3 CPD: the learning community Flashcards
3 Principles for effective delivery of CPD for adults
- Teachers learn primarily by tapping into their experiences and reflecting upon them
- teachers are interested in learning today what helps them teach tomorrow (immediacy of application)
- teachers want information which helps them solve specific problems rather than informaiton for its own sake (problem-centred rather than subject-centred)
6 characteristics of adult learning
- self-directed and require a climate of trust, openness, respect and collaboration to learn effectively.
- The previous experience of the learner has to be implicit in the learning process (it’s too significant to ignore).
- The adult learner needs to accept the need to learn that this, it must be seen as of personal value
- Adults are biased towards problem solving as a learning activity.
- practical relevance is a significant factor in gaining commitment.
- They only internalise learning if motivated by intrinsic factors.
6 characteristics of adult learning was written by? and when?
Knowles (1984)
experiential learning is…
learning by doing, sharing, reviewing and applying
Effective CPD according to West-Burnham and O’Sullivan (when?) is
1998 concerned with -the affective as the cognitive -process skilss as with outcomes -personal growth as much as technical competence
Effective CPS is about empowering staff so…
so they can prepare for change
4 types of learners
-activist
-reflector
-theorist
-pragmatist
Honey & Mumford (1986)
Who, when wrote about 4 types of learners?
Honey & Mumford (1986)
Leading and managing CPD has to be seen as
central part of the responsibility of managing the school’s total resources
Craft (2000)
Leading and managing CPD has to be see as central part of the responsibility of managing the school’s total resources
who, when?
Craft (2000)
They were first to recognise that the truly key and scare organisational resource was not finance or money, but excellent people…
who, when
Riches and Morgan (1989)
Riches and Morgan (1989) said that of all resources in an organisation, only people…
can grow and develop and be motivated to achieve certain desired goals.
Riches and Morgan (1989) said it is the way people are managed so that…
maximum performance is matched as closely as possible with satisfaction for the individuals doing the performing, which is at the heart of HRM.
Who must take the main responsibility for developing the quality, motivation and organisation of their people for managing and developing their human resources?
Educational organisations
There is a growing body of evidence showing that the careful management of people and investing in employees as
the most valued company resource achieved greater return in terms of productivity, customer satisfaction, profitability and employee retention.
In educational organisations a large proportion of the total budget is devoted to ‘staffing’ but far less to
HRD.
educational leaders must try to ensure that there is little or no conflict between
the needs of the system (as expressed in the school or institutional development or improvement plan – SDP/SIP)
and the needs of the individual – the individual development plan (IDP)
…Performance management can play a key role here.
whose responsibility is it for securing individual professional development of teachers…
both teachers and employers
What do we mean by the term CPD and is it different from ‘personal development’ or ‘staff development’ or ‘in-service education and training’ (INSET)?
Broadly speaking, CPD encompasses all formal and informal learning that enables individuals to improve their own practice.
Professional development is an aspect of personal development and wherever possible the two should interact and complement each other.
PD is mainly about occupational role development whereas personal development is about the development of the person, often the ‘whole’ person, and it almost always involves changes in self-awareness.
What is personal development in relation to CPD?
Professional development is an aspect of personal development and wherever possible the two should interact and complement each other.
PD is mainly about occupational role development whereas personal development is about the development of the person, often the ‘whole’ person, and it almost always involves changes in self-awareness.
CPD is…
Bolam, when?
any professional development activities engaged in by teachers which
-enhance their knowledge and skills and
-enable them to consider their attitudes and approaches to the education of children, with a view to improve the quality of the teaching and learning process.
Bolam, 1993
WHO said CPD defined as any professional development activities engaged in by teachers which
- enhance their knowledge and skills and
- enable them to consider their attitudes and approaches to the education of children, with a view to improve the quality of the teaching and learning process.
Bolam, 1993
Oldroyd and Hall (WHEN?) define INSET as:
planned activities practised both within and outside schools primarily to develop the professional knowledge, skills, attitudes and performance of professional staff in schools.
1991
In Britain the seminal James Report (Department of Education and Science, WHEN?) defined INSET as:
… the whole range of activities by which teachers can extend their personal education, develop their professional competence and improve their understanding of education principles and techniques.
