developing teachers, supporting children · developing teachers, supporting children sharing the...

68
Developing teachers, supporting children Sharing the learning from designing professional development within the Keeping Safe programme A research study Dr Aisling McElearney, Christina Murphy and Deborah Radcliffe March 2019 In partnership with

Upload: others

Post on 15-Jul-2020

16 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Developing teachers, supporting children

Sharing the learning from designing professional development within the

Keeping Safe programme

A research studyDr Aisling McElearney, Christina Murphy and Deborah Radcliffe

March 2019

In partnership with

Page 2: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Further information on the Keeping Safe programme is available on the NSPCC Learning website. learning.nspcc.org.uk

Page 3: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Abstract 1

Abstract

In 2013, the Department of Education in Northern Ireland (DE) commissioned the NSPCC to develop and pilot a whole school preventative education programme, Keeping Safe1, for primary schools aimed at teaching children the knowledge and skills to keep safe in situations of abuse, including sexual and domestic abuse. This included the development of continuing professional development (CPD) for teachers to build their capacity to deliver and embed the Keeping Safe programme in all aspects of school life. Robust research asserts that teachers play a critical role in implementing evidence based programmes such as Keeping Safe, and significantly influence the effectiveness of these programmes in school. It is therefore important that NSPCC provides teachers with effective professional development training and support when working with the Keeping Safe programme to undertake this critical role.

A desk based review of best practice research on effective CPD and needs assessment survey research with teachers was completed to inform the design and development of the CPD. The review of research identified the key characteristics of CPD activities and experiences associated with effective teacher development and learning, improved classroom practice and student outcomes. Evidence based approaches including coaching and mentoring, teacher communities and online learning and their application to school practice were also explored. The needs assessment survey drew on the views of 318 teachers recruited from mainstream and special schools across Northern Ireland.

Twenty-nine multiple choice questions explored teachers’ professional experience, access to professional development, learning style preferences and experiences of online learning. One open ended question explored views on the support needed to teach sensitive preventative education messages as part of the Keeping Safe programme. These data were analysed using statistical software (SPSS) and a summative content analysis approach respectively. Almost all teachers reported engaging with professional development: however, respondents were most likely to access types of professional development (courses, workshops, conferences), less aligned with their preferred learning style and less associated with improved classroom teaching practice and student outcomes. Approaches that promote collaboration (group work, cluster groups, coaching and mentoring), interaction and reflection (discussion and debating, use of case studies) were typically preferred but were accessed by fewer teachers working in classroom teaching roles. Most teachers reported some experience with online learning although primarily in a non-interactive way. Most also expressed a need for high quality accessible teaching and learning resources, as well as training and ongoing support to teach the Keeping Safe programme. Key learning has been identified for designing and developing CPD for teachers teaching the Keeping Safe programme and indeed more generally: CPD should be aligned to teachers’ learning styles, meet their identified needs and be premised on evidence based practice.

1 Please refer to https://www.nspcc.org.uk/services-and-resources/working-with-schools/keeping-safe/ for more information on the NSPCC Keeping Safe Project.

Page 4: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

2 Developing teachers, supporting children

List of Abbreviations

CCEA Council for the Curriculum, Examinations and Assessment

CPD Continuing Professional Development

CPDL Continuing Professional Development and Learning

CPSS Child Protection for Schools Service

CUREE Centre for Use of Research and Evidence in Education

DDT Deputy Designated Teacher

DE Department of Education: Northern Ireland

DT Designated Teacher

EA Education Authority

ETI Education and Training Inspectorate

GMI Grant Maintained Integrated

IM Irish Medium

NSPCC National Society for the Prevention of Cruelty to Children

OECD Organisation for Economic Cooperation and Development

PD&MU Personal Development and Mutual Understanding

PSHE Personal Social Health Education/Personal Social Health and Economic education

RCM Roman Catholic Maintained

SENCO Special Educational Needs Coordinator

SCoTENS Standing Conference on Teacher Education North and South

STI Stanford Technical Institute

TALIS Teaching and Learning International Survey

UU Ulster University

VLE Virtual Learning Environment

Page 5: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Contents 3

Contents

Abstract 1

List of Abbreviations 2

Acknowledgements 5

Forewords 6

Key learning points 9

Chapter 1: Introduction 10

Chapter 2: What is effective continuing professional development for teachers? 12

Introduction 12Defining professional development 12Teachers’ experience of accessing professional development 13Characteristics of effective teacher professional development 15Approaches to professional development 25Summary 42Research aim and objectives 42

Chapter 3: Survey methodology 43

Sampling and recruitment 43Teacher respondents 43Ethics 44Analysis 44

Chapter 4: Results 45

Current practice: How teachers access professional development 45Teachers’ preferred learning style in relation to professional development 48Teachers’ experience of and expressed need for training and support in accessing e-learning and web based professional development 49Teachers’ expressed need for training and support to teach sensitive preventative education messages in the Keeping Safe programme 54

Chapter 5: Discussion 57

References 62

Page 6: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

4 Developing teachers, supporting children

Figures and tables

Figure 1. Characteristics of effective teacher professional development 16Figure 2. School roles held by teachers 44Figure 3. Types of professional development accessed by teachers 45Figure 4. Types of continuing professional development available in school 46Figure 5. Preferred approach to learning for continuing professional development 49Figure 6. Factors motivating teachers to engage in e-Learning 50Figure 7. Factors challenging teachers’ motivation to engage in e-Learning 50Figure 8. Reported use of e-learning resources to support CPD within the previous 12 months 52Figure 9. Reported use of web based/e-learning resources provided by Department of

Education Northern Ireland 53

Table 1. Summary of best practice research on continuing professional development 20Table 2. Resourcing professional development in school 47

