In my last post on leading whole school CPD for teaching staff I described my plan for the year and my thinking behind it. Now that the first term is over it seems like a good time to reflect on how the schools vision for genuinely continual, personalised CPD is taking shape.
At my school CPD sessions are scheduled every other Wednesday afternoon throughout the whole year. During term 1 these sessions were given over to departments. This has been really popular with staff and has enabled departments to recap and embed expectations whilst sharing great practice. In preparation for this department heads were asked to submit a plan for the sessions (brief summary of what would be covered in each session). This was really useful for me as I was able to see at a glance what departments were working on and also start to connect the dots across the school – linking up departments that were focusing on similar things.
Outside of the Wednesday afternoon sessions being run in departments I now had term 1 to set up and embed optional CPD activities for staff, something that had not happened before in school. Before I outline some of the optional activities, first let me explain my thinking behind this approach.
In John Kotter’s book ‘Accelerate’ he puts forward an idea of how great organisations stay creative and innovative as they grow in size. When most start up companies begin they don’t tend to have a hierarchical structure, instead they work in small groups that collaborate and innovate with flow. This is in essence one of the driving forces behind successful start up companies – their ability to work in a way that is free from hierarchical structures which encourages and enables innovation and creativity. Ironically as these companies grow into large organisations they tend to develop a more structured hierarchy and lose the spark of creativity they once had when they were a small start up. Kotter argues that the truly great organisations run what he calls a dual-operating system – they have a structural hierarchy to ensure organisational accountability but they also deliberately create opportunities for groups of people to get together and collaborate outside of this structure.
This is what I wanted to create with optional CPD activities – opportunities for people (regardless of job role) to get together and collaborate on things they are interested in. Making these groups optional means you get the right people on the bus at the beginning which increases the chances of success. Success is teachers talking about teaching. Success is collaborating in meaningful ways which empowers people to take action and improve because they feel passionately about doing so.
With Kotter’s dual operating system in mind I went about setting up a few optional CPD activities over the course of the first term…
15 minute forums.
Over the course of the first term we have held three 15 minute forums on Friday lunch times. Each session is lead by a member of teaching staff and attendance is completely optional. These sessions serve as a great opportunity for colleagues to share ideas and discuss them in more detail. The worry is always ‘will anyone turn up?!’ Thankfully numbers have been good with sessions ranging from 15-20 colleagues in attendance. Sessions this term have included:
- Positive relationships with staff and students.
- Effective mind-mapping techniques for revision.
- Learning dialogue.
What has been really pleasing is that the sessions are not necessarily about someone giving you a ‘silver bullet’ on how to do something. The theme that has evolved is that staff bring something they are working on, explain their thinking and any impact it has before others from the group share their experiences or thoughts on how a strategy could be improved or implemented more widely.
Another relatively easy activity to set up. I choose the book ‘The hidden lives of learners’ by Graham Nuthall to start of with (after the first cycle I will be asking staff to submit book options and then vote on a range of books). I sent an email out to all staff advertising the activity and set a limit of 10 places. Within a couple of days the places were filled, books were given out and the ball was rolling. Towards the end of term 2 we will meet to discuss the book and present back to the staff body during a morning teacher briefing on what we found out.
‘Bright spot’ learning walks.
No grades no forms. The purpose of these learning walks is to find great practice, those bright spots that exist somewhere in every school. I conducted one in our Science department recently where I managed to take pictures of several great resources and bits of student work. These then go into a presentation which can be used for a teacher briefing. During the teacher briefing you display the images and ask colleagues to explain more about the context of what was going on in the lesson and how the resource / strategy helped. Longer term I would like to create more of an ‘open door’ culture across the school and involve staff in searching out the bright spots for themselves.
I’m not sure if it was over-ambitious and just stupid to organise a TeachMeet for the penultimate evening of an 8 week term, but I did and it offered another opportunity for staff to get involved. Just over 100 heroic teachers from different schools (across multiple phases) showed up for an evening of having their thinking challenged whilst also being inspired and thanked for their hard work. The theme of the evening was about understanding what works rather than just being bombarded with 1000s of ‘quick wins.’ TeachMeets are a great opportunity for expanding your thinking, developing ideas and networking with great people outside of your immediate day to day surroundings. Last weeks event was brilliantly captured by David Vignolli (a visual artist from London).
Now that these activities have been set up it’s my role to ensure they continue (for as long as they are useful to people). My hope is that these additional activities provide staff with opportunities to engage and develop in ways which suit them. The one size fits all approach to CPD is dead. To make great teaching a typicality across a school, staff must be given meaningful opportunities to develop and feel supported in doing so. Investing effectively in staff will ultimately lead to better experiences for the students which is what all of this is about after all – the students.
About 18 months ago I had a moment of clarity and made a decision that I wanted to become a head teacher. Why wouldn’t I? It makes sense to me. I want to make a positive difference to as many young people that I can and allow as many colleagues to flourish as possible. I thrive on challenge both professionally and as a hobby.
Since making that decision I have been busy learning and taking action. I decided not to wait for permission to lead but to start leading. Leading with a clear moral purpose. Leading by example. Leading with a sense of urgency but also on the side of caution. Leading to improve.
Fully support by the SLT, I decided to set up a group of ‘Pedagogy leaders’ (original idea from Kev Bartle) with the aim of improving awareness of great teaching and learning. This led to delivering a number of CPD sessions, teacher briefings, workshops on INSET days and a teachmeet under the guise of #NeverStopLearning. Inspired by Seth Godin’s idea of the ‘Linchpin’ I sort out other opportunities like coaching and helping to set up a link with a school in China. I joined teams working on whole school initiatives like IT refresh and improving provision of CPD. All whilst teaching a (nearly) full time table and maintaining excellent standards in the classroom. Teaching is the guide rails I will cling to as I move towards headship. As John Tomsett (I think?!) put it, “The headteacher should be the head teacher.”
It has been an extremely busy 18 months but equally rewarding. As a result I will join my schools leadership team in an extended leadership role responsible for teaching and learning CPD from September. I owe a lot to the inspiring colleagues I have the honour of working with but also to the extensive list of leadership books that I have ploughed through. They have given me lots of ideas to think about in terms of leading teams and implementing change. Increasing my knowledge through reading has also allowed me to spot ideas from books in a school context (usually school improvement) and give me a deeper understanding of how ideas from books can be implemented in a school setting.
Following on from my post on Reading for CPD, the following is a list of books to get you started on (or to add to) your leadership journey. The list is by no means comprehensive (and is in no particular order). It is a mixture of my own reading list and contributions from people on Twitter. Please add more titles in the comments section at the end of the post.
More to explore – thank you Twitter!