Session One
• Welcome
• Participant learning journey map
• Check-in and learning review
• Deliberate practice
“Every teacher needs to improve, not because they are not good enough, but because they can be even better.”
- Dylan Wiliam
Event programme
Event aims and outcomes
• To review learning and application so far and articulate shifts in knowledge and understanding to this point
• To engage with key learning themes of Building Culture and Ethos (content areas ‘delivering effective teacher development’ and ‘implementation’):
a) a professional development culture of trust, respect, and relationships
b) shared responsibility for and culture of continuous improvement
c) a culture which prioritises professional development
d) utilising expertise for professional development
e) adapting to varying needs when delivering professional development, ensuring appropriate reasonable adjustments and associated statutory guidance (disability, learning needs, ECTs, etc.)
• To be familiar with key ‘learn that’ and ‘learn how to’ statements for Cycle Three
• To understand research and its implications for practice
• To align research to application through others’ practice and then to own practice
• To identify learning pathway for remainder of Cycle Three to address areas for development (ahead of Impact Review and Summative Assessment Task)
School culture and professional development
In pairs, name and describe two experiences you each have of professional development:
1. An unsuccessful experience
2. A highly successful experience You may have designed and delivered them, been a participant in them or observed them. Why were they so unsuccessful/successful? What factors contributed to that success or lack of success?
Participant learning journey map – Cycle Two
Feedback review: Leadership learning and practice
Individual activity (10 minutes)
Use your completed Cycle Two LDR as a prompt to focus your individual thinking, recording your responses on Resource 3:
1. Which were the most influential content areas and statements you learnt about during Cycle Two? Reflect on the FTF event, online study, practice activities, FAT and in-school performance coach session in your thinking.
2. Which source of research evidence from Cycle Two has had the most impact on you and your leadership practice?
3. How have you begun to apply your Cycle Two learning to impact your leadership practice?
4. What new practices are you applying through the deliberate practice model so far? What is your progress?
5. What remains for you to build new knowledge and understanding about at this point (key themes)?
Small group activity (15 minutes)
Using your learning on programme so far, feedback from others, feedback gained from your in-school performance coach sessions, and from self-reflection using your LDR, discuss your responses to the following questions. You have the option to record group responses on Resource 3.
• How could you use your learning on programme to date to impact on your colleagues’ practice and your school culture?
• Which leadership behaviours (Resource 4) do you want/need to develop further to impact others’ practice, creating a deliberate practice mental model?
• Which leadership skills (Resource 5) do you want/need to develop further to impact others’ practice, creating a deliberate practice mental model?
Feedback review: Leadership learning and practice
Leadership behaviours
• Self-awareness
• Integrity
• Resilience
• Impact and influence
• Delivering continuous improvement
• Learning focus
• Developing others
• Respect
• Commitment
Leadership skills
• Critical knowledge and understanding of research techniques and self-management
• Critical enquiry, review, analysis and evaluation
• Challenge
• Dealing systematically and creatively with complex issues
• Priority identification
• Clear articulation and application of knowledge
• Self-direction and originality
• Current insights into professional practice
A culture of professional development – the ideals
• “Schools that have a culture of prioritising professional development build a climate in which teachers feel increasingly confident in their role.” (West-Burnham, 2009)
• “Effective professional development is likely to involve a lasting change in teachers' capabilities or understanding so that their teaching changes.” (DfE, 2020)
• Research shows that when designed effectively, professional development can have a positive impact on teacher practice and pupil learning (e.g., Darling-Hammond et al., 2017).
• “Professional development is necessary to develop both a thorough grasp of the rationale underpinning a new approach [and implementation], and for staff to be able to apply the resulting strategies and knowledge in practice.” (EEF, 2019)
• A review of the literature by Curee in 2021 deemed that the culture in classrooms could be viewed as an outcome of a combination of teaching, curriculum and behaviour activities, and is also influenced by the wider school culture, which will connect with areas such as professional development, accountability and implementation. Leaders may find it helpful to reflect on the norms, rituals and stories they see in their school to act as context for considering the research and its relevance to their contexts in terms of delivering effective professional development.
School culture and professional development
1. PD culture of trust, respect and relationships
5. Adapting PD to needs, ensuring appropriate reasonable adjustments and associated statutory guidance (disability, learning needs, ECTs, etc.)
2. Shared responsibility for and culture of continuous improvement
3. A culture which prioritises professional development
4. Utilising expertise for professional development
Event statements
Learn that…
3.1 Professional development is likely to be more effective when design and delivery involves specialist expertise from a range of sources. This may include internal or external expertise.
3.3 All schools with early career teachers undertaking statutory induction must adhere to the regulations and relevant statutory guidance.
3.4 School staff with disabilities may require reasonable adjustments; working closely with these staff to understand barriers and identify effective approaches is essential.
4.1 Implementation is an ongoing process that must adapt to context over time, rather than a single event. It involves the application of specific implementation activities and principles over an extended period (e.g. implementation planning, ongoing monitoring).
Event statements
Learn how to…
3.f. Deliver effective professional development by: Ensuring that colleagues are able to continually develop specialist subject, phase and domain expertise.