1972
Bolam (WHEN?) threefold distinction between professional education, professional training and professional support as…
professional training, for example, short courses, workshops, conferences emphasising practical information and skills
professional education, for example, long courses and secondments emphasising theory and research-based knowledge
professional support, for example, activities that aim to develop on-the-job experience and performance.
1993
CPD is an ongoing process building upon…
initial teacher training (ITT) and induction, including development and training opportunities throughout a career and concluding with preparation for retirement.
Continuing professional development embraces those education, training and support activities engaged in by teachers following their initial certification which aim to:
WHO, WHEN?
-add to their professional knowledge
-improve their professional skills
-help clarify their professional values
-enable pupils to be educated more effectively.
Bolam, 1993
Madden and Mitchell (WHEN?) state that CPD can fulfil three functions:
updating and extending the professional’s knowledge and skills on new developments and new areas of practice – to ensure continuing competence in the current job
training for new responsibilities and for a changing role (such as management, budgeting, teaching) – developing new areas of competence in preparation for a more senior post
developing personal and professional effectiveness and increasing job satisfaction – increasing competence in a wider context with benefits to both professional and personal roles.
1993
Day (1999) has noted how most definitions of professional development stress its main purpose as being the acquisition of subject or content knowledge and teaching skills, whereas for him it must…
…go beyond these
“Professional development consists of all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school and which contribute, through these, to the quality of education in the classroom. It is the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills, and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues through each phase of their teaching lives.”
Day, 1999, p. 4
“Professional development consists of
all ______________ and those conscious and planned activities which are intended to be of direct or ______ benefit to the individual, group or ______ and which contribute, through these, to the _____ of education in the classroom.
Day, WHEN?
“Professional development consists of all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school and which contribute, through these, to the quality of education in the classroom.
Day, 1999
PD “is the process by which, ____ and with ____, teachers review, _____ and extend their commitment as change agents to the _____ purposes of teaching; and by which they acquire and develop critically the _____, ____, and ______ intelligence essential to good professional thinking, ______ and practice with children, young people and colleagues through each ______ of their teaching lives.”
Day, 1999, p. 4
PD “is the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills, and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues through each phase of their teaching lives.”
Day, 1999, p. 4
the Education Department in England, in launching its strategy for professional development in ____ offered a further, albeit succinct, definition when it stated:
“By ‘professional development’ we mean any activity that…”
…increases the skills, knowledge or understanding of teachers, and their effectiveness in schools.
DfEE, 2001, p. 3
What is recognised as central to the success of the strategy is the need for staff to work in schools with ________ _____, where there is a commitment to _____ teaching and learning and, in the words of the Department, where there is ‘learning ____ and ___ other teachers’ (DfEE, 2001, p. 6).
What is recognised as central to the success of the strategy is the need for staff to work in schools with collaborative cultures, where there is a commitment to improving teaching and learning and, in the words of the Department, where there is ‘learning from and with other teachers’ (DfEE, 2001, p. 6).
Learning __ ___ ___ and learning from the ___ are key characteristics of this CPD strategy.
Learning on the job and learning from the best are key characteristics of this CPD strategy.
To summarise (and based on Bolam, ????), CPD is an ongoing process of
2002
education, training, learning and support activities
To summarise (and based on Bolam, 2002), CPD is an ongoing process of education, training, learning and support activities which is:
taking place in either _____ or ____-____ settings
engaged in by _____, educational _______
aimed mainly at promoting ______ and development of their professional _____, ____ and ______
to help decide and implement valued ______ in their teaching and learning _____ so that they can educate their students more ______ thus achieving an agreed _____ between _____, ____ and ____ needs.
To summarise (and based on Bolam, 2002), CPD is an ongoing process of education, training, learning and support activities which is:
taking place in either external or work-based settings
engaged in by qualified, educational professionals
aimed mainly at promoting learning and development of their professional knowledge, skills and values
to help decide and implement valued changes in their teaching and learning behaviour so that they can educate their students more effectively thus achieving an agreed balance between individual, school and national needs.
Bubb (YEAR?) suggests that Induction provision should comprise of these 8:
a ten per cent lighter teaching timetable than other teachers in the school
a job description that doesn’t make unreasonable demands
meetings with the school ‘induction tutor’ (mentor), including half termly reviews of progress
an individualised programme of support, monitoring and assessment
objectives, informed by strengths and areas for development identified in the career entry profile, to help them meet the induction standards
at least one observation of their teaching each half term with oral and written feedback
an assessment meeting and report at the end of each term
procedures to air grievances at school and local education authority level.
