Changing the practice of science Teachers through a “wrap-around” model of CPD at a Regional...

Changing the practice of science

Teachers through a “wrap-around”

model of CPD at a Regional Science

Learning Centre

Alison RedmoreDirector, SLC East of England

a.m.redmore@herts.ac.uk

‘Wrap-around’ model of CPD

Pre-course tasks

Face-to-Face day

Follow-up tasks & monitoring

Pre-course tasks

• Rationale:

Everyone gains more as participative learners; prepares their thinking,

(frees space in intrinsic working memory?)

• Examples: reading, read-think-write tasks, data collection, surveys, etc

Face-to face day

• Quality Assured

• Clearly-defined aims

• Practical, interactive (“Masters’ seminar”)

• Expert input plus the ‘tried & tested’

• Reflective writing time (Nutshell model)

Follow-up• Rationale:

To sustain the CPD intervention

To encourage and support change

• Example strategies:

Impact Certificates;

Web portal ‘communities’; email prompts;

Questionnaires; discussion groups;

Methodology

Case Study – of ‘wrap-around’ course plus the teachers who participate

Data collection:

• reflective writing at the start,

• evaluation questionnaire at end of day,

• follow-up questionnaire, focus group, interviews

How do we measure the impact of CPD?

Framework for evaluating PD and for optimising its effects in school.

Content – the “what”

Process – the “how”

Context – the “who,

when, where, why”

Qualityof

Professional Development

SLT, Governors

– school culture and policies

Teacher knowledge & practices

Parents, peers

PupilsImproved student learning outcomes

Framework

The development of teachers’ professional learning (Transformative learning ?)

Influenced by:

• Personal factors

• Course factors

• School-based factors

Active assessment Case Study

Emerging issues: • Personal factors: Learner intent

Value congruence• Course factors: Expectations

Small steps within grand vision• School-based factors: Embedded PD

Ethos supports collaboration and innovation

A Grand Day Out ….