1. Towards the Learning Profession An ESCalate Project David Wood (Oxford Brookes) and Julie Anderson (Bristol)

2. Overview Outline the project so far Describe case studies - from England, NI and Wales Summarise some key findings to date

3. The Project Aimed to find 6 + UK case studies of schools identified as ‘hotspots’ of CPD; Aimed to interview leaders on the basis of the pivotal role they play in catalysing CPD activity (NFER: 2001); Interviews designed to illuminate key factors in promoting professional learning communities Feed back to HEIs.

4. Oxfordshire Case Study Marlborough School - Deputy Head approached Oxford Brookes to design a leadership programme for staff as part of a strategy for succession planning & retention: ‘ 45% of teachers are now 1-3 years into their careers and we have a generation..coming through now who want to develop themselves as practitioners. ’

5. Peer observation The school identifies staff ‘ segments ’ (Corkindale and Trorey: 2002); offers appropriate CPD opportunities; The school encourages a ‘ no blame culture ’ (see Senge: 1990). The senior management nurture receptive dispositions so classroom observation or evaluation not seen as a threat.

6. The South West Case Study: SWIfT A consortium of 6 LEAs and 2 HEIs One of the country ’ s largest providers of award- bearing CPD for teachers. Traditional twilight / evening CPD courses in HEIs unsuitable

7. The SWIfT Approach Discuss with schools re: what SWIfT can offer; 80% of programmes tailor made; Initial contact - follow up at staff meeting; Sessions at monthly intervals.

8. Recruitment most effective if … … SWIfT find that direct approach - then a visit - most effective; Role of school CPD Co-ordinator; NfER (2001:34) identifies school leaders as the ‘ fundamental ’ determinants of maintaining the professional learning community.

9. Bedfordshire Case Study Beds. School Improvement Partnership formed by Heads to undertake CPD independently of the LEA. Has 180 schools including 24 in a Networked Learning Community. Co-ordinates a wide range of activity, esp. collaborative working.

10. Pupils as researchers At the BSIP annual conference pupils themselves contributed to staff training on inclusion. A key objective is to develop pupil articulacy in support of their role in improving learning & teaching, so that their opinions can be seen as more legitimate and informed.

11. The Student Voice BSIP emphasises the importance of maintaining structures which give pupils a role in improving learning. The student voice ‘ can be scary and intimidate staff ’ so schools need to provide formal opportunities for pupils to respond and staff to get used to their input.

12. Wales - Case Study The HEI – Indirectly funded by NOF; Bought in teacher for ICT Training Co-ordinator role; The School – Supportive of CPD for its staff; Benefits from their seconded teacher returning there regularly with support and advice etc.; Dovetails closely with School Development Plan; HEI and school in close proximity.

13. Kent Case Study Angley School and Canterbury Christ Church University College Staff - undertaking enquiry-based development work leading to a masters degree in School Development.

14. Kent Case Study Judy Durrant: ‘ relationships and contacts are often more important than structures, systems and marketing ’ Key support is seen to come from the Head. 2 members of the Angley group were appointed to leadership posts elsewhere and established similar groups in their new schools - ‘ a number of overlapping communities of practice ’ (Wenger:1998);

15. The staff response At interview the group reported: that they participate to affect learning and school development - more than to gain qualifications; that they value cross-hierarchical, inter- departmental debate; that the work transcends national policy imperatives.

16. Northern Ireland Case Study LEAs provide a curriculum and assessment support service (CASS) focusing on what are perceived as relevant issues; Two large universities provide a wide choice of award bearing courses, diplomas, masters and doctoral programmes.

17. The school SMT created post for learning and teaching for a senior teacher - integral to school development plan. The teacher engaged with people who wanted to work in learning and teaching -built small team Aim that it would become infectious - and so engage other staff.

18. Common issues – Years of experience Interviewees generalised about teachers ’ experience being a factor in how enthusiastic they are about CPD Interviewees in 3 case studies mentioned that more recently trained teachers are more receptive to CPD activity. BUT: One interviewee suggested that resistance to CPD is teachers with 8-15 yrs experience; Another approaching retirement said that she was undertaking CPD because she didn ’ t want to stagnate.

19. Independence and Open Culture Strong allegiance to ‘ grass roots ’ self- determination in designing CPD - 3 case studies emphasised the importance of schools designing CPD to meet their needs,resisting ‘ off the peg ’ courses. 3 case studies saw an open forgiving culture as critical (see Senge:1991) where teachers should not feel judged or criticised

20. ESCalate: www.escalate.ac.uk Home page link to project:: CPD “ Towards the Learning Profession ” Includes full case studies, interview questions; papers and slides etc.