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Great use of a small teaching and learning team to help implement best practice from educational research. They read, understand and deliver CPD to make it easily digestible for teachers. This will support giving time back to teachers as they are not expected to read ed research themselves.

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The experts team instead of the line mangers were involved in the class observation can build a equal relationship between the observer and observee.

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We discussed how they had removed the pupil attainment grade from this discussion. Rather they were focusing o professional knowledge, teaching pratice and team contribution. This was done in light of the research to show that when teachers choose their own objectives and goals they have greater job satisfaction

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We talked about the positive impact of not receiving a lesson grading would have for teachers -allowing them to really focus on what went well and implementing the feedback steps in to their practice rather than a focus on what the grading was. We liked the idea of teachers choosing an areas of focus for the feedback session before delivering the lesson. Allows the conversation to be lead by the teacher rather than the observer. The focus on teachers receiving coaching for long term development.

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Lesson Observation Shift: Lesson observation moved away from a grading-oriented system to a focus on coaching for long-term development. Trained volunteers conducted most observations, providing consistent observers throughout the academic year to build trust. Teachers chose a specific focus for feedback in advance, promoting independence.

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CPDs need to be more personal, by providing variety options for the teachers to choose. This will increase the buy-in from staff.

Avoid CPD as passing on information.

Observations move away from grades.

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Teachers tend to plateau in their teaching after a few years in the job. They have created their habits and routines. They know what gets them by from day to day. This is where CPD could come in to challenge them to adapt and thrive with new ideas or strategies. Practical solutions to the problems they face in lesson would be make CPD more effective and worthwhile. Maybe uping that 40% figure that claimed “little to no impact” from CPD.

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Observations carried out by a team of trained experienced volunteers.

Teachers choosing their own focus for feedback in advance.

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It is the hitting all the key ideas. CPD needs to be personal and meaningful. Try not too pass on information (could just send email). Great ideas need to be flowed through so people are all aware of them and, therefore, can follow these though. 

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It is the hitting all the key ideas. CPD needs to be personal and meaningful. Try not too pass on information (could just send email). Great ideas need to be flowed through so people are all aware of them and, therefore, can follow these though. 

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Having an expert in the different areas to lead the PD instead of generally PD allows for more effective PD

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the same team of experts were involved in the observations of staff. The same members of staff observed throughout the year, allowing relationships of trust to develop. Specific feedback was given and grading by was removed, which alleviated pressure

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Inset was lead by a volunteer staff who were equipped to become experts (if they were not already). It was also short sessions. Staff will get on board when they respect who is giving the information and when what they are learning is not going to overwhelm them