Below is an excerpt from an article which can be found here.
Five CPD resolutions for teachers
- 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.
- 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.
- 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.
- 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.
- 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.
Geoff Barton, ASCL General Secretary
- ASCL vision: Every child from every background deserves the best possible education.
- Our common focus must be on the education of young people and the well-being of students, staff and school leaders. Be restless, be relentless.
- Key priorities/areas of concern:
– recruitment and retention;
– workload (a common theme of the day);
– accountability (another common theme);
– ethical leadership (doing the ‘right thing’);
– mental health and well-being;
- Priorities are linked, funding is the key to unlock the others; ASCL will continue to campaign on this front.
- Ethical leadership focus, including celebrating and encouraging diversity within the curriculum which is at odds with the Ebacc agenda and accountability measures (another common theme).
- How do we prepare our students for life in the modern world rather than winning Progress 8 prizes and stickers.
- Measure what we value, rather than valuing what is measured.
- The rhetoric surrounding social mobility needs to be a reality.
- Referred to Obama’s reliance on reading for pleasure to get him through the Presidency. ‘Team of Rivals’ (Lincoln’s presidency) recommended.
- Impact of social media on mental health; message was to educate, supervise, guide but not ban. Students need a perspective on their own sense of self and how to achieve screen-free time.
- Questioned the current GCSE Levels – what does it feel like to achieve a Level 3, no longer any sort of a pass?
- Summary: We are community leaders, be strong, be ethical. ASCL will continue to urge the government to re-think accountability measures, relieve pressures on educators and shift the focus to what really matters.
Rt Hon Damian Hinds MP, Sec of State for Education
- Teaching is the noblest of roles and has a massive impact on society.
- All children deserve a good education; recent government policy has had impact (more good schools, more rigorous GCSEs/A Levels, Ebacc, etc.)
- Wants to return power to Headteachers to make the right decisions for their schools.
- Stressed the importance of people and quality teaching.
- Disadvantaged agenda also stressed.
- Workload given considerable airtime: remove low impact/high effort tasks which include excessive marking; verbal feedback is also effective. Data collection/analysis also highlighted; DfE currently deciding its position on data collection; summer announcement.
- Acknowledged pace of change has been fast but reminded us of the positive impact. Promised no further change in the parliament; did not mention overhaul vocational and technical qualifications.
- Accountability regime: acknowledged high stakes nature and subsequent pressure on staff and students. Whilst accountability is necessary, it must be right. Plan to clarify the rules and roles of RSCs vs Ofsted (this was mentioned several times).
- CPD – spoke of a curriculum fund to support the sharing of best practice.
- Concluded by stating his commitment to changing the culture in education, reduce the workload and support the profession so as to provide a world class education for all children.
Amanda Spielman, HMCI
- Committed to shifting the focus on inspection to the ‘substance of education’.
- An advocate of a knowledge-rich curriculum, not progress prizes and stickers.
- Feels that the curriculum has been overlooked in favour of accountability measures; acknowledged that Ofsted is partly responsible for this.
- Success should flow from a broad curriculum which is well taught.
- Also cited workload as a key priority in retaining effective staff and that triple-impact marking, excessive data analysis and ‘mocksteds’ had adversely impacted on this.
- Cited 5 drivers of the workload issue:
– government policy;
– accountability measures;
– the consequences of accountability measures, including the response by RSCs;
– litigation (e.g. H&S);
– school policies driven by accountability measures.
- Stressed the need to communicate Sean Harford’s ‘myths’ to staff (e.g. not a performance, no requirement for excessive preparation, no mocksteds, no lesson plans, no expected style of teaching or frequency of marking).
- Ofsted want to see day-to-day practice. If the school is working well, week-in, week-out, then you have at least a good school.
- Cited short inspection reforms as evidence of Ofsted’s desire to reduce the fear around inspections (stay good with areas of weakness, removal of ‘3 RI strikes = Grade 4’ rule).
- No expectation for additional or highly detailed data to be produced for the inspection; questioned the effort that routinely goes into data production and analysis. Ofsted will use data as a starting point only.
- Staff questionnaires now ask if leaders take account of about well-being and workload when making decisions.
- 2019 Inspection Framework coming soon; expect a sharper focus on education rather than aspects which do not give a fair indication of the school.