1. Gillian Shiel
Principal Lecturer
Val Wigham
Deputy Headteacher
1st November 2012
UVAC Conference
How work-based learning enhances continuing professional development for teaching and associate staff within a large inner city comprehensive school

3. A Learning Partnership for Teaching and Associate Staff
An effective professional learning community has the capacity to promote and sustain the learning of all professionals in the school community with the collective purpose of enhancing student learning.

4. A Learning Partnership
A unique learning partnership has been developed between Northumbria University and Kenton School
The partnership has been built on a collaborative view of professional learning provision and a work-based learning programme developed strategically so that talent is recognised, encouraged and developed

5. If It Ain’t Broke, Don‘t Fix It!!!!!
WHY??????
Revans (1982) created the equation that the rate of learning in an organisation must be equal to or greater than the rate of change.
The Leitch Report (2006) identified that in order for the UK to remain competitive, 40% of the working population will need to attain level 4 or above by 2020 (which equates to 5.5m).

6. Sending out a Strong Message about our Core Business
As our core business is education,
then learning should
permeate every aspect of our school, creating a culture where everyone continues to learn.

7. What we don’t want for Kenton Staff in relation to Professional Learning
To develop a professional learning programme with patches of brilliance for the motivated and mediocrity for the uninspired

8. Theory Informs Practice
According to Timperley (2011) many teachers resist the need to understand theory because they perceive that their job is about practice. Therefore, part of the development of the CPD was to make explicit that theory informs practice and the two are intrinsically linked.

9. Characteristics of Professional Learning Communities
Shared values and vision
Collective responsibility for student’s learning
Reflective enquiry
Collaboration focused on learning
Group as well as individual professional learning
Openness, networks and partnerships
Inclusive membership
Mutual trust, respect and support

10. Professional Learning Programme, September - December
5 Co-coaching
The red border signifies a twilight session
4 sessions for Middle Leader Development
Whole school training sessions
15 sessions for Departmental Meeting Time
Teaching & Learning Streamed Sessions
12 sessions for
Year Team
Development
Data
Self Evaluation
Data
Collection
3 x sessions National College Middle Leader Programme
Individual Sessions
Staff Wellbeing
5 Co-coaching
Middle Leader Development
G&T Link Meetings identified for individual departments

11. Learning Together
All the experience yielded within the PPA programme is developed internally and becomes part of the CPD programme. This is CPD for staff led by staff. The directory of courses has grown year upon year.
It is also extremely refreshing and frequent to observe a member of the associate team leading a CPD session for teachers.

12. Examples of Work Based Projects and Independent Studies
Raising Achievement in Vocational Education through Alternative Teaching Strategies
'Adaptation and
Development of Materials and Assessment Criteria for Key
Stage 3 Pupils Working
Below National Curriculum
Level 3 in ICT'
Academic achievement for pupils entitled to free school meals
To develop a Sustaining,
Effective Professional Learning Programme for Teaching and Associate Staff, with the collective purpose of Impacting on Student Progress and have the Future Capacity to Fully Develop Kenton School as a Learning Community
Attendance.  A focus on reasons for non-attendance and strategies for improving attendance.
How the experiences of learners have manifested upon individual professional practice, the student experience and benefited the School. The importance of professional relationships, knowledge and practice development will also be reviewed
Designing a differentiated Physical Education curriculum for children with Special Educational Needs’

13. More Examples of Work Based Projects and Independent Studies
The extent to which learning styles are considered when planning lessons
Is Phonics enough
to maximize pupils’ reading? Investigation of the alternatives
Raising Attainment of White Working Class Boys in RE
To improve the Learning Resource Centre’s information Literacy Programme in a way which demonstrates that it provides worthwhile support to the whole school targets of narrowing the gap and raising achievement
The development of S.C.H.I.P.S: A physical skills based intervention for children with Special Educational Needs and Disabilities.
Managing Social and Behavioural issues for students with ASD

14. And Even More Examples of Work Based Projects and Independent Studies
How Kenton School supports families to promote the best outcome for pupils
An Investigation in to
the development of Post 16 Target Setting and Intervention Strategies to improve attainment
Improving the Effectiveness of Induction at Kenton School
Adapting the Key Stage Four Pathways administrative process to reflect the introduction of the English Baccalaureate
‘Improving Literacy and ICT Skills in Pupils Attending Placements in Kenton School’s New Beginnings’
To develop and
implement a programme of events to increase Parental Involvement of students with SEN

