Skip to 0 minutes and 12 seconds SPEAKER 1: In this video we’re going to talk about collaborative approaches to CPD within the school context. Now in week two, Cathy described that one of the characteristics of effective CPD is sustained in school-based support. So in this video, we’re going to focus on how you might make that happen, and how departments and schools promote a collaborative and supportive approach to CPD and developing practices, and improving students learning. So we’re going to hear from teachers now. And they’re going to tell us about a departmental approach, a school-based approach, and a cross-school approach, and how this helps them with their CPD.
Skip to 0 minutes and 51 seconds During the video, we want you to be thinking about if you could use these characteristics and embed them into your school to help you improve your practices and your students’ learning.
Skip to 1 minute and 0 seconds SPEAKER 2: Within our department we start with a yearly meeting plan. A lot of these meetings focus on the development of models-based approach, whether that be sports education, TGFU, or cooperative learning. We’d deliver internal CPD to members of the department where they can develop their understanding, create resources, and look at individual sports and how to actually apply those different models. The most effective thing, I think personally, is at the beginning there was a lot more self-evaluation within lessons. And I think that was a really helpful tool to allow people to reflect upon their own teaching and learning, to understand how they were using cooperative learning in the other models and what they could do to improve.
Skip to 1 minute and 40 seconds And when their self-evaluation was shared with the whole department, people could see a kind of common ground where people were making the same errors. And it bred confidence in the application of the different models. I personally believe that the resourcing for each of these different models is really important, especially when you’ve got people who are quite novice to its application. If you can provide them with cooperative learning resources via sport by sport, athletic event by athletic event, people will become a lot more confident in its use. We’ll be able to apply the non-negotiables more easily.
Skip to 2 minutes and 18 seconds SPEAKER 3: As a newly qualified teacher, I’ve been supported as we all share different resources, we share different lesson plans and different ideas. We also have meetings every Monday during school times that we can discuss what we’ve done, what went well, and what we need to change.
Skip to 2 minutes and 35 seconds SPEAKER 4: My department’s approach, very much, very supportive. So we’ve done a lot of CPD work where we maybe focus on different sports, and then we try and each one of us will take a different role and different time to actually teach a lesson to the rest of the group. And that way we can learn different benefits of different models. So for example, TGFU, we had one particular teacher that was struggling with ideas. So we all took a different role and a different part of the teaching with a different sport, which allowed him to come up with different ideas.
Skip to 3 minutes and 3 seconds As well as sharing resources, so it’s really beneficial to have a different viewpoint on your own teaching, as well as actually have a chance to look at other teachers to progress your own teaching.
Skip to 3 minutes and 15 seconds SPEAKER 5: I think we try and promote a sense of teacher collaboration in a number of ways. Obviously we have two hour meetings that all schools do. We’ve done a lot of work recently, in the last year or so, on triads, where teachers at similar levels of experience, but across faculty areas, come together once every two weeks. And they share learning experiences. They talk about how they can improve their teaching in learning and sharing of ideas. Another way that we do it is a lot of people share offices here. We don’t have one person in an office, because we think informally people can still learn a lot, not just in the formal settings of the meetings.
Skip to 3 minutes and 54 seconds So from vice principal level to assistant principal level, to teams of teachers, they often work in offices together because we think the collaboration, the sharing of best practice, is done informally, as well as the formal training session.
Skip to 4 minutes and 11 seconds We evaluate the impacts of CPD activities at the school in a number of ways. Most importantly we talk to the teachers. We listen to the teachers. And we see how they think that they’re progressing. Another thing is we talk to the students, because we do a lot of surveys both for teachers and for students.
Skip to 4 minutes and 34 seconds SPEAKER 6: The main thing that you get from cooperation would be that it teaches you ideas. By working with people in your department who are very supportive of you as a teacher, you get lots of ideas from them on a daily basis. When you branch out across other subjects, you get ideas of how the subjects teach certain [INAUDIBLE] their lessons, which you could take and adapt to CPD lessons. And also working with teachers from other schools is very important, because they might have different ways of teaching PE. They have to be adapted to their environment, because it’s such a different environment to what you’re teaching, that you can get a lot of ideas from them as well.
Skip to 5 minutes and 9 seconds As my school currently is part of trust school, meaning working with the schools within the trust to develop new key stage 3 curriculum, which will benefit students across all three schools. So they’ll be slightly different in relation to they’ll be personalized to the individual student’s needs. But we’ve all been sharing the ideas about what makes an effective [INAUDIBLE] and what’s an effective [INAUDIBLE] curriculum. And taking those good bits and giving them to our students in the future.
Skip to 5 minutes and 35 seconds SPEAKER 1: So hopefully these clips from the teachers have given you some ideas about how you might develop a sustained, supportive, and collaborative approach to CPD in your school. By working together and working with different people, it was clear from these accounts from teachers that this had a great impact on the practice and the student learning, alongside helping morale and improving enjoyment of work. So what we’re now going to do is help you, or prompt you, to develop a sustained, collaborative, and supportive approach to CPD at your school. The next task involve you developing an infographic that explores and evaluates your learning. And we encourage you to go and share this with your colleagues in your school.
Skip to 6 minutes and 16 seconds But all in all, hopefully this video has given you some insights and tips into how you might develop a supportive and collaborative approach to CPD in your school in order to impact your practice and student learning needs.
Collaborative approaches to CPD
Outstanding teachers tend to work collaboratively with colleagues and even students. Outstanding teachers require support from within their own school to develop their practices, and they are also concerned with supporting the practice of others too.
This video will provide two examples from two UK schools on collaborative approaches to CPD. Teachers will discuss how they have supported each other to learn, develop and improve their practices.
We hope that by the end of this video you will learn of a departmental and school approach to CPD.
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