What the resource is:
Following a series of three earlier EPPI centre literature reviews on Continuing Professional Development (CPD), this systematic review of literature focuses on the role and work of specialists in CPD programmes which report positive pupil and/or teacher outcomes.
The aims of the resource:
This review explores and discusses CPD programmes in which the role of a specialist has improved student or teacher outcomes, in order to consider how best to support teacher's CPD in the future. Student outcomes are measured in terms of improved achievement, attainment, motivation and attitude, whilst positive outcomes for teachers included behaviours, knowledge, understanding, as well as affective outcomes such as beliefs, attitudes and motivation (p.1). Specific aims, as published on page 4, include identifying actions that specialists take to:
- Help professional learning;
- Promote independence and grow capacity;
- Help align CPD with school goals and leadership vision and to embed it in classroom practice;
- Support practitioners through the process of making changes to practice;
- Ease practitioners' access to the public knowledge base;
- Make explicit links between professional learning and pupil learning.
Key findings or focus:
An important key finding from this review is that only studies which reported positive outcomes of CPD interventions were found during the review process, and since many of these were produced ‘in-house', their impartiality is questionable.
Most of the studies reported using external ‘specialists' from higher education institutions or local authorities, as opposed to internal specialists. Reported teacher outcomes related to:
- Learning more about their subject;
- Promoting learning through implementation of new teaching strategies and experimentation;
- Becoming more autonomous about their own CPD and leading others;
- Learning new ways of teaching.
Reported positive pupil outcomes included:
- Improved knowledge of problem solving, scientific concepts, mathematical and literacy skills;
- Improved engagement in classroom activity;
- Improved problem solving and reasoning skills;
- Increased use of ICT.
The range of specialist input reported included modelling, observation, feedback, coaching and both formal and informal meetings) and being supported to implement changes in the classroom. Peer support was also positively reported.
Specialists gave extensive time to supporting teachers both formally and informally, and in all reported models, meetings between specialists and teachers were held at least monthly throughout the period of the training. Models of training greatly varied, but most took place over at least two terms and with a minimum of 10 days specialist input. 13 of the 22 reported studies took account of teachers' individual starting points and also considered emotional aspects of learning, using these to iteratively plan sessions and individualise the training. Experimentation was a key feature of all reported studies. Whilst a small amount of evidence was reported which was aimed at facilitating school leaders to embed the CPD in their school, there is very little evidence of specialist CPD input aimed directly at policy makers.
The quality, authority and credibility of the resource from your subject perspective in relation to ITE:
Whilst the focus of the report is on the role and work of specialists in providing CPD, from the outset, there is confusion about whether the review is interested exclusively in positive pupil outcomes, or also in teacher outcomes, or whether there is an implicit belief that positive pupil outcomes come about through positive teacher outcomes. The review is not very clear to follow and is also quite repetitive, which is possibly due to it being published in so many sections, although most of the information relevant to this audience can be found in the main report. Whilst there is a clear explanation of the review process, the inclusion criteria and the appendix, which includes the list of studies used in each part of the long-listing and short-listing, the authors acknowledge that the report is based upon limited evidence and thus the findings, based on nineteen studies, are tentatively reported. The authors also acknowledge that these reports are likely to be biased, since they are frequently produced ‘in house' and there was no reporting of negative outcomes. The procedure used to synthesise this report and the inclusion criteria are rigorous, but the quality of the reports upon which this systematic review is published are beyond the control of the authors. Since most of the studies synthesised in the main report come from outside the UK, this may also weaken the relevance of the findings, since they are not specific to UK CPD projects and the educational framework within which UK teachers are positioned. The report also needs to be more specific about the types of schools which particular outcomes relate to, since the findings are generalised despite being based upon a small data sample. Overall, little evidence is offered to respond to the aims of the review which is due to insufficient published evidence by way of studies which could form the basis of this systematic review.
The implications for ITE tutors/mentors:
Despite the limitations and shortcomings of this review, there are some important points which are relevant to tutors and mentors. All of the CPD programmes which are reported here set out to improve learning through improving teaching. All of these studies reported ongoing support over a period of time, implying that all staff, at all levels, can benefit from sustained support and training. Many of the strategies used, including modelling, demonstration, regular meetings, meeting individual needs, observation, coaching, reflection, feedback, etc., epitomise high quality support for ITE students and NQTs, and the evidence presented in these studies highlights the crucial relationship between ITE tutors, mentors and their students in order to nurture teacher development.
The relevance to ITE students:
ITE students need to understand that CPD is a career-long issue, and that reflection on experience and development of their learning can bring about positive pupil changes. The report also highlights the importance of other people - both colleagues and other professionals, in supporting their development, and gives an opportunity for students to consider how the strategies they are currently exposed to can bring about positive personal and professional developments on many levels.
Reviewed by:
Dr Alison Daubney