The evidence base about Continuing Professional Development (CPD), and more recently Continuing Professional Development and Learning (CPDL) that works for teachers and pupils is settled and mature. Systematic research reviews using transparent and rigorous methods from around the world reveal remarkably consistent findings (EPPI1-4, PURR, Timperley , Robinson). So why aren’t we making good use of it?
The evidence suggests, among other things, that we are making the same mistake we were making 10 years ago with regard to pupil learning – i.e. we are concentrating too much on the teaching (in this case, of teachers) and not enough on the nature of professional learning and the detailed underpinning processes that make a difference. If we know we need to plan with care for pupils’ learning and stand ready to adapt to meet individual needs - why would the same not be true for teachers?
Changing from focussing on CPD to concentrating on that and on what and how teachers learn could make a huge difference. Paying close attention, for example, to reliable tools, processes and protocols that make professional learning just as visible as we have learned from Hattie to make pupil learning, has the potential to transform young people’s lives – especially the most vulnerable. Because research reviews show that our most vulnerable pupils depend on 3 key things from their teachers: outstanding teaching and learning practice, involvement in highly effective CPDL and a commitment to continuing to learn about teaching and learning through focussing on their most vulnerable.
Perhaps, when our best teachers are positioned to learn about our biggest challenges in helping vulnerable pupils, on our behalf, the profession as a whole can more forward at a deeper level? Instead of relying on our best teachers to teach us, let’s rely on them to model the deepest possible professional learning and build our own “learning how to learn” skills by working alongside them. This self sustaining model of professional learning involves teachers pulling learning through from each other rather than waiting for best practice to be spread. Championing professional learning of this kind could be a powerful early achievement of the emerging ( Royal or demotic)College of Teachers.
Our SKEIN research that explores how schools are connecting staff and pupil learning through effective professional learning environments casts light on how our schools are tackling these issues. It has now reached 30 schools and colleges and encompasses data from hundreds of teachers and school leaders. We will, by the way, be presenting several papers on this and other aspects of our work at BERA 2013
These data show us that the best of our schools are in effect treating their staff “as their class”, giving just as much attention to their teachers’ learning and “learning how to learn” skills, as they expect their teachers to give to their pupils’ learning. Take, for example, Kenton School where, following the training of 40 co-coaching champions and the provision of banks of micro enquiry tools, there is now such a queue for the 50 video cameras to use within structured co-coaching partnerships, that they have had to order another 50!
But they also highlight learning loss and untapped potential. Low expectations of CPD and a lack of investment in systems, structures and tools mean many schools fail to secure depth, consistency and a sustainable virtuous circle in professional learning. For example, only 10% of primary school teachers (responding to a SKEIN survey) said their contacts with subject co-ordinators involved professional development of any kind and an even smaller 6% said they found this useful! Similarly there is also a significant growth in one-sized fits no one, depersonalised, undifferentiated, whole school inset days where only one third of staff usually found them useful.
Teaching schools, Research and development via RCTs, some of the best large scale, sustained pedagogic development programmes ( such as teaching leaders and some Outstanding Teacher Prorgrammes)and, above all, the new College of Teachers, are important, strategic levers for challenging low expectations and hoc CPDL practice. So there is progress to celebrate in the 2012-2013 academic year. But the risk of seeing this as being about doing things to teachers rather than challenging them to take charge of their own learning remains. So there is also a lot to do in 2013-14!