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The New CPD Standard – What does it really mean for practice?

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On the 3rd of October, 2016, CUREE helped to host a seminar with the members of the Expert Panel who authored the new standard for teachers’ professional development (published July 2016) to explore how to put them to work for school improvement. This important seminar marked the start of an ongoing campaign to ensure the standards are widely understood, used and exemplified and to help to build a shared understanding of what quality in implementation looks like. 

Hosted at the prestigious RSA headquarters the seminar focusd on:

Forging strong links with Continuing Professional Development and Learning (CPDL) as part of school improvement - the standard positions CPDL as a key driver of school improvement. This matters for every leader of school improvement and especially for the Teaching Schools Council and their Regional leads and those who have budgets and a new and stronger remit for school improvement. The seminar explored the links between the CPDL and this all important work

Developing Great Teaching - A review of the evidence about Continuing Professional Development and Learning

Link: 
http://tdtrust.org/about/dgt/
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Developing Great Teaching - Lessons from international reviews of effective professional development

Launched at a prestigious gathering at the House of Commons on 9th June, this report outlnes the findings from a recent systematic review of the international research literature examining the evidence of what makes effective teachers' professional development and learning. This 'umbrella' review builds on but substantially updates the findings of several earlier Reviews many of which were undertaken by CUREE. This recent review is the product of a team from CUREE, Durham University and UCL Institute of Education . It was supported by the Teachers Development Trust and TES Global.

The key finding of the Review was that carefully designed CPDL for teachers with a strong focus on pupil outcomes has a significant impact on pupil achievement.

The work is presented in three ways, each of which is downloadable from this page:

Developing Great Leadership of CPDL and Curriculum Development

Today, Philippa is delivering an online presentation for ResearchED Home on the findings from a map of evidence from systematic reviews, with evidence about pupil impacts. One of the key notes from this presentation is that there is currently no systematic research reviews into curriculum development with evidence of pupil impacts, largely due to there being too few studies with this evidence to support them. Philippa touches on what designing effective CPDL (Continued Professional Development and Learning) means, how it contributes to curriculum development, and what the evidence about curriculum development says about CPDL. 

The goal of ResearchED is to bridge the gap between research and practice in education. Researchers, teachers, and policy makers come together for a day of information-sharing and myth-busting.

You can find Philippa's presentation attached to this news item as a downloadable PDF document. 

Strengthening Qualified Teacher Status (QTS) and Improving Career Progression for Teachers - CUREE’s Consultation Response

The document outlines CUREE’s response to the Department of Education’s (DfE) consultation regarding, strengthening Qualified Teacher Status (QTS) and Improving Career Progression for Teachers within the education system. The initial overview of the DfE consultation can be found here: https://consult.education.gov.uk/teaching-profession-unit/strengthening-qts-and-improving-career-progression/

 

If you would like access to the presentation please email info@curee.co.uk 

Purpose and Quality of Evidence of Education in England - evidence for select committee

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On the 30th November, 2015, The Education Commitee launched and inquiry into the purpose of and quality of education in England. As a part of the inquiry a call for written evidence was made that addressed the following points:

  • What the purpose of education for children of all ages in England should be
  • What measure should be used to evaluate the quality of education against this purpose
  • How well the current education system performs against these measures

 

Further information about the inquiry can be found here: http://www.parliament.uk/business/committees/committees-a-z/commons-sele...

(Slavin) Co-Operative Learning: What Makes Group Work Work?

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Having students work in groups can be enormously beneficial or it can be of little value. So how can teachers ensure they make best use of this classroom tool? One researcher set out to analyse different kinds of co-operative learning approaches reported in research (all experimental studies involving control groups taught using traditional approaches) to find the key to effective learning through group work.

He found two kinds of co-operative learning methods:

 structured team learning (characterised by individual accountability, which means that team success depends on individual learning, and rewards to teams based on the learning progress of their members); and

 informal group learning methods (which are more focused on social dynamics and discussion).

The evidence showed that team rewards and individual accountability were essential elements for enhancing achievement. It isn’t enough to simply tell students to work together; they must have a reason to take one another’s achievement seriously.

Hattie's concept of visible teaching and learning

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This is one of a series of teacher friendly research summaries that CUREE created for the Teacher Learning Academy.  It takes the key findings form John Hattie’s overview of the effects of different teaching and Learning  interventions (Published in the book, Visible Learning) and hot links each finding to high quality teacher research summaries so you can explore the findings through evidence-rich practical examples.

 

We will be uploading the other Summaries in the series in over the summer of 2015.