Report

Developing Great Leadership of Continuing Professional Development and Learning

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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:

School Leaders as Lead Learners in Embedding Learning Through the Arts in the Primary Curriculum

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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 

 

Lincolnshire Schools Heads' Peer Review, Final Report

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CUREE has been delighted to be involved in this Peer Review programme with Lincolnshire Schools and this final report presents the very interesting patterns which have emerged from the Peer Review process, our findings and recommendations. 

The training for 46 Heads from across Lincolnshire, which began in September 2015, was facilitated by an experienced team throughout and included a series of workshops for the Heads who were arranged into three cohorts, firstly to ensure a high level of engagement with facilitators and secondly to ensure that the workshops were geographically accessible to all. 

Launch of the CUREE/Teach First Gaining and Sustaining Momentum Report

Gaining and Sustaining MomentumOn 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).

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

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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:

The challenge of maths and English teaching in the Further Education and Skills Sector in England

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coverCUREE was commissioned by the Education & Training Foundation to research the key issues in the teaching of maths and English in the sector. Conducted very rapidly and in partnership with EmCETT we interviewed policy makers and experts, reviewed the international research evidence and consulted leaders and practitioners across the sector. We think the report provides a fascinating window into how maths and English teachers and their leaders are thinking about the new level 2 challenges. The full report is published here now and will also be available on the Foundation website shortly.

Building Research and Evidence Informed School Improvement Capacity in GwE

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Read the interim report written by CUREE with investigates the impact of the programme designed, launched and supported by CUREE within GwE, aimed at developing self sustaining capacity for research and evedence informed school improvment amongsts a cohort of leads and Challenge Advisers. 

Teacher Effectiveness Enhancement Programme (TEEP) Evaluation Report

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CUREE evaluated the TEEP programme as offered by SSAT. Our role was to gather information on

  • How teachers are embedding and developing TEEP in the classroom.
  • How school leaders are contributing to developing the impact of the programme.
  • How learners are responding and developing positive attitudes to learning.

The overall aim was to learn from schools what their experiences have been both pre and post TEEP training, what has proven most effective and any areas where they feel TEEP support can be improved.  All schools took part voluntarily and they were assured complete confidentiality to encourage them to provide robust evidence about their involvement in the programme, its strengths and areas for development.