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- Herausgeber: Crown House Publishing
- Kategorie: Bildung
- Sprache: Englisch
- Veröffentlichungsjahr: 2021
Co-authored by Zoe Enser and Mark Enser, The CPD Curriculum: Creating conditions for growth shares expert and practical guidance for schools on designing and delivering continuing professional development (CPD) that truly lives up to its name. There is a wealth of research available on professional learning, from both within and outside the education sphere, and in this book Zoe and Mark pull it all together to help school leaders optimise teachers' ongoing learning and growth. Zoe and Mark explain how schools can overcome issues with CPD that can leave teachers plateauing in their development after just a few years, and share a variety of case studies that illustrate the key components of an effective CPD programme that builds on teachers' prior knowledge. The authors spell out the importance of CPD and explain how, when done well, it gives teachers the agency to make professional decisions informed by the best evidence and experience they have to hand. Furthermore, they explore how high-quality professional development contributes not only to a collaborative culture within the school staff team and enhanced job satisfaction for teachers, but also to improved student outcomes. Split into three parts - intent, implementation and impact - the book covers a range of key areas, including: coaching and mentoring, subject-specific CPD, empowerment and self-efficacy, delivery methods and quality of materials. They also examine the current issues and common pitfalls surrounding CPD and offer guidance on how it can be improved, with clear end goals in mind. Suitable for school leaders, heads of department and CPD leads in all settings.
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Praise for The CPD Curriculum
If we are serious about creating the conditions for growth, as the subtitle of this book proposes, then we need to get our heads around some knotty problems. One example: why does so much CPD treat all teachers as novices and so concentrates on training them in certain techniques? What about the paradox of talking about encouraging a culture of celebration and learning from errors in classrooms and yet discouraging this approach for staff? The CPD Curriculum provides insights into these tensions and, owing to their trawl through the literature and some impressive case studies, Zoe and Mark provide a template for more intentional, thoughtful practice. Highly recommended.
Mary Myatt, education writer and curator of Myatt & Co
The CPD Curriculum provides a really good overview of current issues and related research around teachers’ professional learning and will certainly spur leaders on, encouraging them to focus on this all-important aspect of school life. The wide range of case studies is the book’s great strength, in which experienced practitioners such as Chris Moyse, Kat Howard, Jack Tavassoly-Marsh and Becka Lynch share insightful perspectives on professional learning.
Tom Sherrington, author of Teaching WalkThrus
From the moment I read the dedication to this brilliant book I was hooked. It was as if Zoe and Mark could see into my memories of the endless hours of pointless CPD I’d endured over the last 15 years. For years, teachers have been crying out for more teacher-centred development – and this book definitely answers that call. Packed full of research and musings on teacher development from the great and good in education, it is a thorough and B robust exploration of the “why” of CPD and the reasons why schools sometimes don’t get it right. As the authors state, great teacher development should be part of a bigger picture and a shared vision that all teachers are working towards and in which each teacher is an essential component to complete the picture. If more teachers felt this sense of importance and autonomy, then surely we could help to solve the retention crisis?
The CPD Curriculum is not just an essential book for those in charge of staff development in schools, it is a mustread for all teachers who feel anchorless and adrift on the vast ocean of CPD. It will be your stay.
Haili Hughes, teacher, author, journalist and speaker
In this timely book, Zoe and Mark Enser not only make a compelling case for why CPD matters and what great CPD looks like, they crucially identify the difference between learning and development. Only the latter will make a long-term and sustained impact on teacher professional practice and pupil outcomes. Superbly evidenced and elegantly structured, this book is a manifesto for what great CPD can be and yet so often isn’t. Backed up by powerful case studies from an impressive array of contributors, it brings alive what the very best of our schools are already doing. As they candidly acknowledge themselves, reading this book won’t make any difference in itself, but if every head and senior leader had access to the excellent thinking and analysis in this text, we would at least have a fighting chance of making CPD something teachers and support staff up and down the land will both look forward to and value. Our profession deserves nothing less.
Andy Buck, founder of Leadership Matters and creator of the BASIC coaching method
CSo much of the CPD that is offered to teachers, or even imposed upon them, fails to take account of two simple but vital elements: teacher autonomy and career-stage relevance. In The CPD Curriculum, Zoe and Mark not only highlight these issues (among many others) but they ask the pertinent questions needed to help the reader re-evaluate and redesign the CPD offering in their own school.
