coordinating staff development: the training and development of staff development coordinators

Coordinating Staff Development: the training and development of staff development coordinators

JIM O’BRIENUniversity of Edinburgh, United KingdomJOHN MACBEATHUniversity of Strathclyde, United Kingdom

ABSTRACT There are different and distinctive educational systems withinthe United Kingdom. This article discusses research and developmentwork commissioned by the Scottish Office Education and IndustryDepartment to support the continuing professional development of staffdevelopment co-ordinators (SDCs) in Scottish schools. The developingScottish approach to CPD is examined and the principles underpinningthe interactive resource (CDi) produced are discussed. The authorsconsidered elements of the substantial body of knowledge about theprinciples and practice of professional development including examiningthe literature, building on the extensive Scottish experience of nationalplanning and provision, and by using a focus group and discussions withpractitioners to test ideas and to inform the resource. The problematicnature of the role of SDC is emphasised throughout and lessons from thedevelopment are shared.

Introduction

The continuing professional development of teachers within the UnitedKingdom is increasingly regarded as critical if the national ‘targets’ ofcreating more effective schools and raising standards of pupilachievement are to be realised. The past decade has witnessed changes inthe management and governance of schools stressing local autonomy, newapproaches to initial teacher training and national curriculum innovationnecessitating continuing training and development for teachers. The newNational Grid for Learning, the development of ICT skills in the teacherprofession and the search for Britain’s competitive edge in the globaleconomy are now combining together to exert more pressure on teachersto adopt new curricula, new methodologies and to equip themselves with

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Journal of In-service Education, Vol. 25, No. 1, 1999

appropriate skills. Declining resources and budget cuts impact ontraditional means of teacher staff development at a time when life-longlearning is being emphasised. There have been moves towards moreschool-based in-service and supported self-help, reflecting moves fromtraditional INSET to staff development and, subsequently, to the conceptof professional development (Hargreaves, 1994). Recognition and supportfor such change led to the Scottish Office Education and IndustryDepartment (SOEID) commissioning an ICT CD resource (CDi in the firstinstance) exemplifying good practice while confirming the problematicnature of the role of staff development co-ordinator (O’Brien & MacBeath,1998). In Scotland, school-based coordinators are currently referred to asStaff Development Co-ordinators (SDCs) rather than the emerging term ofProfessional Development Co-ordinator (PDCs) (Adey & Jones, 1998).

Context

Scotland, a constituent part of the United Kingdom, retains its owndistinctive character and nationhood, and will soon have its ownParliament again. Successive Conservative governments between 1979 and1997 introduced changes to the national system of schooling and, at times,the integrity of the politically distinctive and legally autonomous Scottisheducation system (Greaves & O’Brien, 1996; Clark & Munn, 1997) appearedthreatened, especially by the introduction of reforms, initiated in Englandand Wales. This led to claims about the ‘anglicisation’ of Scotland’seducational system (Goulder et al, 1994; O’Brien, 1995). The perceivedwisdom is that the extremes were avoided or mediated, but Scotland hasnot been immune to the ideological approaches espoused by the NewRight, witness the development of the ‘market approach’ in educationassociated with the publication of school examination results in ‘leaguetables’ and schools being quality assessed against performance indicatorsas benchmarks. Thatcherite ideology characterised by demands foraccountability, standards and the quest for quality, ‘value for money’approaches, choice and consumerism was a significant influence forreform in Scotland (Humes, 1993). The introduction of School Boards, theequivalent to English governing bodies but with less power (O’Brien,1998a), and the ‘improved’ teacher training arrangements for Scotland in1992 which led to the ‘mentoring’ experiment (Cameron-Jones & O’Hara,1993), abandoned in the face of strong professional resistance (Kirk, 1997)were among the initiatives. There are signs that the Labour governmentintends to strengthen some of these changes rather than abandon them(O’Brien, 1998b).