3.g. Deliver effective professional development by: Making reasonable adjustments that are wellmatched to teacher needs (e.g. to content, resources and venue).
3.h. Plan, conduct, and support colleagues to conduct, regular, expert-led conversations (which could be referred to as mentoring or coaching) about classroom practice by: Building a relationship of trust and mutual respect between the individuals involved.
4.a. Plan and execute implementation in stages by: Ensuring that implementation is a structured process where school leaders actively plan, prepare, deliver and embed changes.
Session Two Key themes –the evidence
Key themes
the evidence
1. PD culture of trust, respect and relationships
5. Adapting PD to needs, ensuring appropriate reasonable adjustments and associated statutory guidance (disability, learning needs, ECTs, etc.)
2. Shared responsibility for and culture of continuous improvement
4. Utilising expertise for professional development
3. A culture which prioritises professional development
Leading from the evidence
Leadership behaviours
• Self-awareness
• Integrity
• Resilience
• Impact and influence
• Delivering continuous improvement
• Learning focus
• Developing others
• Respect
• Commitment
Leadership skills
• Critical knowledge and understanding of research techniques and self-management
• Critical enquiry, review, analysis and evaluation
• Challenge
• Dealing systematically and creatively with complex issues
• Priority identification
• Clear articulation and application of knowledge
• Self-direction and originality
• Current insights into professional practice
Session Three Key themes –others’ practice
Leader case studies
1. If we know that the research from Session Two demonstrates best practice, which (leadership) practices have we seen in the case studies that we could try to emulate or transcribe into our own contexts?
2. What impact could that have on staff practice and staff capability?
3. What impact could that have on pupil outcomes?
4. Which leadership behaviours would the case study leaders have demonstrated to lead that work?
5. Which leadership skills would the case study leaders have demonstrated to lead that work?
• Special school case study: Sarah Delaney, Green Lane School, Warrington
• Primary case study: Kathryn Manion, Tyntesfield Primary School, Sale
• Secondary mini case studies: Secondary School leaders for professional development from across the country
• + Reflections from a leader: Diane Campkin
Leadership behaviours
• Self-awareness
• Integrity
• Resilience
• Impact and influence
• Delivering continuous improvement
• Learning focus
• Developing others
• Respect
• Commitment
Leadership skills
• Critical knowledge and understanding of research techniques and self-management
• Critical enquiry, review, analysis and evaluation
• Challenge
• Dealing systematically and creatively with complex issues
• Priority identification
• Clear articulation and application of knowledge
• Self-direction and originality
• Current insights into professional practice
Session Four
An audit of culture, professional development and leadership
An audit of culture, professional development and leadership
Session Five
Problemsolving team-
building (PSTB) group coaching for deliberate practice
Adapted PSTB model
Review of learning and feed forward (plan Cycle
Three learning pathway)
Review learning and feed forward
Individual activity (15 minutes)
Using your blank Cycle Three LDR as a prompt to focus your individual thinking, begin to plan your learning pathway for Cycle Three:
1. Reflect on key learning from the event (learn that and learn how to statements and leadership behaviours)
Initial needs analysis
Refine and define study pathway Reflect and review progress
2. Complete the initial ratings in the Cycle Three LDR, making note of where the low ratings lie
3. Read through Resources 10, 11 and 12 to plan your potential learning pathway (focus your choices on your lower initial ratings):
• Resource 10: Where to focus your time during your online learning
• Resource 11: Which 3 (of 9) practice activities to undertake
• Resource 12: Which 1 (of 3) formative assessment tasks (FATs) to undertake
4. Write these choices into the ‘Identify actions to improve knowledge and direct online learning pathway’ column next to the lower initial ratings (these choices can be changed later on in the cycle)
5. Add other actions arising (e.g., assess in conversation with in-school performance coach, meet with the HT, etc.) into the ‘Identify action to improve knowledge and direct online learning pathway’ column
Small group activity (15 minutes)
• Share the highlights of your individual thinking and outline your rationale for your choices based on:
• Statements of strength that you will spend less time on during the remainder of the cycle
• Statements for development that you will focus more time on during the remainder of the cycle
• Which leadership behaviours and skills you will need to apply in order to develop the above statements
• Seek clarification, and offer challenge and support to each other to aid progress and learning
Key takeaways
• Next steps
• Participant learning journey map
• Evaluation
• Q&A
Participant learning journey map
You are here
Participant learning journey map
You are here
Evaluations
Office hours: Monday to Friday 9am to 5pm (excluding bank holidays)
Contact details
Online leadership mentors remain your main point of contact with questions about your programme, your progress and your next steps. Contact them first with any questions pertaining to your NPQ programme.
• Contact the CPD team for NPQ delivery organisation details via: cpd@bestpracticenet.co.uk
Tel: 01179 209 200
• Contact the lead facilitator for issues about programme face-to-face content, delivery quality issues via: laurasaunders@bestpracticenet.co.uk
• Contact the lead facilitator for issues about programme content, online delivery quality issues via: philnaylor@bestpracticenet.co.uk