Excellent CPD can take many forms and this is reflected by the authors’ selection of highly useful case studies, each of which approach the CPD conundrum from different directions. The long-term and personalised CPD approach advocated is a refreshing change from some of the top-down efforts of Whitehall, Ofsted and some MATs, in that Zoe and Mark recognise that effective development of staff cannot be achieved solely through one-off sessions or from telling staff what they need to work on. Instead, this book provides the inspiration needed for taking action and a highly practical blueprint for becoming better teachers over time. After all, CPD isn’t a thing you complete on Thursday afternoon, but rather is a life-long journey of growth towards expertise. To this end, The CPD Curriculum is the perfect travel companion for the way ahead.
Andy McHugh, Head of Law and teacher of Religious Education, St John’s School and Sixth Form College, and Editor, HWRK Magazine
The CPD Curriculum grabbed my attention right from the dedication: “to every teacher who has ever sat in a hall after school and thought ‘there must be a better way’”. Sadly, I suspect there are more of us who have felt like this than those who have not.
Research tells us that, despite very well-intentioned efforts, teachers’ CPD is still yet to bear the fruits of our labour in terms of the positive impact on student D outcomes, the financial cost of resources and, most importantly, the take-up of people’s time. There has to be a better way – and Zoe and Mark Enser show us how in The CPD Curriculum, taking the time to consider what teachers need to know and how best to teach it, all with the same level of care and thought we would apply to our students’ curriculum design and implementation. With a powerful blend of synthesised evidence-informed ideas and pragmatic insights from their own experiences and those offered in the case studies, this book acts as a highly effective tool to ensure that more CPD in schools leaves teachers energised and with a greater sense of efficacy, satisfaction and agency.
Kathryn Morgan, Head of Leadership Content, Teacher Development Trust
In The CPD Curriculum, Zoe and Mark Enser model a road to a CPD utopia and carefully detail how to put this into place in our schools. We are shown that the typical CPD course, with its deluge of information thrown at teachers, rarely has meaningful impact. Instead, in this book we are introduced to a new model of CPD which integrates experience and theory, and always has its end goal in sight. We are scaffolded with strategies to ensure we nurture teachers who are active rather than passive participants in the process. The CPD Curriculum explores a holistic approach to our aims to improve, where motivation of our teachers is key.
The cycle utilised to ensure vision is translated into reality is key – involving theory, exploration, experience and reflection. We are guided to make the move from instruction to induction, trusting and valuing the role of teachers in their development.
Essential reading.
Chris Dyson, Head Teacher, Parklands Primary School
This book is dedicated to every teacher who has ever sat in a hall after school and thought “there must be a better way”.
Foreword
We know that teachers are drawn to the profession for compelling reasons, including a desire to make a difference, a passion for their subject and a motivation to work with young people. These are the people who – over the course of a career – can raise achievement, change thousands of lives and inspire future leaders. It is in our collective interest, therefore, that these professionals are supported to be the best that they can be throughout their careers. As both a head teacher and an advocate for educational excellence, it seems to me that there are many reasons to champion a coherent approach to exceptional teacher professional development, not least the transformational impact on both pupil outcomes and teacher retention.
We have known for some time that the greatest influence on pupil outcomes is teacher efficacy. Twenty years ago, Dylan Wiliam detailed the limited impact of school structure, textbooks, computers, teaching assistants, class size, setting and even extensive national strategies over the huge impact of the quality of teaching, later confirming:
We also know that the quality of teachers in our classroom is one of the most important determinants of how much children learn in those classrooms, with the very best teachers generating four times as much progress for their students as the least effective.1
iiYet despite eye-watering amounts of investment in education and research enhancing our understanding of the component parts of great teaching, the ability to communicate this knowledge effectively remains largely in the hands of the facilitator in an overcrowded marketplace of professional development.
Recently published workforce census data from the Department for Education shows an ongoing trend of falling retention rates for teachers beyond five years, coinciding with the point at which initial training and growth starts to plateau.2 Research into factors affecting teacher retention stated possible solutions including more in-school support and professional opportunities.3 Indeed, repeated studies have shown that investing in teachers’ continued improvement increases commitment to the profession:
Participation in professional development seems to increase retention for new and experienced teachers alike.4
Subsequent government action launched a recruitment and retention strategy which promised to transform the initial teacher training (ITT) market, led a drive on workload to create supportive school cultures and launched iiian Early Career Framework5 to radically transform support and development over the first two years. The strategy also set out the intention to support career-long opportunities. In 2020 new National Professional Qualifications, along with a focus on subject-specific leadership, behaviour and culture, included a framework and qualification for those that lead teacher development.
