Shaping the future of CPD 2016
To create a high performing system we must recruit and retain the best teachers. A common characteristic in other high performing education systems is a sense of professional efficacy. How can we make teachers feel valued in the current educational climate?
At #ShapingCPD 2016, hosted at the University of Cambridge Faculty of Education, we discussed the impact of career long professional learning on recruitment and retention. We identified key issues, reviewed good practice and explored recommendations for the future.
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Keynote Speech from David Weston
Keynote speech from Steve Watson
David Weston MEng (Oxon) ALCM PGCE
David Weston is the founder and Chief Executive of the Teacher Development Trust, the national charity for effective professional development. He is the Chair of the Department for Education’s Teachers’ Professional Development Expert Group and has been heavily involved in the set-up of the new College of Teaching.
David is a primary and secondary governor and taught maths and physics for nine years in two schools London and the South East. He speaks and writes frequently for education sector and national media and has had a number of radio and TV appearances on the subject of teaching, teacher development and LGBT issues.
Professor Pete Dudley, Lesson Study UK
Pete believes in the power of learning for all. He is an education leader, CPD reformer, researcher and Director of Education in the London Borough of Camden. Pete introduced Lesson Study to the UK; developed and applied networked learning and school to school improvement, plus he led the Primary National Strategy for over four years.
He has worked internationally in the US, Middle East, Europe and East Asia and is Secretary of the World Association of Lesson Study with over 1000 members from 78 countries. Pete is currently developing a school led partnership of 60 schools. He is visiting Professor at Leicester and a Fellow of Hughes Hall Cambridge. His book ‘Lesson Study: professional learning for our time’ (2015) is published by Routledge.
Liam Collins, Headteacher Uplands Community College, Vice Chair of Headteachers Roundtable & FRSA
“I was born in 1970, so not exactly current. I had a long and winding road into Education at the ripe old age of 29. My headship is in a rural comprehensive, which is about as far from my teaching experience as possible. I have discovered that there is a fair amount of misunderstanding about this type of school, but issues are as real here as anywhere. I work with fantastic staff and young people, although I would say that for every school that I’ve worked in. Removed graded lesson observations in 2012 and survived my first Ofsted with that policy in the summer of 2013.
CPD is individualised and personal to each teacher looking at closing the gaps in their classrooms. I am currently learning how to effectively help students extend their writing.
Love teaching, I still teach, and working with young people, as it is never dull…and I mean never!”
Follow Liam on Twitter: @kalinski1970
Professor Christina Preston
The MirandaNet Fellowship, founded in 1992 by Dr Christina Preston, (Professor of Education Innovation) is a leader in debates and developments about educational technology, innovation and professional development.
Dr Preston has won five international awards for the work of MirandaNet. It is a community-of-practice that includes teachers, academics, lecturers and consultants and aims to promote and disseminate good practice across all phases of education.
The Fellowship is free to join. MirandaNet’s mission includes active partnerships with private sector companies in order to engage in collaborative research into the value of a variety of educational products and services. A list of current Associates is here and examples of the research produced by MirandaNet members are here.
Glynis Frater, Learning Cultures
Glynis has over fifteen years’ experience in the field of continuing professional development for leaders, managers and teachers in education. She is a Director of Learning Cultures; a leading provider of coaching, training and consultancy for schools and colleges across the UK.
Her expertise lies in a deep understanding of the pedagogy that underpins outstanding learning and the interaction of skills and knowledge that foster high levels of progression and achievement. She continues to develop high quality training and development strategies linked to the changes and new thinking in education.
Before starting Learning Cultures, Glynis held several high profile roles within the teacher education sphere.
Dr Shawn Edmondson, Washington STEM
Shawn received his Ph.D. in Psychology from Utah State University. For his doctoral dissertation, he researched the impact of video technology on the quality of teacher professional development (PD). He then co-founded a company called thereNow that specialized in the development of video technology for teacher PD and for education researchers.
Shawn is currently the Director of Strategic Initiatives Washington STEM, an education non-profit in Seattle, Washington. For the past three years, he has led a 50-school, statewide implementation of IRIS Connect to understand the conditions necessary for educators to benefit from the use of video for their professional learning.