Bubb, 2001, p. 13
The government in England intends induction to be a…
and YEAR?
The government in England intends induction to be ‘a bridge from initial teacher training to effective professional practice’ (DfEE 1999, para. 1).
As Bubb (YEAR?) argues: … no longer should a successful first year of teaching be a matter of \_\_\_\_ and \_\_\_\_: it is an \_\_\_\_\_\_\_ that should be \_\_\_\_\_ by schools, adequately \_\_\_\_\_, and which principals are required by \_\_\_ to give.
As Bubb (2001, p. 12) argues: … no longer should a successful first year of teaching be a matter of luck and favours: it is an entitlement that should be planned by schools, adequately funded, and which principals are required by law to give.
The effective management of CPD should ensure that…
The effective management of CPD should ensure that
- support is available and
- conditions are created which enable staff to work together and to develop and improve their workplace performance.
In CPD need to balance the needs of…
Institution and individual (both personal and professional)
Senge and colleagues (YEAR?) have noted:
… effective leadership depends not merely on how you set up the ______ for people to learn _____, but on how you learn ____ them.
Senge and colleagues (2000, p. 423) have noted:
… effective leadership depends not merely on how you set up the circumstances for people to learn together, but on how you learn with them.
The training and development cycle includes 6 stages…
consists of six stages:
- identifying and
- analysing training needs,
- planning and
- designing programmes,
- their implementation or delivery; and
- monitoring and evaluation
Training needs identification is the…
measurable discrepancy between a present state of affairs and a desired state of affairs.
______ ____ ______ is the first and pivotal issue of CPD or staff devt mgt
Training needs identification
How are needs assessed?
- performance mgt reviews can be helpful (to reconcile between indiv and school needs and priorities for devt)
- questionnairs
- interviews
Why are questionnaires and interviews not always useful for identifying teachers’ training needs?
O’Sullivan (YEAR?)
But these methods are not always useful because it is often difficult for teachers ‘to think about those areas of their own practice where they feel least knowledgeable, skilled and competent’ (O’Sullivan, 2000).
A key task of educational leaders is to facilitate planned learning and development opportunities whether by:
a structured programme
group research
a culture of development within which staff feel valued in the job they do.
According to Joyce and Showers (????) effective CPD consists of 4 things…
According to Joyce and Showers (1995) effective CPD consists of
- theory,
- demonstration,
- practice and feedback, and
- coaching.
Lee (?????) for example sees the key factors in the success of CPD as targeted 5 things…
Lee (2002) for example sees the key factors in the success of CPD as
- targeted objectives,
- a clear structure,
- planning,
- learner involvement, and
- high levels of expertise on the part of the deliverer.
‘Workplace’ rather than ‘_____’ training is generally perceived to be more effective in bringing about change. A good example of the former would be…
‘Workplace’ rather than ‘workshop’ training is generally perceived to be more effective in bringing about change. A good example of the former would be mentoring and coaching.
Coaching allows the ___ of innovation to be shared in a ___ setting.
Coaching allows the risk of innovation to be shared in a safe setting.
Peer coaching can be defined as ‘a ______ relationship between _______ colleagues working together to ____ on their teaching and ____ ideas in order to _____ their professional skills’
(Thijs and Van den Berg, ????, p. 55)
Peer coaching can be defined as ‘a confidential relationship between professional colleagues working together to reflect on their teaching and share ideas in order to improve their professional skills’
(Thijs and Van den Berg, 2002, p. 55)
Peer coaching can be defined as ‘a ____ approach to the _____ of teaching aimed at integrating new ____ and ______ in classroom ______’
(Joyce and Showers, ????)
‘a collegial approach to the analysis of teaching aimed at integrating new skills and strategies in classroom practice’
(Joyce and Showers, 1982)
Kirkpatrick’s 4 levels for evaluating training programmes in business and commerce…
(WHEN?)
1959 reactions learning behaviour results.
What is Kirkpatrick’s (WHEN?) first level of
Reactions about?
1959
Level One: Reactions
By evaluating reactions, you find out if participants enjoyed the training, if the training environment was suitable and comfortable and if the trainers were capable and credible. In short, you are trying to learn what participants think and feel about the training.
What is Kirkpatrick’s (WHEN?) second level of
Learning about?
