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"Effectiveleadershaveapositiveimpacton students,colleaguesandthewidercommunity throughpersuading,convincingandbringingothers roundtotheirperspective.Theyunderstandothers’ perspectivesandprioritiesandtailortheir communicationtosuittheiraudience."
-BestPracticeNetworkNPQLeadership
Behaviours
Eventprogramme
LengthActivity
30minutes
Registrationandrefreshments
Sessionone:welcome,ParticipantLearningJourneyandcheck-in/learningreview,Deliberate Practice 60minutes
Sessiontwo:keythemesandconcepts:theresearch60minutes
Break10minutes
50minutes
60minutes
Sessionthree:whatdoesthispracticelooklikeinaction?
Sessionfour:designwhatitcouldlooklikeinyoursettingandhowyouwillleadit
Lunch40minutes
Sessionfive:presenttoothersandfeedbackondesignandleadershipbehaviours65minutes
Break10minutes
Sessionsix:reviewoflearningandfeedforward45minutes
Sessionseven:nextsteps,ParticipantLearningJourneyandQ&A20minutes
Close
Someinternationalgroups
Login
Event2a:60minutes
Event2a:60minutes
Event2a:10minutes
Event2a:50minutes
Event2a:5minutesSessionintroduction
Event2b:55minutesRestofsession
Event2b:60minutes
Event2b:10minutes
Event2b:40minutes
Event2b:20minutes
Eventaimsandoutcomes
•Toreviewlearningandapplicationsofarandarticulateshiftsinknowledgeandunderstandingtothispoint
•Toengagewithkeylearningthemesof‘LeadingProfessionalLearning’(DfEcontentarea‘Designingeffectiveprofessional development’):
a)Involvementofprofessionaldevelopmentincreatingalastingtransformationinteachers’capabilitiesandunderstanding
b)Theplaceofprofessionaldevelopmentinraisingpupilattainment
c)Utilisingatheoryofchangetodevelopprofessionaldevelopment
d)Utilisingtheevidencebase(internalandexternal)
e)Avoidingunnecessaryworkload
f)BreakingdowncomplexCPDobjectivesintoconstituentparts
•Tobefamiliarwithkey‘learnthat’and‘learnhowto’statementsforCycleTwo
•Todiscussresearchanditsimplicationsforpractice
•Toalignresearchtoapplicationthroughothers’practiceandthentoownpractice
•ToidentifylearningpathwayforremainderofCycleTwotoaddressareasfordevelopment
ParticipantLearningJourneysofar
Youarehere
Review–leadershiplearningandpractice
Individualtask(10minutes)
UsingyourcompletedLDRandPracticeActivityfeedback,answerthequestionsonResource3,to reviewyourlearningsofar.
Grouptask(15minutes)
•DrawupagrouplistofthemesarisingaboutyourlearningduringCycleOne(Resource3).
•Identifyindividualgroupmembers’leadershipbehavioursandskillsstrengths(Resource4),and addthesetoyourgrouplist.
DeliberatePractice:Acalltoaction
Whole-groupdiscussion(5minutes)
•Discusskeythemesandleadershipbehavioursarisingfromindividualandsmallgroup work
•HowdowelinkthistotheDeliberatePracticemodel?
SessionTwo
Leading professional learning
Keythemes and concepts: Theresearch
Leadingteacherdevelopmentcontentareas(DfE)
Leading teacher development Teaching Designing effective teacher development
Delivering effective teacher development Implementation
HowdoIleadthese inmycontext?
Leadership Behaviours andSkills
Improvedpupil outcomes
Sessionstatements
2.1.Teachingqualityisacrucialfactorinraisingpupilattainment.
2.3.Effectiveprofessionaldevelopmentislikelytoinvolvealastingtransformationinteachers’capabilitiesandunderstandingsothattheir teachingchanges.
2.4.Professionaldevelopmentshouldbedevelopedusingacleartheoryofchange,wherefacilitatorsunderstandwhattheintended educationaloutcomesforteachersare,andhowthesewillaffectpupiloutcomes.Ideally,theyshouldcheckwhetherteacherslearnwhatwas intended.
