Tag Archives: CPD

Blog of the Week: 14 September 2018 – Five ideas for boosting your CPD

Below is an excerpt from an article which can be found here.

Five CPD resolutions for teachers

  1. Collaboratively plan a lesson. Joint planning is something that can slip down the list of priorities and not happen as often as you would like. Ensure that it is as beneficial as possible by focusing on a few key pupils, or particular pupil needs, and plan in detail what strategies you would use for those needs, what you would anticipate happening and why.
  2. Start every CPD activity with two or three pupils in mind who you would expect to benefit. Professional learning has the biggest impact on pupil outcomes when we identify those needs before the process, and then formatively assess and evaluate the impact of any change in practice on those needs. By taking a couple of minutes to identify those pupils, you are much more likely to take forward the new knowledge into your practice and classroom.
  3. Observe a colleague’s lesson. But don’t observe the colleague, observe how the pupils are responding to different approaches. Perhaps observe a class that you teach in another context, or a class learning a lesson you are due to teach. This pupil focus will help you identify how pupils respond to different strategies and how you might want to use or adapt them.
  4. Engage with some research. You might have a colleague who can help you with this in school, or perhaps there is some being shared on social media. It is important to be external, looking for new ideas that you might take forward into your practice, and it is also important to ensure practice is evidence-informed. When you have engaged with some research or research summaries, perhaps see if you can share and discuss it with colleagues in your department.
  5. Identify what success would look like before you try an idea. It can be quite tempting to see an idea and want to try it out straightaway. Before you change your practice, take a moment to identify what it would look like if it worked. Be as specific as you can. This will help you to ensure your practice is focused on benefiting pupils, but will also help you evaluate and adapt how it works for your classroom.

Want to get great at something? Get a coach

Given that teaching is such a complex task, how do we keep improving our practice?

For a three-minute intro, watch from 07:10 to see Atul Gawande describe how coaching has improved his practice as a surgeon.

Alternatively, watch the whole talk to find out who coaches Itzhak Perlman, and hear how coaching has helped reduced mortality rates at a birth centre in the north of India.

Joint NQT and RQT Celebration CPD Session

In this session on Monday we looked at the work of Barak Rosenshine.  He has distilled research on master teachers and research on cognitive science into ten principles of effective instruction (or ‘teaching’, as we say on this side of the pond).

The wonderful illustrator, Oliver Caviglioli, has created a poster of the ten principles:

Rosenshine Principles of Instruction

Rosenshine’s full article can be found here.  The poster is from here.