Creating a bespoke online module as part of an evidence based CPD strategy

By Richard Driscoll Academic Deputy Principal

Shenzhen College of International Education

I have attended several webinars and read many articles on how the COVID-19 pandemic has accelerated change in terms of both teaching and learning and new approaches for student wellbeing, the FOBISIA webinar by Mark Steed in October 2020, for example. The pandemic has also opened a new approach to both the provision and evaluation of continual professional development. In this article I am sharing the experience of piloting an online evidence-based module which can evolve as CPD needs change at the school. It is useful tool which can be adapted to the strategic goals of your school and has many added benefits which traditional models of CPD may lack. I also want to highlight the influence FOBISIA has had on the development of the module.

This year’s strategic plan for Shenzhen College of International Education included an evaluation of our definition of ‘High Quality of Learning’. In the initial planning stages with Jayne Bennion, a director at Karen Ardley Associates, we decided rather than deliver a conventional keynote online we would create a module which would be multi-functional and could support professional development with ideas to be used in the classroom. Jayne has written a blog piece on the module which can be viewed at https://karenardley.com/great-teaching-at-scie/. I was introduced to Karen Ardley Associates (affiliate member of FOBISIA) through a session at the CPD Leaders Conference of 2021.

One of the benefits of creating an online CPD module is that it can play a pivotal role in the induction of new staff. The module we created had a forum where new staff introduced themselves to the school body. We asked new staff to answer from a range of questions such as who was your favourite teacher and why or what was the best professional learning you ever did? Tell us why! Existing staff could then respond to new staff. The module also gave new staff an opportunity to be introduced to students at the school. The content of the module included both students and staff discussing what their ideas were on great teaching.

The module itself supports the framework of CPD which is outlined in Teaching Walkthrus 3 by Tom Sherrington and OIiver Caviglioli. Their Professional Develop- ment Mechanisms is set in five stages: 1) Building Knowledge, 2) Motivate Staff, 3) Develop Teaching Techniques, 4) Embed Practice, and 5) Take account of Context, Needs & Time Constraints. Again FOBISIA had a big impact as I was introduced to Tom Sherrington and his vision for improving Teaching and learning at the keynote session for the CPD leaders conference.

This was evidence based and referenced back to what had been the focus of previous CPD including Dylan William’s five formative assessment strategies. Ideas had been embedded in the classroom and discussed further at FOBISIA’s love of learning online conference with over 100 staff from SCIE taking part. In particular the key notes of Kate Jones, who now works for evidence-based education, were discussed in small groups.

The online module is a useful way you can reinforce with new staff what your school has been focusing on before they arrive. This can be really positive on the culture so that all staff know the CPD goals. This was shown in a quote from one of the new staff on the reflection forum on the module ‘I’m already feeling like I’m part of a massive family.’ Similarly, an early career teacher remarked ‘there is a lot for me to learn, but luckily, I have great teachers all around me here in SCIE and I am looking forward to working with you all’. Existing staff completed the module during the student induction week. One of the outcomes of completing the module was that staff would choose an aspect of great teaching to focus on for the year for their staff appraisal. They also choose one of the school’s subscribed platforms to support them meeting their target. This could be Evidence Based Education, Teaching Walkthrus, or Karen Ardley Online. Staff were then able to discuss their reflectons at a Q and A led by module creator Jayne Bennion. I was also able to outline the vision for CPD for the year. The message of Dylan Wiliam rings true. “Every teacher needs to improve, not because they are not good enough, but because they can be even better.”

The module, which was launched in August this year, is flexible and is currently being updated to include faculty uploading examples from lessons and students discussing specific examples of high quality learning which could be used both to support departmental or whole school CPD.

I am in the process of evaluating the module in terms of its impact on great teaching. For this the Guskey 5 stages plan is being used (https://learningforward.org/wp-content/uploads/2014/05/guskey-5-levels.pdf ). What is useful as CPD leaders is to collaborate with other CPD leaders. At a recent professional learning network meeting for ACAMIS I was able to gain input and suggestions of how data can be collected to evaluate the success of the module (https://www. acamis.org/professional-development/acamis-peer-learning-network/planning-evaluating-professional-development).

I believe that the module used, alongside an evidence-based approach to CPD, fits in with Dylan Wiliam’s closing remarks in ‘Leadership for Teacher Learning’, “the vast majority of teachers could be as good as the very best if their leaders provide the right learning environment for those they leadcreating a culture in which all teachers improve so that all students succeed” (page 244)

I would be happy to discuss further on the FOBISIA Connect platform.