Embed Size (px)
Citation preview
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
‘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 ….
