What does the research say

about professional development?

Click through to find out.

TEACHERSMATTERMOST

Student characteristics and prior attainment

Teacher effectiveness

Parents

School structure/type

School leader

Peer effects

Factors affecting educational outcomes

John Hattie (2003)

High performing teachers make the difference to outcomes

Fig 1: Sanders and Rivers (1996), ‘Cumulative Effects of Teachers on Future Student Academic Performance’

Student Performance

Student with high-performing teacher

Student with low-performing teacher

Percentile

Age 8 Age 11

53 Percentile Points

LEADERSHIPOF CPDIS KEY

Relative impact of five leadership dimensions on student outcomes

Robinson (2009)

1. Establishing goals and expectations

2. Resourcing strategically

3. Planning, coordinating and evaluating teaching and the curriculum

4. Promoting and participating in teacher learning and development

5. Ensuring an orderly and supportive environment

Dim

ensi

on

Effect Size

0 0.2 0.4 0.6 0.8 1

0.42

0.31

0.42

0.84

0.27

PROFESSIONALLEARNINGCULTUREIS VITAL

Kraft - Papay (2014)

0 1 2 3 4 5 6 7 8 9 10+

0

0.02

0.04

0.06

0.08

0.1

0.12

Mat

hem

atic

s A

chie

vem

ent

(SD

)

Years of Teacher Experience

High Quality Culture

Low Quality Culture

75th Percentile: Quartic

Average: Quartic

25th Percentile: Quartic

25th Percentile: Indicators

75th Percentile: Indicators

An atmosphere of support, trust and feedback leads to better outcomes

TRADITIONALCPD HAS

LOW IMPACT

Shorter briefing style events

1 2 3 4

Sustained over time

Other

Transformative

A snapshot of 75 training opportunities showed that less than 1% were

effectively transforming classroom practice (CUREE, 2011)

WHAT’STHE

PROBLEM?

Decontextualised Depersonalised Disempowered

The most common form of training attended in 2010 was listening to a

lecture or presentation:

SO, WHATDOES

WORK?

Joyce & Showers (2002)

Type of Experience What it does Skill Transfer

PresentationHelps the learner become aware of a new skill, strategy or teaching practice 5%

PLUS +Modeling & Demonstration

Provides the learner with a chance to see ‘what it looks like’ 10%

PLUS +Practice

Allows the learner to practice in a workshop or within a Professional Learning Community 20%

PLUS +Developmental Feedback

Helps the learner understand how to modify their performance to be more effective 25%

PLUS +Coaching & Mentoring

Provides the learner with real time, job embedded coaching and mentoring in the context of planning learning goals, implementing strategies, evaluating progress

90%

Each stage is required, but is insufficient alone

EFFECTIVEPROFESSIONAL

LEARNINGRELIES ON...

Lesson observation Modeling - Observation - Dialogue

However, traditional observation can be:

Obtrusive

Subjective

Expensive / hard to scale

One-off

Summative

GOING BEYONDTRADITIONAL

CPDWITH VIDEO

Video overcomes the barriers to traditional observation

IRIS Connect makes video

secure, teacher controlled,

scalable and central to affordable

whole school improvement.

What can IRIS Connect do for you?

irisconnect.com/ukirisconnect.com/us