Approaches developed in England particularly post 1988 (EducationReform Act: ERA) influenced Scottish developments and vice versa e.g. theScottish approach to the use of ethos indicators (HMI, 1992). Scotland,however, has a more uniform system of schooling than most Europeancountries (Echols & Willms, 1995), enjoying wide acceptance by theScottish educational community of the comprehensive state system of

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schooling. The National Curriculum developed in England is not pertinentto Scotland where a series of national guidelines on a range ofschool-related matters has been developed. These include ‘Higher Still’(SOED, 1994) in the upper stages of secondary schooling, and 5–14guidelines being released and consulted upon in a gradualist manner(Harlen & Malcolm, 1994). Additionally guidelines exist at national level forareas such as devolved school management (SOED, 1992a; Hartley, 1994)and for the staff development and appraisal of teachers (SED, 1990). In thesame period the Scottish Improving School Effectiveness Project and thework of the Audit Unit of the Scottish Office Education and IndustryDepartment (SOEID) led to a genuinely enhanced awareness of schoolself-evaluation and a focus on developing a school improvement culturewith a distinct Scottish definition.

The new Labour government has recently reviewed the teacherappraisal guidelines with the profession and education authorities, andthe revised emphasis is on staff development and review (SDAR) in thecontext of school self-evaluation and development planning. Whileinnovations continue with the publication of a standard for the ScottishQualification for Headship (SOEID, 1998a) and a current nationalconsultation exercise on a Framework for Continuing ProfessionalDevelopment (SOEID, 1998b), a major focus is now firmly on improvedpupil learning, teacher pedagogy and effective classrooms. Theimportance of continuing professional development is beingre-emphasised as providing a means of realising improved standards inScottish schools.

Defining Staff Development and Continuing Professional Development

Teacher lifelong learning in the form of continuing professionaldevelopment (CPD) is increasingly regarded as an important means ofcontributing to the creation of more effective schools and as integral tolearning organisations. Fullan (1991, p. 123) wrote:

Continuous development of all teacher is the cornerstone formeaning, improvement and reform. Professional development andschool development are inextricably linked.

The learning organisation may be defined as a place in which there is aninfectious desire to learn, to build, to exchange good practice, to problemsolve together, to question the most deeply held prejudices, to be open tochange and new ideas, and to experiment and learn from mistakes.Leadership, culture and planning are important ingredients in therealisation of such an organisation as is effective staff development whichbuilds on existing strengths, and individual and organisational needs. Thelink between individual and organisation is increasingly recognised indefinitions and perspectives on staff development gleaned from theliterature where, despite some statements being more aspirational than


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reality based, staff development has been variously defined or describedas:

In-service training should begin in the schools. It is here thatlearning and teaching take place, curriculum and techniques aredeveloped and needs and deficiencies revealed. Every schoolshould regard the continued training of its teacher as an essentialpart of its task, for which all members of staff share responsibility.An active school is constantly reviewing and reassuring itseffectiveness and is ready to consider new methods, new forms oforganizational and new ways of dealing with the problems thatarise. (DES, James Report, 1972)

Staff development embraces not only individual education andtraining, individual appraisal and career enhancement, but alsowhole-staff development as part of a dynamic and changingorganisation. Unlike curriculum development which can be subjectspecific and limited in scope, staff development is more thanimproving teaching technique within a subject area: it includesall-round development of the individual and the inter-relationshipsof teachers’ different subject areas and levels of responsibility.(Kerwood & Clements, 1986, p. 211)

Of late, distinctions are being made between professional developmentwhich increases the personal and professional skills of teachers; staffdevelopment involving development of staff to meet institutional needsand career development involving individual development so that careersmay be progressed (Fidler, 1997).

CPD as Life Long learning

Kirk (1995, p. 15) suggested that the:

... changes that have occurred in teacher education have to beseen as integral to a wider restructuring of education and ofcurricular renewal, which have made new and increased demandson teachers ... We are under an obligation, therefore, to ensurethat teachers are trained to enable them to discharge effectivelythe new responsibilities expected of them.

