I am still thinking about what encourages engagement in CPD and wanted to thank @JaneDavis13 for a mention of threshold concepts on Twitter. I'd be grateful for any comments on the following.
If, as Meyer and Land (2003) suggest, there are particular ‘threshold concepts’ that enable students to make a leap in their understanding, then I posit that there may be similar moments within a teacher’s professional development. Such moments are likely to be transformative, irreversible, integrative, bounded and troublesome (ibid: 4,5). Extending these ideas to engagement with CPD:
• Transformative – passing across this threshold may involve a ‘significant shift in perception’ and this may ‘involve a performative element’(op cit). In terms of CPD, perhaps we need to try something out, or at least hear first hand recommendations, before we believe it might be likely to help.
• Irreversible – is this what makes it difficult for those teachers who do constantly reflect upon their practice and its development to understand why others do not appreciate this?
• Integrative – in my view, the aspect of making connections between different contexts is one of the key components in successfully assimilating CPD experiences.
• Bounded – I think that in secondary schools and higher education, this may be more of an issue than in the primary phase. We may hear teachers say things like, ‘that would not work in my curriculum area’.
• Troublesome – again, the idea that new knowledge may come from a context which has hitherto not been experienced may go some way to explaining reluctance to engage.
Sunday, February 6, 2011
Thursday, January 20, 2011
more on CPD essentials
Thanks to coments on last post. I am still trying to put something together. More comments very welcome!
Rationale
• There should be personalisation for teachers as well as for students.
• There should be a seamless progression from Beginning Teacher (PGCE/GTP) to Head teacher.
• All teachers should be exemplar learners.
• Accreditation should be awarded which is transferable to other institutions.
• CPD should be linked to performance management and drive school improvement.
• Interest in research evidence and participation should be encouraged.
• Collaboration between colleagues and networking/partnership between schools and institutions should be encouraged.
Methods
1. Weekly generic sessions are run (many by members of school staff) from which teachers and other staff may select which to attend, referenced to performance management and the school improvement plan.
2. Meetings should also contribute to professional development through sharing good practice and dissemination of ideas.
3. External CPD is bid for and must be related to performance management and improvement plans.
4. Personal one to one coaching is developed through group training sessions and diaries/blogs.
5. Whole staff days and half days are run, many with bought in speakers.
6. Online interaction is encouraged (originally via a wiki, now through the school’s learning platform).
7. Partnerships with other schools enables conferences and cross pollination of ideas and practice.
8. The school provides small bursaries for MA, sports coaching or NVQ qualifications.
Accreditation
1. Chartered London Status.
2. Courses accredited by the College of Teachers (affiliated to the Institute of Education): Reflective Practice in Education and Personalised Learning Exchange. (Certificate of Educational Studies or Diploma of Educational Studies). Qualifications are open to all staff and governors, not just teaching staff. Cost borne by the school.
ICT and eLearning
• This is an area for development although the school demonstrates leading practice in the use of the learning platform compared to other secondary schools within the Local Authority.
• A discussion forum for staff has been started on the school’s learning platform.
Rationale
• There should be personalisation for teachers as well as for students.
• There should be a seamless progression from Beginning Teacher (PGCE/GTP) to Head teacher.
• All teachers should be exemplar learners.
• Accreditation should be awarded which is transferable to other institutions.
• CPD should be linked to performance management and drive school improvement.
• Interest in research evidence and participation should be encouraged.
• Collaboration between colleagues and networking/partnership between schools and institutions should be encouraged.
Methods
1. Weekly generic sessions are run (many by members of school staff) from which teachers and other staff may select which to attend, referenced to performance management and the school improvement plan.
2. Meetings should also contribute to professional development through sharing good practice and dissemination of ideas.
3. External CPD is bid for and must be related to performance management and improvement plans.
4. Personal one to one coaching is developed through group training sessions and diaries/blogs.
5. Whole staff days and half days are run, many with bought in speakers.
6. Online interaction is encouraged (originally via a wiki, now through the school’s learning platform).
7. Partnerships with other schools enables conferences and cross pollination of ideas and practice.
8. The school provides small bursaries for MA, sports coaching or NVQ qualifications.
Accreditation
1. Chartered London Status.
2. Courses accredited by the College of Teachers (affiliated to the Institute of Education): Reflective Practice in Education and Personalised Learning Exchange. (Certificate of Educational Studies or Diploma of Educational Studies). Qualifications are open to all staff and governors, not just teaching staff. Cost borne by the school.
ICT and eLearning
• This is an area for development although the school demonstrates leading practice in the use of the learning platform compared to other secondary schools within the Local Authority.
• A discussion forum for staff has been started on the school’s learning platform.
Wednesday, January 19, 2011
The key to CPD in schools
I am trying to put together a very brief "this is what professional development for teachers in schools should look like" document.
This is my starter, please comment:
• There should be personalisation for teachers as well as for students.
• There should be a seamless progression from Beginning Teacher (PGCE/GTP) to Head teacher.
• All teachers should be exemplar learners.
• Accreditation should be awarded which is transferable to other institutions.
• CPD should be linked to performance management and drives school improvement.
• Interest in research evidence and participation should be encouraged.
This is my starter, please comment:
• There should be personalisation for teachers as well as for students.
• There should be a seamless progression from Beginning Teacher (PGCE/GTP) to Head teacher.
• All teachers should be exemplar learners.
• Accreditation should be awarded which is transferable to other institutions.
• CPD should be linked to performance management and drives school improvement.
• Interest in research evidence and participation should be encouraged.
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