The CPD Paradox contains a teacher training programme I spent two years developing. Available on the site, for free, is a full ready-to-go year long programme.
What does this include?
- A discussion of the principles for running an effective CPD programme
- A year long CPD schedule, with one scheduled session per week, built to match these principles
- Tools for tracking and assessing teacher progress
- Tools for improving the quality of mentoring
- Nearly 30 CPD sessions in a variety of areas
Who’s it for?
- School leaders with responsibility for whole school CPD
- Induction Tutors looking after the training of un- and newly-qualified teachers
- Mentors in charge of the development of one or more teachers
- Teachers looking to improve their skills
Where do I start?
Below is a short summary of the main sections of the site, with links to the resources.
The CPD Paradox rests on three claims:
- CPD is a vital component of teacher development. Without it, teachers (especially new teachers) are unlikely to make rapid progress
- Every stakeholder (schools, external training providers, teachers etc.,) has a vested interest in the success of CPD
- Despite this, typical in-school CPD is not effective at changing teaching practice
I support claim 3 through a discussion of the frenetic and demanding nature of a teacher’s day-to-day job, resulting in their simply not having the time, space or mental energy to efficiently embed new learning into practice. I propose three principles that aim to mitigate the CPD Paradox. An overarching CPD structure, the sessions that make it up, and the administrative resources on which it relies should:
- Be participant led
- Hold participants accountable for making changes to practice
- Include up-take or practice time so that participants are forced to make changes as part of the programme itself
Section 2: Setting up and administering an effective CPD programme. The four posts in this section of the site address the following questions:
- How do I approach the task of setting up a CPD programme? – In this section, I discuss in detail the process in which I applied the above principles to setting up an induction CPD programme, from scratch, in my school.
- How do I track whether trainee teachers are using the contents of my training in their own teaching? – This section contains an observation tracking system designed to help demonstrate whether or not the skills shared in CPD sessions are finding their way into lessons.
- How can I assess teachers’ progress, and keep track of strengths and weaknesses, without resorting to using the Ofsted criteria? – This section contains a lesson observation system I developed to track teaching skills, helping to deliver targeted support on specific and concrete areas of teaching and learning, without resorting to the Ofsted criteria.
- How do I improve the quality of mentoring in my school? – Here I share a system that I developed to improve the quality of mentoring across a school.
Section 3: CPD resource and strategies. In this section I share many of the CPD resources that I have created.
- Planning and Lesson Design
- Behaviour Management
Creating Hard Working Students: Effort Tracking – This post contains a system I developed to track the effort that students are making across lessons, using targeted rewards and sanctions to increase this over time.
- Marking, Feedback and Assessment
- Teach Like a Champion Reading Group – In this post I share the resources for a reading group on Doug Lemov’s ‘Teach Like a Champion’, a book I consider to be the best for the training of teachers at an early stage in their career.
- 10 Minute Skill Builder Sessions – This post contains nine short (ten minute) sessions designed to develop and sustain core skills ( learning objectives, outcomes, assessment for learning and questioning).
- Outstanding Planning Seminar – This is a participant-led coaching session designed to move lesson planning from ‘Good’ to ‘Outstanding’. It involves teachers presenting lessons to the group and coaching each other to improve.
Section 4: English teaching – I will also post articles not specifically on the subject of CPD, but rather English teaching in general.
Rigorous Analytical Writing: Is PEE fit for purpose? – This post contain my thoughts and ideas on teaching students how to write analytically. I argue that the mainstream method for doing so – PEE – is incorrect, and then discuss an alternative.
Writing and Desirable Difficulties: how make writing harder to learn makes students better at it (eventually) – This post contains my thoughts and ideas on teaching writing, in terms of helping students to master the sentence structures and techniques they need to write well. It also contains a discussion of the book ‘Make it Stick’ and its application to the teaching of writing.
Teaching Analytical Writing Structures – Here, I go through a system I developed for teaching students to use a wide range of sentence structures for analytical writing.