SOED (1993) published a clear statement of the competences expected ofthe beginning teacher. Competence models are generally accused ofreductionism and atomisation and there has been specific criticism of theScottish competence model of teaching (Carr, 1993), but it may be arguedthat the SOED competences, far from reflecting a narrow set ofprofessional skills and abilities, encompass the development of studentsas beginning teachers who are confident in their knowledge of thecurriculum and the management of schools and relationships with parents


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and the community; as effective planners, theoretically aware, who candraw on insights about children and how they learn, and who shareagreed professional values (Adams, 1995). Experience suggests thatdespite fears, little uniformity of ITE courses has resulted from publicationof the national competences, but there are discernible moves towardspublishing competences or standards for experienced teachers andheadteachers and associated qualifications, e.g. Scottish Qualification forHeadship (SQH) (1998a). Such moves indicate that there is clear officialrecognition that teacher education is a lifelong enterprise and teachersand higher education have important partnership roles to play(Sutherland, 1997). There is also a related possibility of an enhanced rolefor SDCs.

SOEID Support for Continuing Professional Development

SOEID have set out to create a ‘market-place’ and funds which were usedto support lecturer provision in the Teacher Education Institutions (TEIs)for staff development opportunities through short courses, school-focusedand school-based INSET were progressively transferred to EducationAuthorities in the early 1990s; devolved staff development budgets atschool level now encourage local decisions about external provision. Therange and pace of curriculum change, combined with changing fundingarrangements and local authority re-organisation in 1996 with acommensurate reduction in support, led teachers to progressively adopt aschool-based culture of professional development complimented by thegrowth of modular schemes of academic and professional awards(Landon, 1995) in the TEIs.

SOEID has played a strong central role in the provision of nationalguidelines and centrally-funded support with potential providers having totender for certain contracts. National staff development priorities arepublished annually and inform local authority and school developmentplanning. SOEID funded national provision has included majordevelopments such as the Management Training for HeadteachersProgramme (MTHT) and the national training provision for teacher staffdevelopment and appraisal (SD&A).

Developing the Staff Development Coordinator: the Scottish approach

Appraisal in Scotland, as elsewhere in the United Kingdom, was notuniversally welcomed by the profession who demonstrated reluctance toengage with the idea. While the purposes of staff development andappraisal in 1990 were publicly declared as:

x motivation and communication;x review and improvement of professional performance;x staff development;


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x career review.There was a recognition that distrust and suspicion would not easily bedispelled and a national training programme was devised.

The national training programme in preparation for SD&A had twomain strands. One involved the design of a training module (Module 9:MTHT) for headteachers and school managers to encourage policydevelopment in relation to staff development and appraisal: TheManagement of Staff Development and Appraisal (SOED, 1991). The otherstrand resulted in one teacher from every Scottish school being preparedvia a three day residential course to be SD&A tutors who would leadin-school training developed as part of the national preparation forappraisal project. The SD&A course focused on working with adults andtutoring skills. while the major design features of the SD&A trainingmaterials for in-school use were shared: these included the assumptionsthat a supportive climate was a necessary prerequisite with forethoughtbeing given to training methodology, timing, venue and resourcesavailable. Specific tutor behaviours were recommended including adoptingan informal approach, encouraging participation and the asking ofclarifying questions, showing empathy by reflecting and generallyfacilitating the training process by having participants take onresponsibility for their learning and development. Despite the clear limitsto their preparation, these teacher/tutors were increasingly viewed asco-ordinators of general in-school provision beyond the specific SD&Amaterials, and in many locales they evolved quickly to be staffdevelopment co-ordinators (SDCs) for their school. The SDC role hasincreasingly taken on additional importance in those schools with effectivestaff development policies linked to school development plans and withstaff turnover there are many co-ordinators who did not have theexperience of the national SD&A training.

The need to extend such effectiveness and to provide additional staffdevelopment and support for such coordinators is now recognised.Initially it was proposed to base such support around an interactiveversion of a linear video entitled Tutor Skills (SOED, 1992b) which wasprovided to each participant in the course outlined above but thinkingmoved forward. Subsequently the authors of this article werecommissioned with the Scottish Interactive Technology Centre (SiTC),based in Moray House Institute, by SOEID to produce an interactivetraining resource for school staff development coordinators which willprovide further clarification and exemplification of the role.

