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Educational Leadership > CPD > Flashcards

CPD Flashcards

1
Q

CBAM Concerns based adoption model - American Institutes for Research

A

3 elements

  1. Innovation configurations - what constitutes high quality implementation - serves as a guide
  2. Stages of concern - assesses readiness, attitudes & beliefs
  3. Levels of use - determines how well individuals & groups are using a programme
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2
Q

CBAM Stages of Concern

A

Unconcerned - I’m too busy right now
Informational - Seems interesting, I’d like to know more
Personal - I’m concerned about the impact this may have on me & the changes I will need to make
Management - I’m concerned about the time this could take
Consequence - How will this affect my students?
Collaboration - I’m looking forward to sharing ideas about this with others
Refocussing - I have some ideas about what could work even better

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3
Q

Knowles 2011

A

Andragogy - “the art and science of helping adults learn.”

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4
Q

Knowles 1984

A

Andragogy

  • self directed
  • using previous experience
  • learning seen as of personal value - accepting the need to learn
  • biased towards problem solving rather than acquisition of knowledge
  • practical relevance
  • motivated by intrinsic values
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5
Q

Honey & Mumford 1986

A

4 Types of Learner
Activist - learn by doing, open minded, dive in
Reflector - learn by observing & thinking about what happened, takes time
Theorist - analyse & research, needs to understand the theory behind the actions
Pragmatist - how will this work in real life, games and abstract concepts are of little value

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6
Q

Macbeath 2009

A

Teacher learning may be more important than student learning as a lack of understanding of how children learn may be worse than no teaching at all

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7
Q

Poetter & Badiali 2001

A

Schools are aware of their CPD responsibilities but often devote insufficient resources to it

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8
Q

Marton & Säljö 1976

A

2 types of learning

  • understanding approach/deep learning
  • reproduction approach/shallow learning
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9
Q

Wiliam 2017

A

“The only thing that really matters is the quality of the teacher.”

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10
Q

Barth 1985

A

“Nothing within a school has more impact upon students in terms of skills development, self confidence, or classroom behaviour than the personal and professional growth of their teachers.”

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11
Q

Yoon et al 2007

A

PD impacts student achievement in three ways

  • teacher knowledge & skills improve
  • quality of teaching improves
  • student achievement improves
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12
Q

Levacic 2005

A

Lack of substantial research linking high quality educational leadership to student learning outcomes

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13
Q

Guskey 2000

A

Levels of PD Evaluation

  1. Participants’ reactions
  2. Participants’ learning
  3. Organisation, support & change
  4. Participants’ use of new knowledge & skills
  5. Student learning outcomes
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14
Q

Garet et al

A

Elements of effective professional learning

  1. Focus on content knowledge
  2. Opportunities for active learning
  3. Coherence with other learning activities
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15
Q

Swaffield & Macbeath 2009

A

Need for leaders to be reflective & learn about themselves before leading others

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16
Q

Madden & Mitchell 1993

A

Functions of CPD

  1. Competence in current job - extending professional knowledge & skills
  2. Preparation for a more senior post
  3. Competence in a wider context
17
Q

Senge et al 2000

A

“Effective leadership depends not merely on how you set up the circumstances for the people to learn together, but on how you learn with them.”

18
Q

CPD needs identification

A

Measurable discrepancy between present and desired state.

  • Appraisal, performance management
  • Identify individual, departmental and whole school needs
  • Visibly link individual & team goals to the wider school mission
19
Q

Watkins & Drury 1994

Learning Culture

A

Where learning and development are valued and seen as an integral part of effective performance
Where people are regarded as assets rather than costs to be reduced

20
Q

Jackson 2003

6 interconnected levels of learning

A
  1. Pupil learning
  2. Adult learning
  3. Leadership for learning (leaders coach and facilitate others to lead)
  4. Schoolwide learning
  5. School to school learning
  6. Network to network learning
21
Q

Carter & Paterson 2006

Learning Networks

A

Building blocks interacting with three key features

  1. Network foundations - participative principles
  2. Network infrastructure - building a collaborative design
  3. Network innovation - transforming practice through innovation
22
Q

Joyce & Showers 1995

A

Effective CPD consists of theory, demonstration, practice and feedback, and coaching

Educational Leadership (9 decks)

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