further & higher education
primary & secondary education
2

Improving Standards of Teaching Through Continuing Professional Development

further & higher education

primary & secondary education

08:45 - 16:10

Thursday 3 October 2019

Central London

This Forum will provide attendees with the opportunity to discuss the latest policies, projects and initiatives around the continuing professional development (CPD) of the teaching workforce with the Department for Education and Teacher Development Trust. Participants will also learn from a range of best practice case studies led by leading schools, demonstrating innovation and excellence in designing and delivering high-quality CPD programmes.

Audience

This Forum is specifically designed for the Education Sector. Typical job titles will include:

  • Headteachers
  • Deputy and Assistant Headteachers
  • Teaching and Learning Advisers
  • CPD Leads
  • Heads of School Improvement
  • Curriculum Leaders
  • Corporate Directors for Education
  • Human Resources Managers
  • Education Lecturers
  • Course Directors
  • Teacher Training Coordinators
  • SENCOs

This Forum is open to Primary Schools, Secondary Schools, FE Colleges and Training Providers to encourage networking and debate. 

Key Speakers Confirmed:
  • Cat Scutt, Director of Education and Research, Chartered College of Teaching
  • David Weston, Chief Executive, Teacher Development Trust
  • Phil Naylor, CPD Expert Adviser, Teacher Development Trust
  • James O’Donoghue, Head of Teacher Development, Department for Education (DfE)
View the agenda and additional speakers

08:45

Registration, Refreshments and Networking


09:30

Chair's Welcome Address

Suzanne Straw, Deputy Head of Research, National Foundation for Educational Research, and Co-Author, Department for Education’s Early Career CPD: Exploratory Research 2018 Report (invited)


09:40

Morning Keynote: Working in Partnership with the Teaching Profession to Develop Clear CPD Guidance and Best Practice

  • Advising on how to provide effective, research-informed training from individual teachers through to a whole-school approach
  • Outlining the range of high-quality resources available to teachers that can contribute towards their CPD, including exemplary videos and accredited CPD courses
  • Sharing updates on the College’s year-long, online instructional coaching pilot for early career teachers, and assessing the impact on teacher retention, progression and student outcomes 
  • Exploring the role of the UCL Institute of Education in evaluating the pilot scheme, including what the key metrics of success will be 

Cat Scutt, Director of Education and Research, Chartered College of Teaching (CONFIRMED)


10:00

Special Keynote: Embedding Excellence in Teacher's Professional Development Across the Education Sector

  • Evaluating the extent to which the 2016 Standard for Teacher’s Professional Development has been adopted across the sector three years on, and highlighting examples of best practice
  • Supporting newly qualified teachers through the 2019 Early Career Framework (ECF), which underpins DfE’s fully-funded 2-year package of structured training and development for early career teachers
  • Encouraging greater collaborative action between school leaders, teachers and external providers/experts to maximise the quality and accessibility of CPD opportunities
  • Funding Accelerate, an innovative programme of sustained expert support to early career teachers delivered in collaboration with the Education Development Trust and Chartered College of Teaching

James O’Donoghue, Head of Teacher Development, Department for Education (DfE) (CONFIRMED)


10:30

Interactive Questions and Answers Session


10:50

Refreshments and Networking


11:10

Case Study: Creating a Central Culture of Individual Development within School Life

  • Exploring how CPD has become central to school life by splitting CPD into 4 professional learning groups for NQT’s, recently qualified teachers, lead practitioners and teaching and learning champions
  • Personalising CPD through a support scheme in which teachers conduct research with a mentor to support, guide and monitor their progress
  • Outlining how other schools can create a structure for individual development by ensuring research has an impact and sharing what has been learnt, for instance, teaching and learning champions will signpost teachers to the most relevant resources
  • Analysing innovative methods for connecting theory to practice including the core themes ‘Watch, impress, share’, ‘Reflection lessons’ and ‘plan together, teach together’ and demonstrating how these can be implemented in schools

Richard Burrows, Assistant Principal, Healing School (CONFIRMED)

Leah Maddison, Lead Teaching and Learning Champion, Healing School (CONFIRMED)


11:30

Case Study: Exploring Findings in a Government Funded Research Report into Early career CPD

  • Drawing attention to research by National Foundation for Educational Research (NFER) on the development needs of early career teachers which included a review of UK and international evidence, analysis of School Workforce Census data and school case studies including interviews with early career teachers
  • Outlining the key findings from the research including the importance of having a balanced package of support such as training tailored to individual needs of NQTs
  • Highlighting the key challenges found in the research such as reports that cases of NQTs’ mentors not being subject specialists and a lack of tailored support opportunities as their induction relied on a one-size-fits-all approach to training
  • Providing key learnings from the research such as the move towards the formalisation and standardisation of support for NQTs and thus urging training providers to factor this into future training

Suzanne Straw, Deputy Head of Research, National Foundation for Educational Research (NFER) (CONFIRMED)


11:50

Interactive Questions and Answers Session


12:10

Lunch and Networking


13:10

Afternoon Keynote: Promoting and Facilitating Access to Evidence-Based Teaching CPD

  • Sharing evidence-based insight around what effective teacher CPD programmes look like and practical steps schools can take to enhance their own professional development practices
  • Advising on how to select CPD ‘experts’, striking a careful balance between only providing “informal” internal professional learning opportunities and over-reliance on external consultants 
  • Encouraging schools to actively integrate CPD into strategy and planning around staff recruitment and retention, and exploring how to re-define career pathways 
  • Highlighting the evidence around the crucial factors of culture and leadership in supporting and sustaining outstanding professional development  
  • Providing insights on how to enhance school-to-school CPD collaboration, such as developing local subject experts to work across schools and networking through CPD Excellence Hubs