Key Principles of Staff Development

The Scottish National Guidelines for Staff Development and Appraisal(SED, 1990) identified a number of principles and issues, among themwere:


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x all staff to be consulted in the development and implementation of aschool’s SD&A policy and procedures;

x SD&A arrangements to be systematic, clearly defined and embedded ina school’s overall policies and procedures;

x policies and procedures to be regularly monitored and subject toreview;

x an annual programme of staff development to be planned and provided,reflecting the school’s identified priorities and individual professionalneeds;

x such programmes to include a range of activities indicating that staffdevelopment involves more than in-service courses;

x prioritisation of needs to provide opportunities for individuals, schoolsand local authorities, and the ability to control the pace of change.

Such principles and issues are reinforced in the SDC interactive resource.While staff development might be seen as self-evidently a good idea. it maynot always be that in teachers’ experience. Utilising the evidence from theImproving School Effectiveness Project (MacBeath & Mortimore, 1997) itwas argued that closing the gap between the real and desired situation isclearly one important factor in improving school effectiveness. The roleand functions of those with responsibility for taking forward appropriatestaff development in our schools (Staff Development Co-ordinators: SDCs)in a general context of curriculum development, school developmentplanning, staff development and review and continuing professionaldevelopment are critical if effective change is to be realised. There needsto be both clarity of vision of what staff development is, what it canaccomplish and how it may be facilitated. If effective, staff development iscrucially important and if there are known principles and tested goodpractice then there have to be ways in which those who carryresponsibility for staff development can engage actively, critically andpragmatically with the issues.

It has been SOEID policy since the late 1980s to promote and supportthe development of interactive technology resources to meet a range ofstaff development needs in schools (Van der Kuyl et al, 1994). SiTC hasproduced a range of curriculum and staff development focused interactiveresources, e.g. Mathematics, Health Education and Differentiation(SOEID/SiTC). One of the authors first became involved with interactivetechnology when he contributed to the conceptual development, designand writing of the Skills for Appraisal Interviewing disk which became thefirst full motion video CDi in 1991; the other author also has produced aCDi for school development planning supported by the SOEID Audit Unitentitled Planning for Learning. SOEID has regarded technology ‘answers’as an important addition to traditional training methods because it mightallow greater penetration of training materials, offer a consistency ofapproach and meet ‘value for money’ targets.


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An Interactive Resource for Staff Development Coordinators (SDCs)

There is now a large body of knowledge about principles and practice ofprofessional development and its relationship to personal and institutionaldevelopment especially in relation to schools (Tomlinson, 1997). Thatknowledge has come from different sources e.g. organisational andmanagement theory, adult education literature, school effectiveness andschool improvement research (Rosenholtz, 1989; MacBeath et al, 1996;Stoll & Fink, 1996; European Commission, 1995). Perhaps equally, or moreimportantly, it has been informed by successful initiatives and policydevelopments in recent times which have been monitored and evaluated,and from which significant lessons have been learned. In that categoryfrom a Scottish perspective one would include the ongoing work in theImproving School Effectiveness Project. Also at individual school levelthere are excellent models of staff development in action, either developedfrom the bottom-up or customised versions of national models. There iswithin that large body of work a set of key ideas, principles and strategieswhich could be exemplified, and put to work to close the gap between theideal and the real.

The Staff Development Coordinators interactive project’s intentionwas to develop a resource which will provide an overview of definitions ofstaff development and associated key principles from the literature, liveperspectives from key national and international figures (e.g. De Bono andFullan) and an examination of good practice. Thus, a reference source forclarifying definitions of terms, sources of reference, and for examples ofdifferent schools of thought and perspectives on issues – some of these‘live’ practitioners as well as gurus and soothsayers is provided.Additionally, questions have included the extent to which good practice isa matter of culture and context; what information, support and challengeis most effective in helping teachers to develop professionally, and whatrole does school leadership play in creating a climate of professionalgrowth? From the resultant research ‘database’, the interactive resourcethrough imaginative programming promotes an interactive engagementwith ideas and examples, requires problem-solving in a ‘live’ context,provides feedback and reinforcement and supports the user. Theillustration of principles and process through video excerpts involving realteachers and staff development coordinators working in schoolsencourages the ‘user’ to test theory against practice and againstday-to-day ‘critical incidents’ in the life of real schools.

