In our previous post, we acknowledged the limitations of one-off professional development sessions, while reflecting on what they can realistically do well, given the limitations.
As a ‘provider’ of some of these sessions, we want to make them have lasting impact. So how can those commissioning sessions help the providers to get it right?
Articulate the problem
‘Can you deliver some training on x’ is less helpful than ‘can you deliver some training on x because…’. We’re going to build knowledge but it may not lead to effective implementation.
Let’s take the example of Knowledge Organisers. Because we’ve written extensively on their design and use, schools do get in touch and ask if we can provide a session on knowledge organisers. Yes, we can, but the more information about the real problem, the better. Here are a few possible responses that change the nature of sessions:
We have well-designed knowledge organisers, but the pupils don’t know how to use them.
New staff are unclear on the purpose of knowledge organisers in this school.
Knowledge organisers feel like an initiative rather than part of the curriculum.
Sometimes the issue isn’t a knowledge organiser one, it’s an understanding of curriculum, or cognitive science, and that would be a better focus.
Share relevant context
Context really matters when it comes to implementation. The EEF tool below, used at the ‘explore’ stage emphasises this:
For a professional development provider with no knowledge of context, they skip the whole left side of that tool, and quite a bit of the right. It’s not our job to implement anything, but we’re here to help. Here are some things that might be ‘good to know’:
Is this a new approach, a restart or a refinement?
What is already going on in this space?
Any existing policies, tools, resources that would provide helpful context?
What is the planned follow-up?
What limits should shape the session design? (time, priorities, non-negotiables)
There are other useful details such as room layout, number of staff, session duration etc, type and size of screen that help with planning and will make a difference to the quality of the session.
Lots of factors can affect how well-received PD can be. But the real impact is in how it leads to change in the setting. The greater alignment with the session and school context/priorities, the more likely we will see it have impact.
