Research School Network: Professional development: Making every second count Reflections on effective CPD

by Kate Mouncey, Research Lead

As we welcome in a new year, it is a time for reflection and fresh ideas. One such focus might be on our continuing professional development as we seek to refine our craft and make the biggest difference possible for our pupils. I have been involved in developing professional development (PD) programmes for over ten years now, and have been keen to regularly explore what the factors are to help PD to be as impactful as possible. The recently published EEF guidance report ​‘Effective Professional Development’ is a very welcome resource as we seek to support teachers on our programmes in the Research School. The report draws on a wide evidence base to discern some key ​‘mechanisms’ which should enhance the impact of PD and the impact on our pupils.

A: Build knowledge
Managing cognitive load is the first mechanism. This is widely accepted as a sound ​‘best bet’ for helping students to learn effectively and to help knowledge to stick. It therefore makes a lot of sense that this is a critical consideration in teacher PD, as our memories and the cognitive science involved are the same as our pupils! We have definitely learnt that ​‘less is more’ as we seek to further the impact of our programmes. There is such a huge amount of content and ideas available and we get very excited about sharing lots of fascinating evidence and strategies, but it is definitely the case that there can be overload and we try to hit the ​‘sweet spot’ of challenge in planned content. The second mechanism is ​‘Revisit prior knowledge’. Again, adult learners benefit from the same strategies addressing cognitive processes as our pupils and revisiting prior learning can help learning to stick and develop. This is much easier to facilitate in a multi-session PD programme over time and is just one of the reasons why we favour this model as a Research School network. For example, retrieval practice through quick quizzes can help to secure key ideas. We also set and then review intersession tasks. These are designed to support implementation, but also have a purpose in reflecting on prior learning to build upon further.


B: Motivate teachers
There are three mechanisms here: Agreeing and setting goals, presenting information from a credible source and providing affirmation after progress. At the start of each programme that we run, and at the start of each day or session, we make goals very clear to the participants. It is also critical that we define some actions which are personalised after each input, so that teachers can choose their actions according to their context and priorities. This is all part of the Implementation Cycle which is the framework to all training. See the guidance report ​‘Putting evidence to work – A school’s guide to implementation’.

As a Research School, it also goes without saying that all of our materials and recommendations are evidence based. We also try to bring in practitioners who have tried our strategies in the classroom and can speak with great integrity about their experience which always seems to be appreciated and motivating.


C: Develop teaching techniques
If we are recommending and explaining a key strategy, it is very important that we use clear and direct instruction so that the knowledge is passed on correctly. It needs to be detailed and each stage must be explained. Modelling strategies is also highly effective, as teachers love to see others demonstrating in real life. We try to use video clips, or run a live model of a strategy in our training. There is also a recommendation for social support so that teachers can practise PD and gain support as they try new techniques. Through our programmes, we offer coaching to support teachers as they go through the implementation of ideas. This seems to have been really helpful in helping to motivate teachers and it is always a great pleasure to talk to individuals as they go through the journey. We also see great benefits when two teachers attend a programme from the same school so that they can discuss, collaborate and motivate one another back at school.


D: Embed practice
This is a difficult focus to support as an external provider of PD, but it can be planned for carefully through use of the Implementation Cycle and the associated Implementation Plan which we will ask teachers to develop throughout a programme. The Implementation Plan is the key framework and tool used to support participants as they plan for change in their context. An editable version of the Plan and exemplars can be found on the EEF website here. Providing email prompts to complete an intercession task and to encourage participants is another technique that we use to help teachers focus on their PD plans.

Overall, the 14 mechanisms offer an easily digestible checklist for developing and choosing PD which is likely to be more effective in changing outcomes for pupils. It is a very welcome summary of evidence to build upon for those in charge of PD within schools, and in organisations which seek to support schools through external programmes.