SKEIN-CPD

SKEIN CPD

Joe Askew — Fri, 14 Oct 2016 12:54:13 +0000

SKEIN CPD

Joe Askew Fri, 10/14/2016 - 13:54

SKEIN CPD

SKEIN CPD BERA

Joe Askew — Wed, 09 Nov 2016 09:59:49 +0000

SKEIN CPD BERA

Joe Askew Wed, 11/09/2016 - 09:59

SKEIN Findings

Anonymised SKEIN Report

Joe Askew — Wed, 09 Nov 2016 09:25:31 +0000

Anonymised SKEIN Report Joe Askew Wed, 11/09/2016 - 09:25

File download

SKEIN_Anonymised_Report.pdf1.53 MB

SKEIN Testimonials

Joe Askew — Tue, 08 Nov 2016 16:30:05 +0000

SKEIN Testimonials

Joe Askew Tue, 11/08/2016 - 16:30

SKEIN Testimonials

'Sauce for the Goose' at Wroxham Teaching Alliance

Joe Askew — Fri, 28 Oct 2016 15:10:55 +0000

'Sauce for the Goose' at Wroxham Teaching Alliance Joe Askew Fri, 10/28/2016 - 16:10

The ‘Sauce for the Goose’ day for the Wroxham Teaching Alliance was designed to build a shared understanding of the evidence about what makes a difference for pupil and staff learning. During the day this evidence was unpacked so that the Alliance could build a shared language about CPD and to inform planning and collaboration. As well as identifying strengths to share and early priorities for development practical approaches, tools and resources for securing, sustaining and evaluating quality were explored.

A short video of the day can be viewed here.

Differentiation is for teachers, not just pupils

Joe Askew — Fri, 28 Oct 2016 15:06:36 +0000

Differentiation is for teachers, not just pupils Joe Askew Fri, 10/28/2016 - 16:06

We are of course well aware of the need for planning classroom activities that cater for the requirements of different groups of pupils, but to what extent do we differentiate CPD? While recent research undertaken with the help of CUREE has highlighted the importance of personalising CPD, in-depth evidence from schools shows that there is still a need for further development.

The Developing Great Teaching: lessons from the international reviews into effective professional development report, published by The Teacher Development Trust, was launched earlier this year. Written by a team of researchers that included our own CEO Philippa Cordingley, lead author of the Sutton Trust Toolkit Steve Higgins and other colleagues from Durham University, CUREE and UCL, the report highlights the importance of recognising that teachers (just like pupils) have different starting points. However CUREE's in-depth Skein evidence from the professional learning environments of 28 schools shows that this can be challenging. The Skein process involves evaluating a school's professional learning environment by analysing school documentation, survey results, responses from a focus group and interviews involving a range of colleagues. So what does this evidence tell us about differentiation?

It highlights that:

Whole school CPD is a frequent component of many teachers' CPD 'diet'. Whilst it is of course possible to differentiate whole school sessions we know that this often doesn't happen and that only 36% of colleagues reported usually finding them useful for developing their practice.
Whilst some colleagues are able to participate in activities that lend themselves to differentiation such as coaching, action planning and collaborative research many colleagues don't get these opportunities. For example, 358 colleagues reported never having participated in action research or enquiry based practices.
For many colleagues, their sole experience of CPD is internal mentoring from their SLT or a more experienced colleague - staff reporting almost a half of their regular CPD provision being delivered by a more experienced colleague and 268 never having experienced formal or accredited training in their school.
Despite reports such as Developing Great Teaching evidencing that the most effective CPD 'diets' consist of multiple and varied processes, many colleagues report a narrow range of provision and none of the available provisions are offered to all staff.

So what does this mean? As a school you may well want to think about the extent to which you identify and cater for different starting points. This may involve;

reviewing your use of whole school CPD;
introducing coaching as a tool to help colleagues take an active role in differentiating their own professional learning;
developing enquiry/action research (eg. through RLS) to allow colleagues to pursue their own personal development priorities, and;
making use of external and accredited training opportunities to support existing peer support and learning models, so as to offer colleagues the chance to engage with fresh CPD processes and diversify their range of CPD provision.

You can see how effectively your own CPD provision caters for differentiation, as well as what you can do to improve your overall CPD offering, through a Skein visit for your school or by contacting Rebecca Raybould. More information about CUREE and our work supporting evidence and research informed learning practices can be found through our website, Twitter, or by contacting Joe Askew.

Find Your Way With SKEIN>Momentum

Joe Askew — Fri, 28 Oct 2016 08:55:42 +0000

Find Your Way With SKEIN>Momentum

Joe Askew Fri, 10/28/2016 - 09:55

SKEIN Momentum is a diagnostic and development process which enables schools where progress has stalled to gain or regain momentum. It identifies several key building blocks to help school leaders ensure that all the core activities in their schools are working together and heading in the right direction.

Using information provided by the school via documents, pupil performance data, interviews and discussions, focus groups, observations and surveys, the service produces a confidential evaluation report containing detailed, practical and evidence-based recommendations. School leaders are then supported through one or a number of action research processes for implementing their plan, followed by a concise implementation and progress review.

Feedback from St Thomas More School

Joe Askew — Fri, 21 Oct 2016 15:54:47 +0000

Feedback from St Thomas More School Joe Askew Fri, 10/21/2016 - 16:54

“The report is fabulous. It was weird because as I was reading it the first time it made sense - it was a road to Damascus moment. Then Oftsed came in to do a pre-inspection and the agenda moved on to focus on that. Then when I came back to the report I thought – oh, the two really make sense together”

Anita Bath – St Thomas More School

Feedback from Rokeby Primary School

Joe Askew — Fri, 21 Oct 2016 15:53:59 +0000

Feedback from Rokeby Primary School Joe Askew Fri, 10/21/2016 - 16:53

"The report was very thorough... we particularly valued recommendations about how, building on our ongoing school improvement work and making small changes to existing mechanisms and structures, we could significantly strengthen our CPD and have better evidence about its impact on our staff and pupils.”

Headteacher, Rokeby Primary School

Feedback from Duchess School

Joe Askew — Fri, 21 Oct 2016 15:52:58 +0000

Feedback from Duchess School Joe Askew Fri, 10/21/2016 - 16:52

“The report is great – we are really delighted with it. We are going to move on the recommendations as fast as we can. We are particularly keen to take on board your points about the learning trajectories of staff as individuals and as a group so it will be very interesting to connect up with another Skein school that has an established approach to this. It’s nice to know that we also have things to offer them.”

Gill Maitland, Duchess School