1959
Level Two: Learning
By evaluating learning, you determine the extent to which trainees have done the following three things as a result of their training: changed their attitudes, improved their knowledge or increased their skills.
What is Kirkpatrick’s (WHEN?) third level of
Behavior about?
1959
Level Three: Behaviour
By evaluating behaviour, you determine if the trainees are using or transferring their newly learned knowledge, skills and behaviours back on the job. In other words, what behaviour changed because people took part in a training session?
What is Kirkpatrick’s (WHEN?) fourth level of
Results about?
1959
Level Four: Results
By evaluating results, you determine whether the training has affected school results or contributed to the achievement of an objective. This final evaluation which considers both personal evaluation and company benefit makes the Kirkpatrick model so suitable for so many types of training.
Guskey’s five levels of professional development evaluation WHEN?
2002
Frost and Durrant (????)
argue that the outcomes of training or CPD can be seen not only in terms of professional development of individuals but also in the extent to which there is an impact on
2003
- pupils’ learning,
- on colleagues’ learning and
- on organisational learning….
- and beyond the school
Frost and Durrant (????) evaluation of CPD effectiveness.
level 1: Impact on pupils’ learning…
2003
attainment
disposition
meta-cognitioncommunity.
Frost and Durrant (????) evaluation of CPD effectiveness.
level 2: Impact on teachers…
2003
classroom practice
personal capacity
interpersonal capacity
Frost and Durrant (????) evaluation of CPD effectiveness.
level 3: Impact on the school as an organisation…
2003
structures and processes
culture and capacity
Frost and Durrant (????) evaluation of CPD effectiveness.
level 4: Impact beyond the school…
2003
critique and debate
creation and transfer of professional knowledge
improvements in social capital in the
What is the difference between Frost and Durrant’s (????) evaluation of CPD and Guskey (????) or Kirkpatrick (????)?
Frost and Durrant 2003
Guskey 2002
Kirkpatrick 1959
The Frost and Durrant framework enables teachers and schools to think beyond the effects of particular CPD provision and to focus more on its impact; in other words, the authors concentrate on the actions of teachers instead of on the programme itself.
Rather than retrospectively evaluating the impact that has already taken place, the intention is to encourage teachers to think more broadly about the influence they may have, thereby increasing impact as they adjust their planning accordingly.
What are examples of Frost and Durrant’s activities?
WHEN?
‘they may be encouraged to introduce more collaborative working to draw colleagues into the inquiry process, they may talk to the headteacher to offer to run a staff development session in their school and they may agree to contribute to a conference or run a session for another Masters group on their specific area of expertise’ (Durrant, 2003, p. 10).
It is important to create a ____ where learning is seen as ____ to everything that is done, where there is a _____ of _____ or a professional _____ community.
It is important to create a culture where learning is seen as central to everything that is done, where there is a community of learners or a professional learning community.
CPD should be fully ________ into the life of the school, not seen as something brought in from the ______ by ‘________’.
CPD should be fully integrated into the life of the school, not seen as something brought in from the outside by ‘experts’.
_____ and _______ means of identifying the need for CPD and assessing its _________ should exist.
Clear and consistent means of identifying the need for CPD and assessing its effectiveness should exist.
A balance of the CPD needs of the ________ and the _________is important.
A balance of the CPD needs of the individual and the institution is important.
A _____ and ___________ attitude to CPD from school _______ and _______ is required.
A positive and participative attitude to CPD from school leaders and managers is required.
There is an ________ of the ____ for continuous individual ____________ and ______.
There is an acceptance of the need for continuous individual improvement and learning.
Opportunities should exist to ____ from colleagues on an ______ basis (for example…)
Opportunities should exist to learn from colleagues on an ongoing basis (for example, mutual observations, mentoring, coaching and other reflective practices).
_______ can occur through _____ interactions (for example…)
Knowledge can occur through informal interactions (as in the staffroom).
Teachers should learn from ___ _____ and ___ each other.
Teachers should learn from each other and with each other.
___-_____ networking is a valuable form of professional development.
Inter-school networking is a valuable form of professional development.
The term ‘learning community’, first coined in ______.
The term ‘learning community’, first coined in America,
The term ‘learning community’, is a relatively recent term having its origins in the better known concept of the _____ _______ in the ???? and ???? and popularised popularised by Senge’s ‘The Fifth Discipline’ (????);
Senge later applied these same ideas to education (Senge et al., ????).
