Thread by @Nikki__Sullivan

A thread based on my @researchED1 talk…
“Teaching is complex. Leading is complex. Creating a CPD model which feels cohesive and uncluttered is complex – and engaging in the complexity is how we ensure it lands simply and effectively.”

1/ lovetotalktandl.wordpress.com/2023/01/02/fur…

At the centre of our CPD model are our staff&students. By shaping our priorities this way, we're more likely to be addressing areas of need as opposed to being distracted by the new/shiny. @stoneman_claire has a 🔥 presentation about the risk of not giving immersive attention.
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The paper on Effective PD from @DrSamSims @EducEndowFoundn is one that I return to time and time again. We need to consider the mechanisms as both a design and evaluative tool.
This post from @nickpointer_ talks about a "mechanisms-first approach."

3/ ambition.org.uk/blog/refine-no…

By building evidence-informed approaches to CPD we reduce the risk that we will need to repeatedly change our model. Refinements are great, but time spent on implementing PD in and of itself is time not spent on T&L and the areas for development that the CPD is meant to serve.
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We also need to consider how we build time for school, faculty/phase and individual priorities. Where leaders are diagnosing areas for development effectively, there will be a through-line. However, teams and individuals will have bespoke areas they need time to attend to.
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@teacherhead has written a brilliant post about this here:
“Each level consists of a stream of activity that has a vital role to play and needs different kinds of thinking... whilst all forming part of an integrated whole.”
6/ teacherhead.com/2021/02/21/pla…

Time in subject/phase teams is pivotal – I think it’s often where the magic happens. We consider what we are about to teach and how to teach it well, whilst also attending to the areas of curriculum, teaching and learning, or assessment that have been identified in FIPs...
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... We are giving our teams time to engage in the research and evidence from their subject areas, mirroring the approach we take on a whole-school level.
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And when we brought in coaching, we found that it strengthened our ‘Collaborative Planning Time’, as opposed to detracted from it.
We've also implemented coaching with our teaching assistants who also have this entitlement to high-quality, bespoke, collaborative CPD.
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@JGProfDev & @Josh_CPD delivered a brilliant Session 1, speaking about the importance of engaging in both theory & techniques and the entitlement of high-quality CPD for all staff. Reminded me of this quotation from Korthagen which I love. Theory, techniques, and people.
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There’s no better book when considering your CPD Curriculum than that by @greeborunner and @EnserMark. And, beneficially, this concept provides a way in to so much rich curriculum thinking… “fewer things in greater depth” from @MaryMyatt being one example.
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And when considering how to structure this curriculum we may face difficulties about the time that we have available to us. To help overcome this, firstly we need to bang the drum and dig our heels in! See this from @ProfCoe:
12/ evidencebased.education/why-are-we-hol…

Secondly, we can consider our "rhythm of inputs" – not all sessions need to be face-to-face. How are we utilising reading, reflection…
@overpractised discussed this @Steplab_co conf re: developing coaches, but the concept has helped me more broadly.

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Not only do staff and students need to sit at the centre of our model, but we need to be deliberate about creating systems of social support that enable effective collaboration. This paper
from @EvidenceInEdu was a great source of reflection...
14/ evidencebased.education/school-environ…

... How do we enable effective conversations through a shared language? How do build trust? How do we celebrate learning? You can read a bit more about my thoughts on this here:
15/ lovetotalktandl.wordpress.com/2022/12/24/soc…

When building a culture of professional learning, I think building a core offer, within directed time, that colleagues can see is helping them improve is the most important thing. That being said, there are ways to build around this core offer...
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... whilst being careful not to detract from it. @shaun_allison's ‘Perfect Teacher-Led CPD’ is a brilliant book for ideas on this.
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I also think CPD is too important not to have its own ambition. Ours may appear an obvious choice but it was deliberately chosen. Reflective practitioners, for example, speaks to the notion of taking time, exploring, reading, trialling...
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And finally, we need to ensure our offer is sustainable. Both financially (build internally and draw on external expertise where you need it) but also in terms of time. Staff time. Read a bit more about my current obsession with this here:
19/ hwrkmagazine.co.uk/cpd-protecting…

My next article for @HWRK_Magazine is all about how we can approach evaluating CPD, drawing upon the work of @informed_edu & @bridget89ec and @ViviennePorritt. All being well, my next @researched1 will be based on this too.
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If you would like to have a look at the slides in full, the link is here:
This includes a bibliography – much needed for a presentation which stands on the shoulders of giants. Thank you to all.
21/docs.google.com/presentation/d…

And thank you once again to the @researchED1 team for giving me the opportunity to present, but more importantly, for giving me the opportunity to learn from so many others.

And, spending the weekend with these wonderful humans from @BeckfootTL was absolutely glorious too!
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