The Cpd Curriculum: Creating Conditions for Growth

by Zoe Enser, Mark Enser

Overview

Expert and practical guidance for schools on designing and delivering continuing professional development (CPD) that truly lives up to its name. There is a wealth of research available on professional learning, from both within and outside the education sphere, and in this book Zoe and Mark Enser pull it all together to help school leaders optimise teachers' ongoing learning and growth. Zoe and Mark explain how schools can overcome issues with CPD that can leave teachers plateauing in their development after just a few years, and share a variety of case studies that illustrate the key components of an effective CPD programme that builds on teachers' prior knowledge. Split into three parts - intent, implementation and impact - the book explores a range of key areas, including: coaching and mentoring, subject-specific CPD, empowerment and self-efficacy, delivery methods and quality of materials. Suitable for school leaders, heads of department and CPD leads in all settings.

Product Details

ISBN-13:	9781785835698
Publisher:	Crown House Publishing
Publication date:	10/31/2021
Pages:	160
Product dimensions:	5.48(w) x 8.55(h) x 0.50(d)

About the Author

Zoe Enser was a classroom teacher for 20 years, during which time she was also a head of English and a senior leader with a responsibility for staff development and school improvement.

Mark Enser has been teaching geography for fourteen years and is currently a head of department at Heathfield Community College. He contributes articles to TES and to the Guardian Teacher Network and often speaks at education conferences. Mark also writes a blog called Teaching It Real and tweets @EnserMark. The rest of the time he spends reading, drinking coffee and running in the hills.

Table of Contents

Foreword i

Acknowledgements v

Introduction 1

Zoe writes 1

Mark writes 5

What is CPD? 8

Chapter 1 Why CPD matters 13

Staff retention - is poor CPD both a cause and an effect? 18

So why don't we just fix the problem? 23

When CPD becomes the problem 24

Chapter 2 Intent 27

Mapping the route 28

Alistair Hamill - case study 32

Assessment points and milestones 35

The need for challenge 36

Trust - creating the conditions for learning 38

Nimish Lad - case study 42

CPD curriculum content 46

Meeting the needs of experts and novices 50

Do 52

Don't 52

Chapter 3 Whole-school implementation 53

Theory vs experience - a false dichotomy 54

Whole-school input 61

Going big: effective whole-staff sessions 63

Whole-school collaboration 76

Becka Lynch - case study 77

Practitioner enquiry 81

Emrna Smith and Mark Enser - case study 84

Coaching 86

Jack Tavassoly-Marsh - case study 88

Do 93

Don't 94

Chapter 4 Departmental and individual implementation 95

Departmental approaches to CPD 95

Fran Haynes - case study 99

Individual development 103

Do 105

Don't 105

Chapter 5 Impact 107

Kat Howard - case study 110

Problems of attribution and overcoming them 113

Performance management and CPD 115

Another way 119

Chris Moyse - case study 120

Evaluating the impact of CPD 125

Do 127

Don't 128

Conclusion 129

A manifesto for change 129

What the future holds 130

A call for revolution 132

Bibliography 135

About the authors 141