PresentationASCL-conf-2020-v3.pdf The Evidence People
Leadership
Leadership Learning of Executive Heads through Continuing Professional Development and Learning (CPDL)
Presentation at the ASCL National Conference, Birmingham March 2020
Bringing together the experience of a multi-academy trust (The Futures Trust), a study of 13 smaller MATs and the evidence from a new analysis of research about the leadership of CPDL
The presentation draws on:
- The experience of a MAT leader and his senior colleagues
- an analysis of the leadership of learning 13 smaller MATs
and similar groupings (sponsored by the ASCL-led NPQEL delivery partnership) examining how those - the latest report from CUREE mapping the research evidence around the leadership of continuing professional development and learning
Developing Great Leadership of Continuing Professional Development and Learning
Files:
This is a map of evidence from high quality research reviews (including Best Evidence Syntheses) about Continuing Professional Development and Learning (CPDL). Building on earlier work, its focus on leadership is new and important and designed to provide school leaders facing unprecedented challenges with an overview of evidence about CPDL, a particularly powerful improvement tool in their armoury.
A team of experienced researchers and research reviewers (Professors Steve Higgins, Toby Greany, Rob Coe led by Professor Philippa Cordingley) set out to update their 2015 review (Developing Great Teaching) and connect the evidence about CPD and its leadership. The new map of the evidence shows this field is moving forwards - away from an exclusive focus what CPD facilitators do, and towards a focus on what’s involved in teachers’ active professional learning as they integrate new knowledge, skills and ideas with existing practices.
Two versions of the report are available for download from here:
Evidence Informed Mentoring
Developing quality in mentoring as a driver for professional learning and school improvement
Philippa's presentation at the Hallam Festival of Education on 14th June 2019
Her presentation set out the evidence underpinning effective mentoring. She described the characteristics of good mentoring and supported this with examples through videos and activities.
School Leaders as Lead Learners in Embedding Learning Through the Arts in the Primary Curriculum
Files:
Bart Crisp and Paige Johns' presentation from BERA 2018, looking further into CUREE's work with the Paul Hamlyn Foundation, exploring the role of leaders as lead learners
ResearchED York 2017 Philippa Cordingley
Link:
Research and evidence based capacity building in disadvantaged communities
Presentation by Philippa Cordingley drawing on emerging lessons from two projects In Blackpol (with Right to Succeed) and North Wales (with GWE)
LAST CHANCE! New Leadership Development Programmes in the West Midlands
Help Design New Leadership Development Programmes in the Region
Whats the problem?
In 2010 there were a total of 450 Executive Heads in England. We don’t have accurate figures for the number now but we know there are at least 66 leaders with that or a similar title in our region alone. Alongside this we see a dramatic increase in the numbers of deputy heads being catapulted into headship positions with little notice or preparation. Again, numbers are uncertain but we know of at least 40 in just two of the region’s LA areas.
More Than an Intervention – Quality, CPD and Partnership
I always enjoy ResearchEd but the London conference on Saturday really broke previous records for sessions I was keen to get to - tricky decisions at every point!
Personal highlights
Accelerate pupil progress with the new SKEIN>Momentum service
Skein Momentum is a diagnostic and development process which enables schools where progress has stalled to gain or regain momentum. Delivered by a partnership of CUREE and ASCL, it identifies several key building blocks to help school leaders ensure that all the core activities in their schools are working together and heading in the right direction.
Using information provided by the school via documents, pupil performance data, interviews and discussions, focus groups, observations and surveys, the service produces a confidential evaluation report containing detailed, practical and evidence-based recommendations. School leaders are then supported through one or a number of action research processes for implementing their plan, followed by a concise implementation and progress review
Launch of the CUREE/Teach First Gaining and Sustaining Momentum Report
On 6 June we launched the report of the latest project CUREE, in collaboration with Teach First, has undertaken on schools accelerating progress for vulnerable pupils. The full report is available for download now, and you can read the first of Philippa Cordingley's blogs about the report's findings here.
CUREE has spent a year exploring characteristics shared by schools which are struggling to establish/sustain momentum in their progress towards reaching high-performing status, and investigating how these schools' individual contexts and circumstances relate to the broader evidence base around what exactly makes schools successful in making progress. The project builds on previous work on characteristics of high-performing schools (the report of which can be read here).