2.6.Moreeffectiveprofessionaldevelopmentislikelytobedesignedtobuildontheexistingknowledge,skillsandunderstandingof participants.
2.7.Thecontentofprofessionaldevelopmentprogrammesshouldbebasedonthebestavailableevidenceoneffectivepedagogiesand classroominterventions,andaimtoenhancecapabilitiesandunderstandinginordertoimprovepupiloutcomes.
Learnhowto…
Selectevidence-basedapproachesanddesigneffectiveprofessionaldevelopmentby:2g.BreakingdowncomplexCPDobjectivesinto constituentcomponentsandscaffoldingtasksaroundthem,whilstensuringthatteacherscanreconstructthecomponentsbackintoawhole throughtheirunderstandingoftheunderlyingprinciplesbehindaparticularapproach.
Avoidcreatingunnecessaryworkloadby:2k.Makinguseofwell-designedframeworksandresourcesinsteadofcreatingnewresources(e.g. sourcesofsubjectknowledge,theEarlyCareerFrameworkandassociatedcoreinductionprogrammeforearlycareerteachers,ITTCore ContentFramework,suiteofNationalProfessionalQualifications).
Theresearch:Researchtask
UsetheTaskandResearchsource extractsinResource5toundertakean individualactivity(20minutes)anda groupactivity(20minutes),before engaginginawhole-groupdiscussion tosummarisethekeyresearch(15 minutes).
Theresearch:Summary
•Aneffectiveschoolisessentiallyaschoolfullofeffectiveclassrooms.Itmattersmuchlesswhichschoolachild attendsthanwhichclassroomstheyareinatthatschool.InEnglandthereisafour-folddifferencebetweenthe mosteffectiveandleasteffectiveclassrooms.
•Teachersmatteragreatdeal:beingtaughtbyahighquality(75thpercentile)ratherthanlowquality(25th percentile)teacheradds0.425ofaGCSEpointpersubjecttoagivenstudent,or25%ofthestandarddeviationof GCSEpoints.Thisshowsthestrongpotentialforimprovingeducationalstandardsbyimprovingaverageteacher quality.
Theresearch:Summary
•Evaluationsofmostprofessionaldevelopmentinterventionsfindthatteachersoverwhelmingly welcometheirprogrammesandsupporttheopportunitytolearn,develop,findnewresourcesand betterservetheirstudents.Thisisparticularlythecasewhereinterventionsareseenaswelldesignedandappropriatetotheneedsoftheschool.
•Ifyou’renotusingtheevidence,you’reusingyourprejudices.
•‘Evidence-informedpractice’canbedefinedas“acombinationofpractitionerexpertiseand knowledgeofthebestexternalresearch,andevaluation-basedevidence”(DfE,2014).
•Professionaldevelopmentcontentshouldincludeafocusonformativeassessmentsothat teacherscanseetheimpactoftheirlearningandworkontheirpupils,makinglinksbetween professionallearningandpupillearningexplicitthroughdiscussionofpupilprogressionand analysisofassessmentdata.
•Themosteffectiveprofessionaldevelopmentlastedtwotermsormore.Butthisaloneisnot enough:itisimportanttocreateasustainedrhythmoffollowupconsolidationandsupport activities.
PleasefollowusonsocialmediaforallofthelatestCPDupdates.
SessionThree
Leading professional learning: Whatdoes thepractice looklikein action?
Sessionstatements
Learnhowto…
Selectevidence-basedapproachesanddesigneffectiveprofessionaldevelopmentby:
2g.BreakingdowncomplexCPDobjectivesintoconstituentcomponentsandscaffoldingtasks aroundthem,whilstensuringthatteacherscanreconstructthecomponentsbackintoawhole throughtheirunderstandingoftheunderlyingprinciplesbehindaparticularapproach.
Avoidcreatingunnecessaryworkloadby:
2k.Makinguseofwell-designedframeworksandresourcesinsteadofcreatingnewresources (e.g.sourcesofsubjectknowledge,theEarlyCareerFrameworkandassociatedcoreinduction programmeforearlycareerteachers,ITTCoreContentFramework,suiteofNationalProfessional Qualifications).
