An Orwellian Way To End Demoralizing Inset Days

Rachel Jacobs and Lara Ginn describes how their school staff immersed themselves in George Orwell’s 1984 world of Oceana and Truthspeak, to mark a change in educational culture.

The end of term is about to arrive and the heady days of the start of the year drift further into the subconscious. For most of us teachers, it will have started with a least one Inset day and probably more – I don’t know of a school that goes straight into teaching after the summer holidays without one. The pace of education is such that the critical time for reflecting on what went on during those days, indeed any days, tends to get lost on the ever-increasing speed of the treadmill that characterises life in schools.

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      string(5171) "subject, inorder to encourage networking ie no sitting withfriends!� All staff had been requested in advance to wear aname badge with their first name and surnameclearly shown.� I organised outside caterers to provide a buffetlunch. Again all of these costs were shared.You can be forgiven for thinking that I had gonecompletely mad organising the Inset day for notone school but three, and I can assure you thatthe lead up to the day was not without momentsof (controlled) stress and anxiety! However,attention to detail in the planning and the help ofsome tremendous support staff (administrators andcaretakers), ensured that everything went withouta hitch. The feedback from staff was extremelypositive and, although we had been expected tolisten for much of the day, it was agreed thateveryone had taken away several key strategieswhich could be used straightaway in the classroom.It was also apparent that individual and groups ofstaff had organised visits and meetings withcolleagues from other schools to discuss all kindsof professional and subject issues. My cunningnetworking plan had worked!��� Embedding development trainingThe next step, then, was to ensure that what wehad all gained from the day was not immediatelylost or forgotten. I’m sure that most CPDcoordinators have experienced the frustration ofvaluable development training disappearing all toosoon into a distant memory of: ‘What did we dolast inset day? It was really good but I can’tremember much about it.’ I have found thatembedding development training and monitoringthe impact of it in any meaningful way is atremendous challenge. I can only offer somegeneric strategies that I have used to keep thetraining ‘live’ and to try to ensure that ourcolleagues benefit from any newly developed skills,improved understanding or renewed motivation.� To embed any new skills requires a seriouscommitment of time and energy from us ascoordinators; if we forget past developmenttraining when we move on to the next Inset day,then so will staff.� Give staff time on the day, in a plenary session,to write down one or two things which they willcommit to trying out in the classroom on theirfirst day back after the training session. Then askfor feedback.� Through middle leaders, request that time is setaside in meetings for staff feedback andPractitioner piecesAutumn200527……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………discussion of how the development training hasimpacted on their classroom practice over aperiod of time. This may be, for example, whichstrategies or skills have been most successful in aparticular context. Collate this information andpresent it back to departments as a whole schooloverview.� In the case of specific strategies and techniquesdeveloped through training, use whole schoolfeedback to determine those which have had themost success and suggest to your SMT that thesebe incorporated into whole school practices andprocedures.� Depending on the nature of the training andwhat staff have gained from it, encourage everydepartment or faculty to provide evidence ofimpact in their area (all members of these teamsshould be expected to contribute). This can inturn be collated into a whole school portfoliofor all staff to consult.� Give staff opportunities to share good practiceon other Inset days in order to keep past training‘live.’��� Monitoring impactThis is still an Ofsted identified area of nationalweakness and a particularly challenging area forcoordinators. There are certainly no easy answersand, once again, impact evaluation is on my actionplan for the year. As a school we are looking intothe use of statistical data to establish whetherthere is a meaningful way to measure the impactof CPD on school achievement – with individualgroups, across a department or subject area andat whole school level. One of the ways we aredoing this is through the information we can gleanfrom the recently introduced grading systems forobservation using the Ofsted criteria for teachingand learning.Reference Earley P and Bubb S (2004), Leading and Managing Continuing Professional Development. Paul ChapmanLike many schools, we are also keen to developways of using student feedback to monitor impactas well as using the performance managementsystems to gauge non statistical impact ie the ‘feel-good factor’ amongst staff.Already in place is a useful proforma whichrequires that staff engaging in CPD activities andvisits externally consider the impact of developmenttraining before they have participated in it andspecify beforehand how feedback and disseminationwill take place. Of relevance to the particular contextof Inset time in school is the need to consider theevaluation follow-up to these days. Most"
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Professional Development

Inset Days: a traumatic or transforming experience (open access article)