Tim Matthews, Deputy Headteacher at Oriel High School, Crawley
“Responsible for Quality and Standards. Committed to achieving this by building the professional capital of staff through a process of reflection and collaboration.
Aiming to do the right thing, in the right way! Sometimes succeeding……”
Dr Steven Watson, University of Cambridge
Steven Watson is a lecturer in mathematics education at the University of Cambridge. He is responsible for the Secondary Mathematics PGCE course and the Mathematics Education Practitioner Professional Development courses. He teaches on the MPhil/ MEd in Mathematics Education and supervises doctoral students.
His research is concerned with mathematics teachers’ professional learning, both in initial teacher education and for practicing teachers. He is currently leading a major component of the DfE funded Cambridge Mathematics Education Project (CMEP) looking at classroom practice and pedagogy at A-level.
Steve completed a PhD in Mathematics Education in professional development at the Shell Centre, University of Nottingham, before taking up his post in Cambridge. Previously he was a secondary mathematics teacher and latterly head of maths in secondary schools in North East Lincolnshire. Before training to be teacher, he worked in the telecommunications industry having completed an MA in Engineering at Cambridge.
Chris Brown, Braunstone Frith Primary School
Chris Brown started teaching at Braunstone Frith Primary as an NQT in 2014 after completing his PGCE at The University of Leicester.
Growing up in an underprivileged, inner-city area in Leicester, Chris knew he wanted to teach in a similar location to the one he grew up in – an area where most children do not have access to the same opportunities, resources and pro-education mindsets that are often taken for granted. He saw teaching as an opportunity to help others reach their dreams.
During his time as an NQT and RQT, Chris has been able to make rapid progress towards teaching standards due to the vast amount of professional development opportunities available to him.
From observations and lesson studies with senior management, to reflecting on recorded lessons with IRIS Connect coaching; Chris has been given responsibility and freedom to choose his professional development route, which he believes has accelerated his pedagogical practice and enabled him to become a staple of the teaching team at his school.
Germaine Mckinnon, Assistant Head Teacher, Braunstone Frith Primary School
Germaine has been teaching for 12 years. Leicester born and bred, she became a teacher because she realised she had an interest in people, she also found that she had the communications skills that meant people often felt comfortable talking to her and seeking advice.
Germaine moved to Braunstone Frith Infant School as an Assistant Head Teacher in 2010 and began to develop and refine her leadership skills. During her first three years the school merged with the junior school to become a primary school. This period of transition meant Germaine became an NQT mentor. She coached and mentored teachers as part of an informal CPD plan. The success was quickly recognised by her Head Teacher and she was asked to lead a Lesson Study programme within the school.
Germaine now leads Lesson Study and is responsible for coaching through the use of IRIS Connect. She has personalised CPD tools such as lesson planners which supports professionals within the school to become more effective as teachers and coaches. Germaine owes a lot of her success in this role to the many coaches who have supported and encouraged her throughout her career.
Professor Angela McFarlane, BSc(Bristol), PhD( Bristol), PGCE (Institute of Education)
Angela McFarlane began her career as a teacher and head of department in secondary schools in Hertfordshire. She went on to design and direct a number of highly successful educational research and development projects over a thirty year period.
Angela’s research addresses the role of digital technologies in education, and has included the development of a series of commercially successful software tools. She has published research into the culture of young people’s computer gaming and social learning online and the impact of personal ownership of mobile devices on education.
Angela has served as a Director of a Government Agency, a Professor and Head of Department at the Graduate School of Education at the University of Bristol, a Professor 11 at University of Oslo, set up the South West Science Learning Centre in Bristol with At-Bristol and served on the boards of a range of ventures including Teachers’ TV and Middlesex University and was Director of Public Engagement at RBG, Kew. She is currently Chief Executive of the College of Teachers and a founding director of the College of Teaching.
Angela is an international author and has advised a range of governments and the OECD. Her latest title is Authentic Learning for the Digital Generation, published by Routledge. She holds visiting chairs at King’s College, London and the University of Bath. She accompanied the Prime Minister to the Helsinki Northern Futures Forum.
2015 Report Summary
Browse the slides containing a summary of key recommendations from the Shaping the future of CPD report.