The term ‘learning community’, is a relatively recent term having its origins in the better known concept of the ‘learning organisation’. the 1970s and 1980s and became popularised by Senge’s ‘The Fifth Discipline’ (1990);
Senge later applied these same ideas to education (Senge et al., 2000).
The notion of a learning community is preferred here because the concern is not so much with _______ and ______but rather with the _____ that operate them.
The notion of a learning community is preferred here because the concern is not so much with structures and systems but rather with the people that operate them.
the term community – whether real or virtual – refers to the ______, ______, ______, _______ and _________ of the people who make up an organisation.
the term community – whether real or virtual – refers to the values, beliefs, feelings, motivation and aspirations of the people who make up an organisation.
Cibulka and Nakayama (????) who see learning community as:
… a group of educators committed to working together _________ as ______ to improve achievement for all students in a school.
A learning community is one that consciously manages _______ processes through an inquiry-driven orientation among its members.
Cibulka and Nakayama (2000) who see it as:
… a group of educators committed to working together collaboratively as learners to improve achievement for all students in a school.
A learning community is one that consciously manages learning processes through an inquiry-driven orientation among its members.
Cibulka and Nakayama (2000) see three key philosophical premises underlying such a notion: -good teaching involves ... -the belief that each teacher is a... -schools must be ... Cibulka and Nakayama, ????
Cibulka and Nakayama (2000) see three key philosophical premises underlying such a notion:
-good teaching involves preparing all students to achieve at high levels
-the belief that each teacher is a learner
for success,
-schools must be collaborative professional communities.
Cibulka and Nakayama, 2000
A learning community is sensitive to its _______ and is constantly ______, making use of the ____ and ____ of all its people to greatest benefit.
Watkins and Drury (????)
A learning community is sensitive to its environment and is constantly evolving, making use of the skills and talents of all its people to greatest benefit.
Watkins and Drury (1994)
In some organisations the ongoing professional development of all staff is seen as integral, given great significance and is very closely linked to the institutional development plan. In such places there is an expectation that individuals and their managers will take a collective responsibility for both…
In some organisations the ongoing professional development of all staff is seen as integral, given great significance and is very closely linked to the institutional development plan. In such places there is an expectation that individuals and their managers will take a collective responsibility for both individual and organisational development.
Leaders of learning communities must engender an ethos that all in the organisation – pupils, teachers and support staff in a school, for example – are seen as ____ in their own right.
Leaders of learning communities must engender an ethos that all in the organisation – pupils, teachers and support staff in a school, for example – are seen as learners in their own right.
Leaders of learning communities must also seek everyone’s ____ and involve ___, in various ways, in decision-making processes, supporting, developing and empowering them to feel a sense of ______ in the future direction of their organisation.
Leaders of learning communities must also seek everyone’s views and involve all, in various ways, in decision-making processes, supporting, developing and empowering them to feel a sense of ownership in the future direction of their organisation.
Teachers and others working in such communities will discuss their work ____ and ____ to improve and develop their ________ through __________ enquiry and the sharing of ____ _______.
Teachers and others working in such communities will discuss their work openly and seek to improve and develop their pedagogy through collaborative enquiry and the sharing of good practice.
Susan Rosenholtz (????) identified two types of schools…
1989
Learning Enriched
Learning Impoverished
What are characteristics of learning enriched schools (Susan Rosenholtz, ????)
1989 collaboration and sharing continuous teacher talk about practice a common focus a sense of efficacy a belief in life long learning looking out as well as in
What are characteristics of learning impoverished schools (Susan Rosenholtz, ????)
1989 teacher isolation/privatism lack of positive feedback uncertainty avoidance of risk-taking a sense of powerlessness
The isolation that most teachers experience must be replaced by a _________ community ‘where teachers reinforce each other in a climate that encourages observing students, sharing teaching strategies, trying out new ways of teaching, getting feedback, and redesigning curriculum and methods of instruction … Teachers receive support, learn from one another, and gain confidence for changing their practice to better meet their students’ needs’ (Bezzina, ????).
People in such groups are united by more than membership; they are involved in practices that bind them together – they become a community with practices that reinforce what they share – a ‘community of practice’ (Wenger, ????).