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Professional Development

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      string(5641) "Mind the gap – between research and practice!Some reports suggest that teachers don’t engage with educational research, even when projects are put in place specifically to encourage this. In 2016, Paul McLellan gave a talk to the Maths and Science ResearchED conference claiming “There’s a gap between the results of academic education research and teaching practitioners”.[i]  McLellan cited a piece of research done in Durham University which sought to evaluate the transfer of evidence-based research to a teaching context. The intervention was based on the research done by John Hattie and Helen Timperley on enhanced feedback[ii], and sought to encourage teachers to use strategies with a proven effect size in their own context. Despite the study being run for a year across nine schools, it surprisingly concluded ‘Overall, the data indicates that there is no convincing evidence of a beneficial impact on pupil outcomes from this intervention.’ The Durham researchers speculated that the language in which the research was written was inaccessible for teachers, and that this was one of the main reasons that it did not transfer well into schools.The TES reported on two studies run by the Education Endowment Fund (EEF) which found similar results. In one study, across five schools in Kent, a senior teacher at one school was designated a “research champion”, and worked with senior leaders at the other schools to promote engagement with research evidence. However, the report concluded: “There was no evidence that teachers’ attitudes towards research, or their use of research evidence in teaching practice, changed during the intervention.” The other study ran for a year in Rochdale, drawing in teachers from ten primary schools, and seeking to give them CPD about using educational research. It concluded that “there was no evidence that teachers at participating schools were more likely to use research to inform their teaching than they had been before it began”[iii].So, how to bridge the gap between educational research and education? It’s not that teachers don’t appreciate research themselves. If you speak to teachers who have taken on an MA, or trained to do their NPQML or NPQH, they are enthusiastic about the ways in which research has improved their practice. Sadly, this kind of research is out of the reach of many teachers: for a profession which is time-poor, under pressure and under stress, it’s not a priority, and many schools have had to cut CPD budgets for all but exam-related courses. Research is often seen as time-consuming, or only for the ambitious teacher seeking promotion.Changing the image of researchThe problem identified by the EEF, which found teachers didn’t respond to being coached into an interest in research, perhaps stems from a lack of insight in applying educational research. To be meaningful, research needs to arise out of the everyday context in which a school works, and also has to have an impact and relevance for the school itself. In the same way that it is hard to teach someone else’s lesson without tweaking it to suit your context, it’s hard to apply someone else’s research. A recent article therefore suggests that one effective means to improve the quality and transmission of educational research might be to allow the teachers to actually do the research themselves.[iv]However, there are problems when it comes to embedding research-based practice in schools. Firstly, research can be seen as something that happens away from the “real world” of classroom management. Secondly, connected to this, there can be a tendency to think that research is irrelevant–a view so ingrained that sites such as “Teacher Toolkit” even have ‘mythbuster’ sections to try and defend research-based practice.[v] Thirdly,  hard-pressed staff may see research  as “one more thing” to do that militates against the dreaded twin priorities of budget and results and saps wellbeing. Because of this, there’s a real danger that promoting research-based practice in a school can turn into just another version of the ‘hero head’ approach, where the impetus for change comes from the top down, and not the bottom up. To close the gap, perhaps we need to rethink our definitions of research, and create a research culture in schools.Harnessing INSETEvery year, teachers have five days specifically dedicated to training–In-service training or INSET days. These days can sometimes be less than inspiring. Moving from University to Secondary teaching, I found it extraordinary to sit through a powerpoint read out slowly to explain to us all how to teach more excitingly. 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      string(4706) "longer)89……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Researchduring term time (Deakin et al, 2010). Althoughactual teaching only accounts for about a third ofthis time, teaching is very demanding and intense – aperformance – and this is reflected in the high levelsof staff absence and stress. Workload and stress areconstantly noted as reasons for leaving teaching withschools in challenging circumstances worst affected.The SDO research evidence demonstrates that extradays of holiday resulted from a greater use of twilightsrather than whole development days, so can teacherstherefore be expected to undertake some developmentopportunities in their ‘own’ time? Of course manystaff do use their own time at weekends, half-termsand summer holidays for development – and schoolsin England are permitted to pay individuals for suchtime (e.g. for attending approved courses) – butshould there not be a greater expectation for all staffto do so?To create more time for staff development theexisting teacher year could be altered by, for example,utilising some PPA time for staff development, trainingand deploying more cover supervisors, employingmore teachers (supernumeraries) – but most unlikelyin the present economic climate – and making greateruse of the regulation which allows payment for staffdevelopment outside of the 195 days (e.g. duringholidays).More development daysOne obvious way to find time, ensure greaterpersonalization and to better meet individual teacher’sneeds is to increase the number of developmentdays. A report from the IPPR has suggested thatthe current five days be replaced with 20 days ofcompulsory professional development (Margo etal, 2008). It suggests that ‘ten days of this trainingwould take place in the school (with the expectationthat schools will facilitate this) and ten days outsidevia external providers, conferences, school visits oreven visits to other countries’ (ibid, p.11). The IPPRreport however is less clear on where these extra15 days would come from without increasing thelength of the school year from its current 195 days.Some academies have taken advantage of not being90……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Better use of training and development days ■■■■■References: Atherton, A. (2007) Visits to other schools – the‘February 11th project’, Professional Development Today, Vol.8, Issue 1. ■ Bubb, S. and Earley, P. (2010) Helping Staff Developin Schools, London: Sage. ■ Bubb, S., Earley, P. and Hempel-Jorgensen, A. (2009) Staff Development Outcomes Study, London:Institute of Education. http://webarchive.nationalarchives.gov.uk/20111218081624/http://tda.gov.uk/cpd-leader/effective-cpd/~/media/resources/cpd-leader/effective-cpd-research/staff_development_outcomes_study.pdf ■ Cordingley, P. (2008)What’s good for the goose is good for the gander, Coventry:Curee. ■ Cowan, B. and Wright, N. (1990) Two million dayslost, Education 175: (5), pp. 117-118. ■ Darling Hammond, L.(1999) Target time toward teachers, Journal of Staff Development,20, 2. ■ Deakin, G., James, N., Tickner, M. and Tidswell, J. (2010).Teachers’ Workload Diary Survey 2010. London: DFE RR057.■ Department for Education (2011) School Teachers’ Pay andConditions Document, London: DFE. ■ Earley, P. & Porritt, V. (eds)(2009) Effective Practices in Continuing Professional Development:Lessons from Schools, London: Institute of Education and TDA,Bedford Way series. ■ Gibson, R. (2010). ‘How to … ensureinnovative staff training days’. Professional Development Today,13 (1), 22-25. ■ Goodall, J., Day, C., Harris, A., Lindsey, G. and Muijs,D. 2005. The Impact of Professional Development, Research report,Nottingham: DfES. ■ Gough, B. and James, D. (1990) PlanningProfessional Training Days. Buckingham: Open University Press.■ Guskey, T and Yoon, K (2009) ‘What works in professionaldevelopment?’ Phi Delta"
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Professional Development

Better use of training and development days

21 May 2013

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