Transcript Document
Implementation Demands of Professional Development
Evidence Based Policies July 2006
From Research to Policy:
The Implementation Demands of Professional Development Philip Adey Developing Intelligence
Implementation Demands of Professional Development
Overview
• Introduction • An example of one effective programme • Empirical studies • The Literature • Components of the model • The complete model • Implications
Implementation Demands of Professional Development
Introduction to the issue
• Research in social science does produce results • Policy makers often ignore or pervert these results WHY?
• • Research counters received wisdom (e.g. streaming) • Hard to sell (e.g. a ‘Thinking curriculum’)
Difficult / expensive to implement …
Implementation Demands of Professional Development
An Example: Introducing a “Thinking” Curriculum
“Cognitive Acceleration” rests pillars derived from developmental and cognitive psychology, including: The mind develops in response to stimulation
Cognitive Conflict Social Construction
Dialogue with others is essential
Metacognition
Reflecting on how we tackled the problem This makes major demands on Pedagogy - it requires Heavy Duty Professional Development
Implementation Demands of Professional Development
… but it does have a reliable effect on academic achievement: Many studies , 1990 - present, show that classes which use Cognitive Acceleration methods show long term (3 years after the intervention) far-transfer (from science context to English grades) significant (effect sizes up to 1 s.d.) gains in academic achievement.
7.5
A
6.5
Mean Grade, end of Y11 GCSE English 1999
Chatham Girls J St. Albans J
B
5.5
C
4.5
D
3.5
Rokeby J
E
Sion Manning J J Clapton E South Camden J E St. Edmunds J E George Abbott Sharnbrook J J E E Downend Downham Market E E E B E E E E E E E J CASE Schools E Control Schools B National average 2.5
20 30 40 50 60
Mean Year 7 School Intake (percentile)
70
Implementation Demands of Professional Development
The “Heavy Duty” P.D.
• A two year programme, including: • 7 days of inservice for 2 teachers from each school • 5 half days coaching visit to schools • Commitment by Head to find time for peer coaching and in-school P.D.
What is the ‘Minimum Architecture’ of an model.
effective
Professional Development programme? - Building a
Implementation Demands of Professional Development
Empirical studies - 1
Interviews, questionnaires with Teachers and Heads ‘94, ‘97 studies with Justin Dillon, Shirley Simon and others related Levels of Use (LoU) with cognitive gain, sense of ownership, etc. Class mean 1.6
cognitive 1.4
gain (s) 1.2
1 0.8
0.6
0.4
0.2
0 2.5
3 3.5
4 4.5
Teacher Level of Use 5 5.5
School mean LoU 5.5
5 4.5
4 3.5
3 2.5
2 3 4 5 6 7 School mean Communication score 8
Implementation Demands of Professional Development
Empirical studies - 2
Long-term follow-up study Study with Marina Bailey, Jo Edwards, and Nasia Michael. In 1998 we visited schools which had participated in the PD from ‘94 - ‘96. What was left? • PD is for people, not for schools • The school needs structural changes • Critical role of Senior management
Implementation Demands of Professional Development
Empirical studies - 3
(iv) Case Studies Nicolette Landau followed 13 teachers of CASE and CAME over two years. She observed them in INSET and classroom settings, and continually interviewed them and their colleagues, triangulating data sources and amassing deep-level ethnographic understanding of each of them. … exploring the interaction:
Teacher Stance
Positive
School Ethos
Unsupportive
???
Supportive
Must fly!
Negative
No hope!
???
Rich stories emerge
Implementation Demands of Professional Development
Empirical studies - 4
(v) Multi-method investigation of the System Gwen and John Hewitt collected quantitative and qualitative data from children, teachers, principals, and inspectors involved in an attempt to make PD in one London borough
systemic
- that is, built into the system, self-replicating, and less dependent on outside consultants.
Implementation Demands of Professional Development
The Literature
Examples: – Bruce Joyce at al. on coaching – Michael Fullan on the management of change, and leadership – David Hopkins, Louise Stoll, Peter Mortimore et al. on school effects, school improvement – Thomas Guskey, Michael Huberman, on evaluation – And many, many, more
Implementation Demands of Professional Development
Building a model
Factor 1:Working together for Ownership
Collegiality, Communication, Mutual Reflection
Teacher 1
Ownership Belief change
Teacher 2
Ownership Belief change
Teacher 3
Ownership Belief change
Early practice Early practice Early practice Intuitive practice Intuitive practice Intuitive practice
Change in students ….
Implementation Demands of Professional Development
Factor 2: Senior Management
School Head (and and Governing Body?)
• Commitment
I really want this to happen
• Shared vision
… with HoD, Co-ordinator, ...
• Prepared to make structural changes
Time for in-school PD, appointment policy
Implementation Demands of Professional Development
Factor 3: Quality of PD
• Length, Intensity
30 hours of practice … over two years?
• PD pedagogy reflects target pedagogy Not
“A lecture on making pupils active..”
• Coaching
In-class support
Implementation Demands of Professional Development
Factor 4: Quality of the Innovation
• Theory base
Is there a reason why it should work?
• Evidence of effect
Is there any research evidence?
• Materials
Comprehensive? Flexible? User-friendly?
Implementation Demands of Professional Development
A complete (?) model of effective PD
Good Quality PD Senior Management
Committed Shared vision Structural change
A Sound Innovation
Theory, Evidence, Materials Duration, Pedagogy, Coaching
T1
Ownership
The Group
Collegiality Communication Shared reflection
T2
Ownership
T3
Ownership
T4 T4
Ownership Ownership
Implementation Demands of Professional Development
Characteristics of the model
• • Each of the four elements interacts with all of the others - including pupil response effects on teachers.
Each
element is important - if one is set negative, the whole system fails.
• It follows that PD programmes need to pay attention to all of the elements.
Implementation Demands of Professional Development
Conclusion
Professional Development means the development of
Professionals
- not the provision of sets of instructions for technicians. So it is likely to be a stumbling block for policymakers because: • It is expensive • Professionals are expected to act autonomously on the basis of their understanding of principles.
• PD is messy, uncertain in outcome, and cannot be easily codified or squeezed into a “Strategy”.
Implementation Demands of Professional Development Read all about it ...
The Professional Development of Teachers: Practice and Theory Philip Adey with Gwen & John Hewitt, and Nicki Landau Dordrecht: Kluwer Academic Publishers, 2004