Leadingprofessionallearning:Otherleaders
CarolinePiotrowski
Biddenham
InternationalSchool
EmmaForrest
CheppingView
PrimaryAcademy
AndyMirkovic
ChessbrookEducationCentre
DeliberatePractice:Acalltoaction
Whole-groupdiscussion(5minutes)
Howdowelinkournewunderstandingofhowothersareleadingprofessionallearningandyour‘gaps’inpracticetothe DeliberatePracticemodel?
SessionFour
Leading professional learning: Designwhatit couldlooklike inyoursetting andhowyou willleadit
Sessionstatements
2.1.Teachingqualityisacrucialfactorinraisingpupilattainment.
2.3.Effectiveprofessionaldevelopmentislikelytoinvolvealastingtransformationinteachers’capabilitiesandunderstandingsothattheir teachingchanges.
2.4.Professionaldevelopmentshouldbedevelopedusingacleartheoryofchange,wherefacilitatorsunderstandwhattheintended educationaloutcomesforteachersare,andhowthesewillaffectpupiloutcomes.Ideally,theyshouldcheckwhetherteacherslearnwhatwas intended.
2.6.Moreeffectiveprofessionaldevelopmentislikelytobedesignedtobuildontheexistingknowledge,skillsandunderstandingof participants.
2.7.Thecontentofprofessionaldevelopmentprogrammesshouldbebasedonthebestavailableevidenceoneffectivepedagogiesand classroominterventions,andaimtoenhancecapabilitiesandunderstandinginordertoimprovepupiloutcomes.
Learnhowto…
Selectevidence-basedapproachesanddesigneffectiveprofessionaldevelopmentby:2g.BreakingdowncomplexCPDobjectivesinto constituentcomponentsandscaffoldingtasksaroundthem,whilstensuringthatteacherscanreconstructthecomponentsbackintoawhole throughtheirunderstandingoftheunderlyingprinciplesbehindaparticularapproach.
Avoidcreatingunnecessaryworkloadby:2k.Makinguseofwell-designedframeworksandresourcesinsteadofcreatingnewresources(e.g. sourcesofsubjectknowledge,theEarlyCareerFrameworkandassociatedcoreinductionprogrammeforearlycareerteachers,ITTCore ContentFramework,suiteofNationalProfessionalQualifications).
Leadingprofessionallearninginyoursetting
Smallgroups(30minutes)
Usingallresourcesandlearningtakenfromthedaysofar,taketurns(5–10minuteseach)toreflectoneach person’sindividualcontextandsettingneedsintermsoftheirleadershipofprofessionallearning,focusingon:
1.Theimportantissuesforaddressinyoursettings
2.Thekeypotentialsolutionsandpossiblestrategiesarising(Implementationcontentarea-Cycle1)
3.Yourrationalefortheproposedsolutionandstrategies
4.Thechallengesthatmightariseintheprocessofsolvingtheseimportantissues
Individual(20minutes)
•Useyourdiscussionhighlightstocreateawrittenplantoinfluencethe‘GoverningBodyandSLT’(inSession5) abouttheabove4focuspoints.
•Pleaseinclude:
•relevantevidencetoinformyourlisteners
•relevantlearnthatandlearnhowtostatements(includingImplementationstatementsfromCycleOne LDRsection)
•Iftime,addsomecorrectiveactionstoaddressthechallenges.
DeliberatePractice:Acalltoaction
Whole-groupdiscussion(10minutes)
Followusonsocialmedia
facebook.com/bestpracticenetwork
@bestpracticenet
linkedin.com/school/the-best-practice-network
@bestpracticenetworkbpn
•PleasefollowusonsocialmediaforallofthelatestCPDupdates.
•Sharephotosfromtoday’sFace-to-Faceeventusing#NPQF2Ffora guaranteedretweet!
SessionFive
Leading professional learning: Presentto othersfor feedbackon designand leadership behaviours
Sessionstatements
2.1.Teachingqualityisacrucialfactorinraisingpupilattainment.
2.3.Effectiveprofessionaldevelopmentislikelytoinvolvealastingtransformationinteachers’capabilitiesandunderstandingsothattheir teachingchanges.