The isolation that most teachers experience must be replaced by a supportive community ‘where teachers reinforce each other in a climate that encourages observing students, sharing teaching strategies, trying out new ways of teaching, getting feedback, and redesigning curriculum and methods of instruction … Teachers receive support, learn from one another, and gain confidence for changing their practice to better meet their students’ needs’ (Bezzina, 2002).
People in such groups are united by more than membership; they are involved in practices that bind them together – they become a community with practices that reinforce what they share – a ‘community of practice’ (Wenger, 1998).
Effective leaders more than anyone else help determine the culture of their organisation by their behaviour, for example,
-by constantly _________ the status quo to find better ways of achieving goals, creating environments where positive results and credits are widely dispersed;
-________ and ______ people;
-thinking ________ and realising that every problem presents a _________ opportunity;
-and seeking to integrate the ___ ideas in the task of building people and the organisation, etc.
(Diggins, ????).
Effective leaders more than anyone else help determine the culture of their organisation by their behaviour, for example,
-by constantly questioning the status quo to find better ways of achieving goals, creating environments where positive results and credits are widely dispersed;
-evaluating and affirming people;
-thinking positively and realising that every problem presents a learning opportunity;
-and seeking to integrate the best ideas in the task of building people and the organisation, etc.
(Diggins, ????).
Learning communities are ‘deeply committed to maintaining, developing and promoting the human _____ they have’ believing that they ‘will become a reality when leaders become _______ about making the careers of _____ people happen’ (Diggins, ????)
Learning communities are ‘deeply committed to maintaining, developing and promoting the human capital they have’ believing that they ‘will become a reality when leaders become passionate about making the careers of other people happen’ (Diggins, 1997).
Leaders in learning communities promote a strong sense of _____ vision for the future; they ____ the learning, by being seen to be learning ___ everyone else; they share and distribute ______ and ______ others; and _________ and continuous _________ are built into the fabric of the organisation. ___________and _________ are seen as contributing significantly to both _________ and __________ development.
Leaders in learning communities promote a strong sense of shared vision for the future; they lead the learning, by being seen to be learning with everyone else; they share and distribute leadership and empower others; and collaboration and continuous improvement are built into the fabric of the organisation. Collaboration and collegiality are seen as contributing significantly to both individual and organisational development.
_______ can help to develop an emotionally ________ work environment and one that truly engenders significant professional development but, as Harris and Anthony (????) argue, the presence of the former is not sufficient to ensure the latter.
Collegiality can help to develop an emotionally supportive work environment and one that truly engenders significant professional development but, as Harris and Anthony (2001) argue, the presence of the former is not sufficient to ensure the latter.
According to Harris and Orlando (????) the major characteristics of collaboration include these 11…
According to Harris and Orlando (1992, cited in Bezzina, 2002) the major characteristics of collaboration include: mutual respect, tolerance, acceptance, commitment, courage, sharing of ideas and information, adherence to laws, regulations and rules, a philosophy of shared decision making, teaming as the central mode of organisation for action, and a ‘we’ as opposed to an ‘I’ or ‘you’ paradigm.
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
teachers are empowered to take a central role in their work
information is freely available and used to drive improvement
there is a commitment to working together as learners
teachers and pupils alike are seen as learners
staff and pupils have a sense of community and work together co-operatively.
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
teachers are empowered to take a central role in their work
information is freely available and used to drive improvement
there is a commitment to working together as learners
teachers and pupils alike are seen as learners
staff and pupils have a sense of community and work together co-operatively.
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
teachers are empowered to take
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
teachers are empowered to take a central role in their work
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
information is
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
information is freely available and used to drive improvement
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
there is a commitment to
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
there is a commitment to working together as learners
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
teachers and pupils alike are seen as
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
teachers and pupils alike are seen as learners
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
staff and pupils have a sense of
The culture of a learning community is therefore likely to be one where there is a supportive and collaborative environment, featuring mutual trust and sharing of ideas and where:
staff and pupils have a sense of community and work together co-operatively.
As Sachs (????) writing about the Australian experience notes: … establishing teacher \_\_\_\_\_ and developing a culture of teacher \_\_\_\_\_ holds some promise for \_\_\_\_\_ the randomness of \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_.
As Sachs (1997, p. 386) writing about the Australian experience notes: … establishing teacher networks and developing a culture of teacher enquiry holds some promise for reducing the randomness of professional development.