David Weston, Chief Executive, Teacher Development Trust (CONFIRMED) 

Phil Naylor, CPD Expert Adviser, Teacher Development Trust (CONFIRMED)


13:40

Questions and Answers Session


13:50

Case Study: Utilising Bar Modelling to Achieve Better Teaching and Learning in Schools

  • Outlining the journey to improving maths teaching and learning in school from first discovering bar modelling, to implementing a whole school Concrete-Pictorial-Abstract (CPA) approach to the teaching and learning of maths.
  • Highlighting the role of research and CPD in this journey including the balance between CPD from external specialists and internal CPD to ensure there is enough momentum for change among teachers and that there is a collective cross-school commitment to the initiative
  • Reflecting on the opportunities and challenges of continuing with this journey of improving teaching and learning including embedding practice amid changes in staffing and structure and widening the focus to embrace other curriculum subjects using research from the Science of learning 

Kath Phillips, Maths Lead, Thorp Primary School (CONFIRMED)


14:10

Questions and Answers Session


14:20

Refreshments and Networking


14:40

Interactive Workshop: Learning How to Utilising Online Coaching Platforms to Create Sustainable CPD

  • Exploring the iris tool, an online platform for teachers to record, analyse and reflect on their practice and builds a sustainable coaching culture in schools and led to 80-100% good to improved teaching annually
  • Drawing attention to how the senior leadership team successfully encouraged more reluctant staff to participate in the programme by providing guidance from the SLT and tools which allows teachers to independently learn more about the coaching online
  • Demonstrating how NQT’s and Teaching Assistants can successfully benefit from a coaching programme through integrating it into their induction programmes
  • Highlighting the progress of teachers at the school utilising live in-ear coaching and demonstrating how teachers trained up on the coaching scheme have passed on best practice to NQT’s and other new staff members by sharing video clips with their colleagues
  • Providing a step-by-step guide for teachers on how to promote a coaching culture at their school by ensuring the school’s SLT engrain the use of technology as part of the CPD process

Rachael Saim, Principal, Oak Hill Academy (CONFIRMED)


15:20

Case Study: Developing a CPD Delivery Model from Case Studies, Using Existing Expertise

  • Exploring how the school altered their professional learning by undertaking a pilot project in which staff worked together to choose their favoured approach before factoring it into the CPD programme
  • Advising schools on utilising the CUREE ‘route map’ for research in order to communicate the structure of their CPD courses
  • Analysing how a case study model enabled teachers to systematically consider how CPD strategies impact on students
  • Highlighting the main benefits of restructuring CPD, including prompting a shift in professional learning from a top-down model to a model starting from the ground up
  • Demonstrating how schools can address workload concerns arising from this model
  • Addressing how this approach has helped to create a research culture in the school

Helen Marriott, Deputy Head Teacher, Little Ilford School (CONFIRMED)

Kate Chadwick, Lead Practitioner, Little Ilford School (CONFIRMED)


15:40

Interactive Questions and Answers Session


16:00

Reflective Discussion Session

An interactive discussion session mediated by the Chair to reflect on delegates’ key takeaways from the day, and to facilitate the sharing of experiences, challenges and best practice relating to teaching CPD


16:10

Chair's Summary and Close

*Programme subject to change


 

In 2017 nearly 43,000 teachers in the UK left the profession, a figure which was higher than the number entering the sector for the first time since 2011. Moreover, UK teachers rank second to last in OECD league tables for teacher longevity, with only 48% of teachers having more than 10 years in the profession. This represents a significant and growing retention challenge for the UK education sector, especially given the shortage of teachers entering the profession. 

An effective way to stem this worrying trend is to support teachers in their role by drastically overhauling the way continuing professional development (CPD) is provided. Regular, meaningful and job-embedded CPD plays a central role in allowing teachers to develop and share rich professional expertise across the sector. Well-designed, regular and high-quality CPD has been shown to improve teacher retention, wellbeing, and pupil attainment, and has the capacity to raise educational standards. For instance, research by Huntington Research School found that teachers working in schools at the top quarter (75th percentile) of professional environment ratings improved 38% more than teachers in schools at the bottom quarter (25th percentile) after ten years.

The Department for Education (DfE) carried out research in 2018 which found that CPD plays a significant role in developing and supporting teachers. This includes newly qualified teachers and early career teachers. More specifically, there is evidence that CPD can help to manage the stress and difficulty often experienced by teachers in this phase of their career. Furthermore, in January 2019, the Government launched the early career framework and new strategies and policies to aid teacher recruitment and retention. The main outcomes from the report include action being taken by the government to ease pressures and accountability by making a “Requires Improvement” judgement from Ofsted the only criteria for accessing support. It also announced extra funding to extend support for early career teachers from one year to two years and pledged to generate new specialist qualifications which provide alternatives to leadership and management career routes.

However, the onus is now on schools to collaborate, innovate and share best practice around effective CPD strategy, planning, content and dissemination. This is a vital investment that the education sector must make to ensure that its workforce is supported in all elements of teaching practice, in order to raise the quality and standard of educational provision and improve the life chances of the children the sector serves. 

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