2.4.Professionaldevelopmentshouldbedevelopedusingacleartheoryofchange,wherefacilitatorsunderstandwhattheintended educationaloutcomesforteachersare,andhowthesewillaffectpupiloutcomes.Ideally,theyshouldcheckwhetherteacherslearnwhatwas intended.
2.6.Moreeffectiveprofessionaldevelopmentislikelytobedesignedtobuildontheexistingknowledge,skillsandunderstandingof participants.
2.7.Thecontentofprofessionaldevelopmentprogrammesshouldbebasedonthebestavailableevidenceoneffectivepedagogiesand classroominterventions,andaimtoenhancecapabilitiesandunderstandinginordertoimprovepupiloutcomes.
Learnhowto…
Selectevidence-basedapproachesanddesigneffectiveprofessionaldevelopmentby:2g.BreakingdowncomplexCPDobjectivesinto constituentcomponentsandscaffoldingtasksaroundthem,whilstensuringthatteacherscanreconstructthecomponentsbackintoawhole throughtheirunderstandingoftheunderlyingprinciplesbehindaparticularapproach.
Avoidcreatingunnecessaryworkloadby:2k.Makinguseofwell-designedframeworksandresourcesinsteadofcreatingnewresources(e.g. sourcesofsubjectknowledge,theEarlyCareerFrameworkandassociatedcoreinductionprogrammeforearlycareerteachers,ITTCore ContentFramework,suiteofNationalProfessionalQualifications).
Leadingprofessionallearninginyoursetting
Smallgroups(45minutes)
Usingpreparedplan,insmallgroups:
•20minutes:Taketurns(5minuteseach)topresentyourplan(youraudiencearethe GovernorsandSeniorLeadershipTeamfromyoursetting)
•Whilsteachpersonispresenting,theothermembersofthegroupshouldrecordfeedback againsttheevent’sstatementsandpotentialimpactonpupiloutcomes,togivetothe presenterattheend
•25minutes:Wheneveryonehasfinishedpresenting,feedbackindividuallytoeach presenterabouttheirplansforleadingprofessionallearningintheirsettingusingthe statements
Whole-groupdiscussion(15minutes)
Returntowholegroupforwiderdiscussion
PleasefollowusonsocialmediaforallofthelatestCPDupdates.
Sharephotosfromtoday’sFace-to-Faceeventusing#NPQF2Ffora
Session Six
Reviewand previewof learning
Learningreviewandpreview
Individualtask
UsingyourLDR,begintoplanyourlearningpathwayforCycleTwo:
1.RefineyourthinkingonyourLDRasaresultofthelearningtodayinreadinessforthiscycle
2.BrieflyexplainwhyyouhavechosencertainDFEstatementstofocusoninthefinalcolumn
Smallgroupactivity
•Sharethehighlightsofyourindividualthinkingandoutlineyourrationaleforyourchoicesbasedon:
•Statementsofstrength
•Statementsfordevelopment
•Seekclarification,andofferchallengeandsupporttoeachothertoaidprogressandlearning
Session Seven
Nextsteps
ParticipantLearningJourney–CycleTwo
Youarehere
Gradebookcheck
1.LogintoCanvas
2.Goto‘Grades’andselect ‘AssignmentGroup’
3.Checkthatyouhave completedthetasksatthe topofthegradebook(tickor 1inscorecolumn)
4.Scrolldownuntilyoureach today’sdateandcheckthat alltaskstothatpointhavea tickor1nexttothem
5.Ifthereareany incomplete/missing,makea noteofthemandprioritise forcompletionafterthe event
Evaluation
•Firstpointofcontact:onlineLeadershipMentor (programme,onlinetasks)
•In-settingapplicationoflearning:In-School PerformanceCoach
•Otherqueries:NPQParticipantSupport
Teamnpq@bestpracticenet.co.uk01179209200
facebook.com/bestpracticenetwork
@bestpracticenet
linkedin.com/school/the-best-practice-network
@bestpracticenetworkbpn
•PleasefollowusonsocialmediaforallofthelatestCPDupdates.
•Sharephotosfromtoday’sFace-to-Faceeventusing#NPQF2Ffora guaranteedretweet!
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