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
opportunities for teachers to both _______ and ________ knowledge
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
opportunities for teachers to both consume and generate knowledge
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
a variety of __________ structures
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
a variety of collaborative structures
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
________ and _______
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
flexibility and informality
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
discussion of problems that have…
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
discussion of problems that have no agreed-upon solutions
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
ideas that challenge teachers rather than merely…
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
ideas that challenge teachers rather than merely prescribing generic solutions
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
an organisational structure that can be independent of & attached to…
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
an organisational structure that can be independent of, yet attached to, schools or universities
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
a chance to work across…
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
a chance to work across schools and district/local authority lines
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
a vision of reform that ________ risk-taking in a ___________ environment
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
a vision of reform that encourages risk-taking in a supportive environment
Lieberman (????), networks are becoming very popular around the world, as they seem to provide:
a community that respects _______s’ knowledge as well as knowledge from ________ and ____.
Lieberman (1990), networks are becoming very popular around the world, as they seem to provide:
a community that respects teachers’ knowledge as well as knowledge from research and reform.
Carter and Paterson (????) talk about building blocks, represented as cohering interactively around three key features:
(2006) Carter and Paterson talk about building blocks, represented as cohering interactively around three key features:
1. Network foundations: grounding participative principles
2. Network infrastructure: building a collaborative design
3. Network innovation: transforming practice through innovation
Carter and Paterson (????) talk about building blocks, represented as cohering interactively around three key features:
1. Network foundations:
(2006) Carter and Paterson talk about building blocks, represented as cohering interactively around three key features:
1. Network foundations: grounding participative principles
Carter and Paterson (????) talk about building blocks, represented as cohering interactively around three key features:
(2006) Carter and Paterson talk about building blocks, represented as cohering interactively around three key features:
2. Network infrastructure: building a collaborative design
Carter and Paterson (????) talk about building blocks, represented as cohering interactively around three key features:
(2006) Carter and Paterson talk about building blocks, represented as cohering interactively around three key features:
3. Network innovation: transforming practice through innovation
Jackson’s (????) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
Jackson’s (2003) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
pupil learning
adult learning
leadership for learning and leadership development
school-wide learning
school-to-school learning
network-to-network learning
Jackson’s (????) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
pupil learning…
Jackson’s (2003) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
pupil learning – pupils tell us about themselves as learners
Jackson’s (????) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
adult learning – through joint work, adults teach each other the art and craft of teaching
Jackson’s (2003) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
adult learning – through joint work, adults teach each other the art and craft of teaching
Jackson’s (????) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
leadership for learning and leadership development – leaders coach and facilitate others to lead
Jackson’s (2003) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
leadership for learning and leadership development – leaders coach and facilitate others to lead
Jackson’s (????) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
school-wide learning – adults become better every year at supporting pupil learning, just because they work in this school and network
Jackson’s (2003) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
school-wide learning – adults become better every year at supporting pupil learning, just because they work in this school and network
Jackson’s (????) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
school-to-school learning – our schools learn more because they are learning together
Jackson’s (2003) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
school-to-school learning – our schools learn more because they are learning together
Jackson’s (2003) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
network-to-network learning – we feel part of a learning profession.
Jackson’s (2003) model of six inter-connected ‘levels of learning’ which are the foundations for the collaborative planning and ongoing activity of each networked learning community:
network-to-network learning – we feel part of a learning profession.
The English and Welsh General Teaching Councils saw an entitlement to professional development as ‘_____ ____ and _______ so that on entry to the profession a teacher has a clear expectation of ______, _____ and ________ professional development’ (????).
The English and Welsh General Teaching Councils saw an entitlement to professional development as ‘career long and sustained so that on entry to the profession a teacher has a clear expectation of continuing, relevant and planned professional development’ (GTC, 2001).
GTC (England) suggested that entitlement would enable all teachers to:
-enhance their professional ________ and _________ practice in order to raise standards of __________ for all pupils
-manage ______
-pursue their own ______ and _________ development
-build on their _____ profile
-support career __________ at the points when it is needed.
(GTCE, ????)
GTC (England) suggested that entitlement would enable all teachers to:
-enhance their professional knowledge and pedagogic practice in order to raise standards of achievement for all pupils
-manage change
-pursue their own personal and professional development
-build on their skills profile
-support career progression at the points when it is needed.
