With the humility to accept that the #hashtag #worldclassteachers was and little too long, engulfing 18 characters of any potential discussion, the afternoons opening presentation began.
Quality teaching is the single most important school based factor determining how well school pupils achieve.
Few would argue with that statement, apart from the keynote speaker at a Teacher Leadership conference, where “Quality teaching” may be replaced with “Quality leadership.”
We were asked to consult on two issues, the proposal for a new College of Teaching and second, set up a new Expert Group to develop a Standard for Professional Development.
Small groups discussed key questions, possibly too complex or broad for such a short time allocation and the new professional relationships being formed, across sectors, at this one off meeting in the region (a previous meeting having been held at Huntington School).
For example – What should the funding criteria be for Teaching Schools wishing to draw on the new funding pot for professional development? Should there, for example, be a requirement for Teaching Schools to work with a predetermined proportion of schools which are not already “good” or “outstanding?”
The conversation only gather momentum when exploring the thorny issue of personal versus school directed CPD. We concluded CPD should be defined as either training or professional development. Training is directed by the school to address school priorities, although may benefit the teacher. Whilst professional development, is directed by the teacher, may contribute towards school priorities. Schools may well be advised to recognise this difference when schedule and discussing CPD and INSET opportunities.
Alternatively – it can be explained thus
CPD is what you want to do, training is what others want you to do #worldclassteachers – — Tony Parkin (@tonyparkin) January 31, 2015
The other impassioned conversation considered whether CPD that only addressed a schools priorities and the needs of its pupils, would leave staff professionally malnourished and have a impact on retention (though I would add recruitment as well).
Lee Elliot Major, CEO at the Sutton Trust, may have felt “grilled” by us, may enjoy visiting a handful of Curriculum Meetings to discuss the Quality of Teaching, for a proper grilling. Teachers are more defiant discussing teaching, than they are discussing a College of Teaching.
One question Lee – if “Content Knowledge” is top of the list for “What makes great teaching” – should we be discussing Colleges of Subject Teaching rather than a College of Teaching? eg College of English Teaching?
Thanks to Paul Blake for his contributions. Thanks to the DfE for hosting. Thanks to Carol Jones (ASCL – Leadership and Teacher Professional Specialist), for her professional conversation and insight. Tony, always a pleasure to see you. You don’t get thanks, you got RT-quoted.
Am I in favour? I waiting to find out more details and ironically I need to do some professional learning to be able to answer with an informed opinion.
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