Implementing a CPD Model: Teaching and Learning Development Groups (Cycle Two)

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At the end of cycle one, a questionnaire was distributed to gather feedback from staff about the CPD model and what could be improved. The outcomes from the cycle one feedback influenced the design of cycle two. 

It was clear from the evidence gathered that staff felt that involvement from an expert would help them move forward with their thinking. They reported that they had only shared what they already knew about differentiation before the implementation of the Teaching and Learning Development Groups had taken place, and that the impact on the way they were teaching was small. In addition, the teachers preferred the Teaching and Learning Development Group sessions to be more practical and they felt that they would benefit from having more opportunities to share their thinking with the wider group. These are all key themes identified by Timperley et al. (2007) of what works best with professional development. Therefore, these factors were high on the agenda during the redesign of the Teaching and Learning Development Groups for cycle two. 

The organisation of the Teaching and Learning Development Groups for cycle two began at the very end of the Summer Term. A staff meeting took place where the school development plan from the previous year was reviewed and reflected upon. This was partly to identify the successes of the previous year, including the progress made with differentiation. Knoster (cited in Mallon, 2010) indicates that by celebrating achievements staff remain motivated and encouraged to continue. The staff were then asked to record as many development ideas as they could think of for the coming year, under various categories including teaching and learning. The information from this meeting was then synthesised by the Senior Leadership Team, which resulted in a draft school development plan for the upcoming academic year. Staff had the opportunity to give feedback on the draft development plan, minor changes were made and then it was finalised. This method was chosen to ensure staff had been involved with the process. Wheatley (1999) specifies that people must be active participants in any developments which will affect them. Within the teaching and learning category on the development plan, three areas stood out as being appropriate topics to explore through the Teaching and Learning Development Group model for cycle two; developing a growth mindset, creative approaches to teaching numeracy and the implementation of iPads. I felt that these three areas would be perfect themes for the coming year and they would create an element of choice, unlike the previous year when each group had the same theme. Providing choice is supported by Allison (2014) who claims that teachers need a range of CPD activities to choose from to engage them on a number of levels. 

As a result of the feedback from cycle one, I sourced some external experts for the themes above to help facilitate the groups. This included a trainer who delivered INSETs on growth mindset, providing additional support by distance coaching, and an external numeracy expert in mathematics to support our internal Numeracy Coordinator. The iPad implementation could be facilitated by our own internal expert, our Computing Coordinator. In September, staff were introduced to the new Teaching and Learning Development Group themes and the aims, purpose and rationale behind each group was explained. The feedback received from cycle one was referred to and the staff were informed that an expert was attached to each group, to help us move forward. They were also notified that there would be an opportunity for them to share their progress mid-way through the year to the wider group. Transparency and clarity with the presentation was crucial. It was vital that the staff knew they had been listened to and that their input had shaped the new and improved model. Wheatley (1999) believes that listening to colleagues can be transformative. It allows us to move past differences and start noticing that we all want to make the same small contribution to something we care about. In this case, it was improving our practice for the benefit of children. 

There were three different groups in cycle two, each with a different focus, so each group operated slightly differently. All groups were allocated six sessions dedicated to the development of their theme, as per cycle one. For the growth mindset group, extra non- contact time during the school day was offered. For the other two groups, extra meetings after school took place. A description of the sessions for each group follows. 

Developing Growth Mindsets 

The growth mindset group started their first session with the trainer delivering a half-day INSET. I had spoken at length with the trainer over the summer holiday to ensure there was a good understanding of the school and the staff. Understanding a school’s culture is a priority when any change is launched and is a significant contributor to the success of any school improvement (Ross, 2010; Preedy et al., 2003). The trainer made sure there was a practical element to the INSET as well as plenty of discussion and shared thinking. The verbal feedback following the INSET was very positive and it was evident through staff behaviours that they were excited and enthusiastic about implementing ideas and methods to promote a growth mindset in the classroom. Following the INSET, staff members were required to contact the trainer via Skype (an online communication tool) in order to develop 

individual growth mindset projects tailored to them. These sessions are still taking place at the time of writing this study and each member of the growth mindset group has had at least two conference calls with the trainer on skype. 

Creative Approaches to Teaching Numeracy 

This group started with an excellent presentation from our internal Numeracy Coordinator that went into further detail about the rationale behind creative approaches to teaching numeracy. The second part of the session involved a practical element where staff members developed medium-term plans for the Autumn Term with the support of the external numeracy expert, who helped the teachers develop their ideas into creative, meaningful and exciting learning opportunities. The group repeated this process for the Spring Term, and at the time of writing this study they have also had additional planning sessions with the Numeracy Coordinator to help keep momentum. 

Implementation of iPads 

For this group the internal Computing Coordinator used a questionnaire to establish staff’s skill level with using iPads. They were shown the practicalities of using the iPads such as downloading specific software applications. The group have met several times and have all developed their own individual objectives on how they would like to use the iPads, in collaboration with the Computing Coordinator. During the sessions, the group have had the opportunity to troubleshoot issues with the iPads, as well as learn new skills and use new tools to enhance children’s learning. 

WHAT I LEARNT