It does seem that there is growing sector-wide recognition of the importance of high-quality continuing professional development (CPD) and its impact on both pupil outcomes and teacher retention. Yet studies have shown that in a climate of tight budgets and increasing costs, CPD is a casualty of tough decisions in both primary and secondary schools. Annual figures published in 2019 by the Teacher Development Trust (TDT) and SchoolDash showed that, in 2017, schools had shown a year-on-year 12% fall in spending on CPD, committing just 0.40% of secondary and 0.66% of primary budgets on that aspect of provision which is repeatedly shown to make the biggest difference.6 So, as a head teacher facing significant funding issues, every penny counts; how we spend our limited time and money holds increasing importance.
My personal philosophy on this is underpinned by the understanding that it is not easy, it takes time and it is complex. However, there are ingredients that have to be present for me to feel that investment of my staff’s time and our limited budget is worthwhile. There must be clear focus and genuine purpose; it is much easier to achieve professional satisfaction if there is a sense of progression towards a clearly stated goal or outcome. For me, that outcome needs to link to the wider goals of the ivorganisation. The process must include practice and theory that draws on high-quality academic research. It is much more likely to be effective when delivered in an iterative process over time, combining multiple approaches which ensure instruction by experts, opportunities for discussion and practice in a subject- or context-specific environment. Ultimately, I want to ensure that a change in teachers’ habits is achieved and understood, developing new mental models that allow for different independent, informed decisions to be made in the classroom going forward. This combines the autonomy and mastery of self-determination that we know are fundamental to teacher satisfaction and expertise.
If we are moving to a greater understanding across the sector of what equates to high-quality professional development, and there is a commitment at all levels to provide the frameworks that make it happen, then there is hope that we will see the impact on teacher retention and on pupil outcomes. It needs more than government directives and qualifications, though; it will need every leader within the sector to understand and accept that authoritarian, homogenous, quick-fix solutions cannot be part of the landscape. We need a national dialogue to raise understanding and awareness of the quality, content and contexts of genuine career-long development. The future leaders amongst our pupil and staff body deserve no less and whether we get this right or wrong, we could see the impact for generations to come.
Caroline Barlow Head Teacher, Heathfield Community College
1 Dylan Wiliam, Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed (West Palm Beach, FL: Learning Sciences International, 2016), p. 182.
2 Department for Education, School Workforce Census 2019: Guide for Schools Including Academies Within a Multi Academy Trust (June 2019). Available at: https://assets.publishing.service.gov.uk/government/ uploads/system/uploads/attachment_data/file/908776/School_Workforce_Census_2019_school_and_MAT_returns.pdf.
3 Department for Education, Factors Affecting Teacher Retention: Qualitative Investigation – Reacher Report. Ref: DFE-RR784 (March 2018). Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/686947/Factors_affecting_teacher_retention_-_qualitative_investigation.pdf.
4 James Zuccollo and Harry Fletcher-Wood, How much impact does CPD really have? Here’s the evidence, Schools Week (19 February 2020). Available at: https://schoolsweek.co.uk/how-much-impact-does-cpdreally-have-heres-the-evidence/.
5 See https://www.gov.uk/government/collections/early-career-framework-reforms.
6 David Weston, Further falls in CPD spending: 5 things you need to know, Teacher Development Trust (18 November 2020). Available at: https://tdtrust.org/2020/11/18/further-falls-in-cpd-spending-5-things-to-know/.
Acknowledgements
Zoe
Many ideas in this book have been developed through discussions with a wonderful network of teachers who believe passionately in improving teacher development. Thank you in particular to those who join in with regular chats organised by @CPDChat on Twitter and to those at the Teacher Development Trust (TDT). Thank you as well to my co-author for listening to my ideas, for his patience and for his critical eye.
Mark
I have been lucky enough to work in some amazing schools during my career and each and every one has shaped me into the teacher and writer I am today. This book owes a huge debt to the culture of teacher development established at Heathfield Community College, which has shown what is possible when teacher learning is truly valued. Thank you too to my co-author, who has always demanded a huge amount from herself and supported others to achieve their dreams.
Finally, we would both like to thank the crew of teachers who, when not rolling dice and smashing orc skulls during our Dungeons & Dragons games, are happy to talk all things CPD well into the night. Thank you, James, Clive, Mike, Carl and Andrew.
