How do you make CPD effective when working across distance with an alliance of schools?
We are currently working with around twenty teaching schools to support them to collaborate with their alliances and deliver effective CPD and ITT. In our conversations with these schools, and others working in collaborative clusters, it’s become apparent that there are some vital lessons to learn and golden nuggets of advice for making a multi-school professional learning community effective.
Continuous – ensure CPD activity is part of an on-going process, not just a one off event
As the OECD says, “Simply laying on more courses is not enough” (2011), all CPD activities must be in the context of an on-going process of development. Training courses and other CPD activities should not exist in isolation but be part of a wider on-going process that is led by teachers and knitted together by professional dialogue.
Collaboration - harness the collective experience and knowledge of all colleagues
The success of improving teaching and learning within schools, let alone across schools, relies on harnessing the collective expertise of staff. Within one school there is a wealth of knowledge and experience, across a whole teaching school alliance this is vast. As Fullan says, “Teaching quality improves with a collegial, collaborative environment...the power of the collective capacity is that it enables ordinary people to do extraordinary things”.
Coaching – make professional dialogue part of a proactive and meaningful framework
There is a big difference between discussing what happens in your classroom over a cup of tea in the staff room and a focused coaching conversation. Both are useful activities, however it’s important to recognise that the former is often unfocused, subjective and static. The latter puts these conversations into a framework where objective discussion is part of an on-going iterative process, leading to more meaningful improvements.
Coaching is a hugely powerful way of supporting one another however it’s essential to ensure that coaches are given access to coaching skills.
Cloud-based – use technology to make collaboration and coaching over distance easier and more effective
The growth of cloud based technology makes collaboration over distance easier, cheaper and more effective. Observing a colleague in another school no longer means getting cover for the whole morning, driving ten miles and sitting in the back of someone else’s classroom to conduct a lesson observation. Technology such as IRIS Connect allows schools to break down the barriers to sharing practice and collaborating effectively. Cloud-based technology can allow teachers in different schools to collaboratively plan lessons, work in triads, and support one another in a way that is otherwise impossible.
Professional capital and trust – develop a culture of openness, experimentation and discussion
All of these points rely on the existence of trust and professional capital, something which Hargreaves and Fullan stress the importance of in their book, Professional Capital. How do you embed trust between teaching staff? Amongst many things: lead by example; allow experimentation and innovation in a risk free environment; encourage peer-to-peer support and professional dialogue.
Are you from a teaching school? We’d love to further understand the challenges that you face, so please get in touch or tweet us @IRIS_Connect.
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