The primary users of the resource will be staff developmentcoordinators. It will help to:x confirm and reinforce good practice;x provide models and exemplars for consideration;x set their own thinking and practice in a wider context;x promote confidence in the value and robustness of specific strategies;


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x set planned developments within a teaching competences framework;x encourage strategies which relate to continuing professional

development needs and career aspirations of colleagues, fromprobationers to senior professionals;

x identify areas for further development including supporting andaddressing school development plan targets in relation to teaching andlearning;

x clarify and think through purposes in relation to practice;x have access to workable practical strategies and techniques;x widen the range of options in forward planning;x build on their evaluation of processes and various approaches;x support and strengthen staff development and review initiatives;x link staff development with learning and teaching in relation to

curriculum development;x seek to involve them in supporting greater teacher effectiveness;x have access to further evidence, research and reading.

Principles of Design

The interactive resource is designed primarily for staff developmentcoordinators, but is relevant to a wide variety of users. The openingscreen gives the user immediate access to seven areas of inquiry (theoptions are presented in screen diagram, Figure 1) – to definitions andexpert viewpoints to key issues in teaching and learning, to examples ofSDCs carrying out and reflecting on their job or in the top four quadrantsof Figure 1 to stages in the cycle of needs identification- planning-provisionand evaluation.

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Figure 1. SDC interactive resource menu.


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As a professional development tool in itself the purpose of the resource isto take the user further and deeper into the issues, challenging him or herwith increasingly probing questions, offering feedback from a variety ofperspectives which do not always suggest agreement among the expertsor offer tidy solutions. ‘Good practice’ is presented as essentiallycontested requiring the user to test its viability in his or her own context.

Review some approaches toevaluation

How do you know you are getting it right?

Check out some examples andapproaches

In what ways can different staffdevelopment needs be met?

Consider how one schoolapproached the issue

What are the most effective ways of planning staff development?

Analyse different needs arising in a school context

How are staff development needsidentified?

Examine some of the commonissues and challenges in whichthey might be met

What should SDCs do?

Consider some practicalexamples of how it might be

Does SD enhance the quality of learning and teaching in schools?

Checkout some definitions and perspectives

What is staff development? What are some of the different ways of looking at it?

Effective Learning and Teaching, the Role of the SDC

When asked to define the role of the SDC academics, headteachers andSDCs tended to agree that their essential function was to support moreeffective teaching and learning. While few SDCs saw their role as directlyinterventionist in the sense of monitoring or evaluating their colleagues’teaching, effective teaching and learning was viewed as the underpinningpurpose or end point of professional development. Yet while there is aconsiderable literature on effective teachers and effective teaching(Evertson & Anderson, 1978; Good & Brophy, 1973), that literature is oftenseen by practising teachers as self-evident or as adding little to their craftknowledge and experiential wisdom, and much of it has tended to remainunknown to schools and to SDCs. The work of Kounin, for example (1970),grounded in practical classroom strategies with a lot to offer to teachers,has not figured large either at the pre- or in-service stage. Scottish schoolshave tended to rely on the distillation of research by central bodies suchas the SOEID and the Scottish Consultative Council on the Curriculum(SCCC) and where they do have access to the literature it tends to bethrough visiting speakers, or outside experts. The commitment of theSOEID to CD and ICT technology is one medium for bringing teachers


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closer to independent access. The danger to be avoided in design is,therefore, to ensure that the medium does not serve as a surrogate forpersonal search but rather stimulates the user to want to find out more atfirst hand.