15. Undergraduate and Postgraduate Programmes
At Undergraduate level the programme offers a full
BA/BSc Hons degree along with the opportunity for individuals to undertake a route by way of staged awards offered at every academic level
At Postgraduate level the programme offers an MA/MSc degree with the opportunity for individuals to undertake a staged route by way of a Postgraduate Certificate and Postgraduate Diploma

16. Spiral of Productive Reflection & Critical Enquiry
Personal, professional & organisational
Disseminate findings & make recommendations
Exploration
Proposal
Enquiry
Planning
Implementation
Presentation & Evaluation
negotiation
Learning applied to workplace
Spiral of Productive Reflection & Critical Enquiry
Literature, workplace, professional networking
How the programme works in practice
Methodology resources evaluation

17. A Real Learning Through
Work Experience
The PPA acts as a real learning-through-work experience, very different to a traditional undergraduate or postgraduate course, giving individuals personal, professional and organisational benefits and promoting a wealth of expertise which feeds back into the CPD programme.
It also gives teaching and associate staff the opportunity to work together and move outside their professional comfort zone where shared vulnerability is used for surfacing internalised beliefs, assumptions and practices.
We currently have an impressive 10% of the staff working towards postgraduate or undergraduate qualifications with an equivalent number of both teaching and associate staff.

18. Key elements of the work-based programme include:
Engaging & motivating staff in challenging times
Negotiated learning
Whole organisation working
Encouraging creativity
Critical reflective practice

19. A Tripartite Learning Model: New relationships, New Issues to Consider
Learner
University
Employer
This Pie diagram is one way of helping us think about how the elements of the WBL partnership work together, and to consider who engages in which processes
BRING IN ARROWS
The overlapping areas are where almost everything happens, from development to delivery and assessment.
So let’s look at some tangible activity to add to this WBL picture

20. The Tripartite WBL Model:
Learner
HE provider
Employer
Who pays the programme fee?
Who does the learning benefit?
Time
Innovative delivery
APEL & transferability of credit
Negotiation
Student Identity
Recognising that learners come from a wide-ranging of experience, knowledge, and motivations
Diagnosing needs leads to a programme of learning appropriate to personal/professional and organisational needs.
Flexible assessment methods e.g. mind maps, reports, professional presentations, employer inclusion,
Managing expectations of all parties
Effective communication!
some of the necessary components of a WBL programme can be broken down into partnership activities
It’s interesting to see how much activity involves all three partners, to a greater or lesser extent.
This diagram just gives an airing to a few main issues in a WBL programme, but if we had time we could populate this with many more issues.
_______________________________________________________
I would like to add that WBL (sometimes called WfD) is a strategic priority for Nbria.
It feeds into the institutional Corporate Strategy and is explicit in the TIER 2 plan for Region, Engagement & Partnership. Every School is engaged in it to a greater or lesser extent.
I don’t want to hold up Lucy’s activity, but I’ll be happy to answer questions if we have time left after the workshop activity.
COMMUNITY OF PRACTICE. – me to get on the list.
Development of a learning partnership agreement
Awareness of existing provision – avoid duplication
Competence to deliver (Who does the delivery HE / Employer?)
Quality of support e.g. work-based advisor

21. In groups discuss the following questions and
agree on possible answers. (5mins)
How would you define ‘learning’?
Where do you think learning should take place?
Who do you think is in charge of learning in Higher education?

22. have successfully gained internal promotion.
Success & Achievement
An impressive 48% of teaching and associate staff on the Professional Practice Awards Programme
have successfully gained internal promotion.
Developing and sustaining the highest quality education provision through attracting, developing and retaining talented and ambitious staff.  

23. The PPA has become an Established Element of the
Professional Development Programme

24. Final Thoughts ……Questions

25. References
National College for School Leadership website:
Hattie, J. (2011) Teachers Make a Difference - What is the research evidence?
Her Majesty’s Treasury.(2006) Leitch Review. Prosperity for all in the Global Economy [Final Report] Available from ttp://
Reeves, D.(2008) Leadership and Learning. Monograph Series 43, ACEL
Mourshed, M., Chijioke, C. and Barber, M. (2010) How the World’s Most Improved School Systems Keep Getting Better
Revans, R. (1982) The Origins and Growth of Action Learning
Timperley, H. (2011) Realising the Power of Professional Learning
Please add any further references