of Morpeth in Tower Hamlets.
Altogether there will be 80 people involved including delegates from Finland, Hong Kong, Australia, Canada, Singapore and the U.S. The hashtag is #globaleduchangemakers. Sutton-Gates Summit Part 2. Reclaiming Pedagogy. On Saturday 7th June, 16 teachers from Belmont Community School travelled down to Leeds for the inaugural Northern Rocks Education Conference at Leeds Metropolitan University. Of the 500 delegates who attended the day, I’m fairly confident this represented the largest attendance by a single school. CPD and the Second Law of Thermodynamics. Professional Learning. Every Teacher Can Improve. CPRd. Opening The Door On Our 'Craft Knowledge'
Dylan Wiliam: 'Every Teacher Can Improve' How to Create Outstanding CPD. New Models of CPD. The key to good CPD? Inconsistency. 'The Butterfly Effect' in Schools. The L&D world is splitting in two. Unleashing Greatness in Teachers. One size does not fit all. Exceptional CPD. 5 dos and 5 don'ts. CPD Components. The key tenets to successful whole-school CPD. Abandoning the deficit model of teacher development. Ensuring your school's CPD programme is effective. Appraisal can help improve T&L?! Leading CPD Effectively. Linking performance management to CPD. What’s PD got to do with it? Barriers to Effective CPD. Being the 1% – what does it take to make CPD effective? Cultivating a Climate for Contagious Pedagogy. Re-shaping Teaching & Learning. Requires Improvement. Guskey's 5 levels. Evaluating Professional Development. Changing your approach to ensure high-impact CPD.
Impact Evaluation Ideas. How to effectively evaluate our CPD. 5 Essentials for Effective Evaluation. Evaluation of CPD Impact. 5 ways to measure return on engagement. Evaluating CPD PDF. Evaluating CPD? Forget Trip Advisor. How To Plan Better Professional Development. How should we evaluate CPD? The Jerusalem and Babylon of Professional Development. Digital Espressos: Short blasts of inspiration.
Learning In The Cloud. Productive PD: Learning by Doing. Street Wisdom. Communities of practice. 50 T&L Secret Mission Cards. Sharing Best Practice with CPD Loyalty. TeachMeets and the Super Heroes of Education. How do your develop your teaching practice best? Teaching and Learning Leaders. Tweeting for teachers. Really Human Problem Solving. Coaching. Walking. Thinking. Changing.
Tweeting for teachers. Why I blog — and why EVERY teacher should. Learning Hubs. TEACHWEEK! Rinsing the cottage cheese- Ideas. The Design Sprint. Supported Experiments.