Neville Bennet et al (1984) argue that “very little is known about thequality of learning experiences provided for pupils in schools ... despitethe availability of an abundance of advice for teachers”. They concludethat research on teaching has largely ignored the process of learning andresearch in learning has not attended to the constraints of the teacher.The potential of good CD design is to marry the learning theory with thepragmatics of schools and classrooms and to lead practitioners intobroader theoretical understanding through down-to-earth crediblescenarios played out by real teachers in transparently real schools. David Perkins’s view is that it is not so much a knowledge gap as agap between what we know and what teachers do. In his book SmartSchools (1995) he writes:

... some individual teachers are ardent experimenters, tryingworthwhile things. Some initiatives score important successes hereand there. But most are limited. Most do not put to work in any fullor rounded way what we know about teaching and learning. We donot have a knowledge gap – we have a monumentaluse-of-knowledge gap.

The interactive software can aim for that use-of-knowledge gap. It canbuild on the momentum of the last few years which have seen a greaterfocus in professional development on learning and teaching (the reversalof the old word order perhaps significant). The SCCC’s 1996 publicationTeaching for Effective Learning marks a symbolic shift towards a morelearning-focused perspective. It is encouraging that it has been widely andpositively welcomed by teachers for its marrying of practice with theory,bringing with it a radical cutting edge with greater emphasis on genericlearning strategies and less emphasis on content – the traditional focus ofthe SCCC. Going far deeper than a recasting of the curriculum to a focuson learning is what Charles Handy advocated in 1991:

Life is becoming a series of job changes, learning new skills andre-orientating lifestyles. This is the ‘portfolio’ society in whichpeople are defined not by their vocation but by the changing anddeveloping portfolio of skills which they develop over a lifetime.The challenge to schools goes far deeper than the recasting of thecurriculum. It is concerned with a shift from teaching to learning.

The challenge for the staff development co-ordinator is to follow the logicand implications of such a paradigm shift. The effective SDC, we wouldargue, is the one who has an interest, even a passion, for learning aboutlearning and is keen to keep in touch with the seminal literature (Gardner,


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1983; Perkins, 1995; Goleman, 1996; Sternberg, 1996), as well asdevelopments on the ground in schools and authorities elsewhere in thecountry.

Conclusions

The CD resource attempts to illustrate theory and good practice derivedfrom an engagement with specific school practitioners in schools as wesought exemplars and critical incident materials particularly in videoformat, the research literature and key Scottish practitioners using a focusgroup technique. The focus group (Kitzinger, 1994; Wilson, 1997) involvedseveral prominent figures from schools, EAs and TEIs involved in staffdevelopment in Scotland who were invited to consider, criticise and offeropinion on the tentative outline for content and process of the interactiveresource. One might summarise what we have learned about staffdevelopment from all the above interactions as follows:x development will only be effective within a supportive co-operative

ethos at least at some level (school, department or classroom), butpreferably at all levels;

x those responsible for development must have a genuine understandingof the context in which teachers work – as teachers perceive it;

x development and change occur when people see in it some advantagefor themselves;

x teachers need to be recognised as people at different stages in theirpersonal and professional life cycle;

x it is the teacher who develops (active) not the teacher who is developed(passive);

x for teachers it is generally more important to improve a situation thandiscover universal truths;

x resistance to change must be understood for what it is – often aperfectly rational disagreement with the particular change in question;

x offering solutions to problems that people do not perceive themselvesas having will be seen as an irrelevant interruption to their work;

x successful staff development is context-sensitive, participative, ongoing,reflective, analytic and useful;

x quality assurance is everybody’s business.Norman (1988) argues that intelligence is not just in people’s heads, but inthe environment and in the objects they use from telephones tocomputers. Intelligence is built into these objects and they can amplify (ordiminish) individual ability in the course of our interaction with them. ACDi/CDRom can be an intelligent or less intelligent resource, itsintelligence measured by the degree to which it amplifies the intelligenceof its users. At its most intelligent it provokes the learners to a level ofinteractivity which is the high point of learning – dialogue. Dialoguesignifies, as David Bohm (1983) the physicist defines it, “meaning flowingthrough it”.


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Correspondence

Dr Jim O’Brien, Vice Dean, Moray House Institute, Faculty of Education,University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, UnitedKingdom (jim.o’[email protected]).

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