'Putting The Jewel In The Crown' CPD Conference

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‘PUTTING THE JEWEL IN THE CROWN’

Ensuring that professional development (CPD) is effective and has impact

ONE-DAY PROFESSIONAL DEVELOPMENT CONFERENCE (OD/65)
In partnership with Imaginative Minds & Professional Development Today

Wednesday, 20 October 2010
(10.00 am – 4.00 pm)

NUT Headquarters,
Hamilton House,
Mabledon Place,
London WC1H 9BD

Book your place now!

Philippa Cordingley (Centre for the Use of Research and Evidence in Education)
Vivienne Porritt (London Centre for Leadership in Learning, Institute of Education)

Plus a choice of WORKSHOPS: assessing impact of CPD; learning journeys; effective practice in schools; developing colleagues;CPD through enquiry; and mentoring and coaching.

AIMS:
Drawing on the latest research evidence and examples of good practice, this conference will enable participants to enhance professional learning and make optimum use of expertise and resources within and beyond their schools to improve teaching and learning for young people.

AUDIENCE:
Head teachers, CPD leaders/coordinators and all teachers and school leaders wanting to improve CPD provision and practice.

WORKSHOPS:
Each workshop will run twice during the conference so participants will be able to attend two.

Workshop A: The Enquiring Teacher: How enquiry and research can be the most powerful form of professional development

Graham Handscomb - Senior Manager, Essex County Council
Robin Newman - Deputy Headteacher, Kind Edward VI Grammar School (KEGS), Chelmsford (now Deputy Headteacher, Notley High School, Braintree)
Mark Perrott - Assistant Headteacher, KEGS.

Why should teachers and other staff engage in research? What difference does it make? How can teachers be best equipped to become enquirers and bring enquiry into their own practice? This workshop shows how a local authority has pioneered the concept of The Research Engaged School (Handscomb and MacBeath, 2003; Handscomb, 2009, ‘Developing the Enquiring Teacher’).

The presenters demonstrate how one school has transformed classroom practice & student learning, enquiry-based professional development, and the nurturing of professional learning communities (Newman, 2010 ‘Developing Teachers - Changing Classroom Practice’).

Opportunities will be provides for workshop participants to examine and reflect upon their own context and practice.

Workshop B: National Teaching Schools: making them work

Tracey O’Brien - Deputy Head, Southfields Community College, Wandsworth & Peter Earley, LCLL, IOE.

National Teaching Schools are designed to make a major contribution to improving the standards in the performance of all pupils in English Schools. Their role is to lead the drive to a new professionalism in teaching and learning and school leadership. This will result in a closing of the attainment gaps between pupils and a raising of their overall standards to match those of the best in the world.

But what does it actually mean to be one? What professional development opportunities are currently offered within an ‘outward facing’ teaching school to enhance staff quality and pupil outcomes? The 4 key components of a NTS will be outlined and participants will share their interests in this area and discuss the implications of becoming a Teaching School.

Bubb, S and Earley, P (2010) ‘Helping Staff Develop in Schools’, London: Sage O’Brien, T (2010) ‘On the road: the action-learning sets journey towards being a research-engaged school’, National College Research Associate Report.

Workshop C: Taking charge of professional learning: making the most of coaching

Lisa Bradbury - Principal Professional Learning Manager, CUREE

Faced with budget cuts schools need CPD that is high quality and cost effective. This workshop will help participants understand the potential of specialist and co-coaching to develop the performance of every member of staff by ensuring that CPD opportunities really do feed into day to day practice on a sustained basis.

It will:

  • Grasp the key ingredients ( skills, practices and underpinning principles) shown to make a difference to both pupils and teachers
  • Explore tools and resources to help you help you and your colleagues to
    • identify and tackle relevant teaching and learning issues in pursuit of manageable yet challenging goals; and
    • help colleagues take increasing responsibility for their own professional learning.

Workshop D: Enquiring into Learning: how teachers may be supported in developing learning-centred classrooms

Chris Watkins - Reader in Education, Institute of Education

This workshop will examine how and why we need more learning-centred classrooms in a post-Strategies world, and some of the key issues in promoting such development. Special attention will be given to the use of Appreciative Inquiry with pupils and teachers. School processes will be illustrated from a forthcoming DVD on this theme.

Watkins, C., Carnell, E. and Lodge, C. (2007) ‘Effective Learning in Classrooms’. London: Sage
Watkins, C. (2010) Learning, Performance and Improvement. ‘Research Matters series’ No 34. London, Institute of Education, International Network for School Improvement

Workshop E: Impact evaluation: making a difference

Karen Spence-Thomas - Programme Leader, CPD and Aspiring Leaders, London Centre for Leadership in Learning (LCLL), Institute of Education.

Why evaluate impact? For whom do you want to make a difference? What difference do you want to make? How will you know? This workshop explores a simple and practical approach to impact evaluation developed at the LCLL. The approach builds on the work of Thomas Guskey and focuses on the difference professional learning and development make to professional practice and outcomes for learners. In particular, the workshop emphasises the importance of establishing clear objectives and outcomes at the planning stage. It will also consider how the approach can enhance school self-evaluation, improvement planning and performance management. There will be opportunities for participants to reflect on their own contexts, share current practice and consider the implications of the approach for their work.

Guskey, T (2005) ‘Evaluating Professional Development, an Interview with Dr. Thomas Guskey,’ Etech, Ohio.
Earley, P & Porritt, V (eds) (2009) ‘Effective Practices in Continuing Professional Development: Lessons from Schools,’ London: Institute of Education and TDA, Bedford Way series
.

COST:
£125 (£75 for NUT members and/or subscribers to Imaginative Minds publications e.g., Professional Development Today), includes VAT, lunch and refreshments.

APPLICATION:
See Application Form at www.teachers.org.uk/cpdapplication.

For more information see http://admin.teachingtimes.co.uk/userfiles/file/jewel-in-the-crown-conference.pdf
Telephone 020 7380 4719  
email nutcpd@nut.org.uk

Applications can be faxed to 0207 387 8458 or posted to: CPD Programme, NUT Headquarters, Hamilton House, Mabledon Place, London WC1H 9BD.

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