GTCE, 2001
Employers and teachers are seen as having the following different but complementary responsibilities in relation to CPD (see Jones, ????):
employers have the responsibility to…
2003
to provide opportunities for teachers to support a broad range of priorities which occur during the normal work cycle and an entitlement to professional development which focuses on the individual professional and personal needs and objectives of the teacher
Employers and teachers are seen as having the following different but complementary responsibilities in relation to CPD (see Jones, ????):
Teachers have the responsibility to…
2003
to develop themselves as ‘reflective professionals’ by reflecting on their work and by identifying new ways of working. These activities should be undertaken as part of a teacher’s work.
Jones, ????
Teachers therefore need CPD opportunities based on the three priority areas:
Jones, 2003 Teachers therefore need CPD opportunities based on the three priority areas: -Individually focused -school focused -National focused
Teachers therefore need CPD opportunities based on the three priority areas of which “Individually focused” focused on…
(WHO & WHEN)
Teachers therefore need CPD opportunities based on the three priority areas:
1. Individually focused – these activities should focus on a teacher’s own needs and be identified by the individual teacher as supporting their professional development and/or career objectives. Appropriate CPD activities might include attending courses, mentoring, developing a new teaching activity, exchanging ideas and good practice with colleagues and exchange visits.
Jones, 2003
Teachers therefore need CPD opportunities based on the three priority areas of which “school focused” focused on…
(WHO & WHEN)
School focused – these activities should primarily be targeted at the requirements of the school that currently employs the teacher. The CPD requirements would be identified from the school development plan and relevant activities should largely be undertaken during the statutory non-pupil contact days, with any additional identified school focused activities financed from school budgets.
Jones, 2003
Teachers therefore need CPD opportunities based on the three priority areas of which “national focused” focused on…
(WHO & WHEN)
National /LEA (including diocesan authorities) focused – these CPD activities would meet the demands of national and local initiatives. They could involve activities organised on cross-school basis, such as cluster meetings, or around a national priority.
Jones, 2003
As Jones (????) notes ‘teachers require a ____-long __________ to professional development opportunities, with clear opportunities for teachers at _______ stages of their careers’.
As Jones (2003) notes ‘teachers require a career-long entitlement to professional development opportunities, with clear opportunities for teachers at different stages of their careers’.
The notion of a learning community, including networked communities, for all who work or study within them is given consideration before, finally, the notion of a
The notion of a learning community, including networked communities, for all who work or study within them is given consideration before, finally, the notion of a CPD entitlement is examined.
It is important to create a culture where learning is seen as _____ to everything that is done, where there is a community of…
It is important to create a culture where learning is seen as central to everything that is done, where there is a community of learners or a professional learning community.
An organisation wishing to become a learning community would therefore take what seriously and strive for what?
An organisation wishing to become a learning community would therefore take its professional development responsibilities very seriously and strive to secure effective learning for both its pupils and staff.
for a learning community: Leaders of such communities must engender an ethos that all in the organisation – _____ ______ and ______ _____ – are seen as learners in their own right.
for a learning community: Leaders of such communities must engender an ethos that all in the organisation – pupils, teachers and support staff in a school, for example – are seen as learners in their own right.
for a learning community: leaders must also seek everyone’s _____ and involve all, in various ways, in ______-making processes, supporting, ________ and _________ them to feel a sense of ________ in the future direction of their organisation.
for a learning community: leaders must also seek everyone’s views and involve all, in various ways, in decision-making processes, supporting, developing and empowering them to feel a sense of ownership in the future direction of their organisation.
for a learning community: active _________ by all in a _________ culture means that everyone takes __________ for learning.
for a learning community: active participation by all in a collaborative culture means that everyone takes responsibility for learning.
for a learning comunity: Teachers and others working in such communities will…
for a learning comunity: Teachers and others working in such communities will discuss their work openly and seek to improve and develop their pedagogy through collaborative enquiry and the sharing of good practice.
an important characteristic or hallmark of a member of a profession is the commitment shown towards self-improvement or development.
This is not, however, for ___ ___ ____ but to ensure that the beneficiaries or clients – in our case pupils or students and their parents – are provided with the best possible service.
an important characteristic or hallmark of a member of a profession is the commitment shown towards self-improvement or development. This is not, however, for its own sake but to ensure that the beneficiaries or clients – in our case pupils or students and their parents – are provided with the best possible service.