Page 7: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Acknowledgements 5

Acknowledgements

The authors would like to thank the following for their contributions:

• Members of the Keeping Safe CPD Model Task Group and those who contributed to a CPD Learning Day Event (Barry Corrigan (Millennium Integrated Primary School), Mairead Ewart (Barnardos), Damian Harvey (C2kNI), Dr Tom Hesketh (EA), Nichola Lynagh (EA), Karen McCullough (DE), Dorothy Black (UU), Claire McKee (DE), Brenda Martin (EA), Matthew Martin (St Mary’s University College), Rose Montgomery (Stranmillis University College), Judith Morgan (CCEA), Dr Maureen Murphy (Aurion Learning), Dr Sharon McMurray (Stranmillis University College), Barbara Nugent (NSPCC), Peter O’Neill (DE), Jenny Penniger (NSPCC), John Peto (Nerve Centre), Dorrit Reppart (CCEA), Kerry Simpson (Ballymena Primary School), Phyllis Stephenson (NSPCC), Pamela Woods (EA) Dr Aoibheann Brennan-Wilson (NSPCC), Ali Brown (NSPCC));

• DE for funding the work within the development of the Keeping Safe programme;

• Dr Aoibheann Brennan Wilson (NSPCC) for work on an early draft of the literature review;

• Ali Brown (NSPCC), Phyllis Stephenson (NSPCC), Barbara Nugent (NSPCC) and Dr Aoibheann Brennan Wilson (NSPCC) for their comments and assistance during survey-development;

• Judith Morgan (CCEA), Pamela Woods (EA) and Barbara Nugent (NSPCC) for their assistance in disseminating the survey;

• All the teachers who took the time to complete the survey;

• Sarah Breslin (UU) and Dr Aoibheann Brennan Wilson (NSPCC) for some preliminary analysis of the survey data; and,

• NSPCC colleagues: Colin Reid, Neil Anderson and Kate Stanley for their comments on the draft; Caroline Cunningham, Phyllis Stephenson, Mieka Webber, Janaya Walker and others across National Services teams for their contributions to the peer review process; and, Suzanne Rogers for providing administrative support.

Page 8: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

6 Developing teachers, supporting children

Foreword

The Keeping Safe programme aims to keep children safe from all forms of abuse by embedding the teaching of preventative education messages in all aspects of school life. The programme includes age-appropriate lessons, school assemblies, directed homeworks and workshops for parents alongside a comprehensive package of capacity building training and support for all school staff. Currently being evaluated by one of the largest randomised control trials of its kind in the world, this programme has the potential to influence education policy nationally and internationally.

One of the most important things we at NSPCC needed to get right in developing Keeping Safe was the training and support offer to the schools and teachers that chose to partner with us for the programme pilot. Teaching children about subjects like healthy relationships, their bodies and abuse can be a daunting task, even for the most experienced educators, and I have the greatest respect for the professionals that joined us on this journey. We know from robust research that teachers play a critical role in implementing evidence based programmes like Keeping Safe, and significantly influence the effectiveness of these programmes in school. It is important we provide teachers with effective professional development training and support to undertake this important role.

The research presented in this report was about doing our utmost to provide teachers with the highest quality professional development to support them in delivering Keeping Safe messages. This meant taking time to really understand what makes for effective teacher development and learning, as well as how to translate teacher learning into improvements in classroom practice and positive outcomes for children. It also meant looking carefully at how teachers currently access professional development in Northern Ireland and, importantly, how they would like to access it.

Just as teacher professional development is critical to effective implementation of the Keeping Safe programme, it is critical to other projects focused on improving the lives of children within and outside of the NSPCC. I am therefore delighted to present a report summarising our learning in the area of teacher professional development as a resource for the NSPCC and our colleagues and partners across the statutory and non-statutory sectors.

Neil Anderson

National Head of Service, Northern Ireland, NSPCC

Page 9: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Foreword 7

Foreword

Teaching is at once the most challenging and most rewarding of all professions. Despite the many curricular, pastoral, behavioural and financial pressures of the classroom, we are fortunate in Northern Ireland to have a highly qualified, hardworking and dedicated teaching workforce, committed to meeting what is arguably the most important outcome of our Programme for Government: to ‘give our children and young people the best start in life’.

As a teacher, teacher educator, educational researcher, school governor and, above all, as a parent I am committed to keeping our children and young people safe both inside and outside school, and I have always strongly believed that teachers play a unique role in safeguarding their well-being through developing positive, caring, professional relationships but also through teaching them how to keep themselves safe.

Busy teachers need support in this demanding pastoral work and so I am also a passionate advocate of maximising the opportunities available for them to access high-quality, evidence-based continuing professional development (CPD) which enables them to meet the needs of their children and young people, in their specific contexts.

The work presented in this report has been overseen by the CPD Model Task Group set up by the NSPCC as part of their Keeping Safe project, commissioned by the Department of Education in 2013. It presents a comprehensive review of the literature around effective teacher professional development as well as an insightful survey of teachers’ professional development needs, which together have informed the development of bespoke professional development to support delivery of the Keeping safe programme in a wide range of mainstream primary and special schools right across Northern Ireland. I am delighted to commend it to you.

Dr Noel Purdy

Director of Research and Scholarship, Stranmillis University College, Belfast

Northern Chair, all-Ireland Standing Conference on Teacher Education North and South (SCoTENS)

Page 10: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

8 Developing teachers, supporting children

Foreword

In 2013, the Department of Education in Northern Ireland commissioned the NSPCC to develop and pilot a whole school preventative education programme; Keeping Safe, for primary schools aimed at teaching children the knowledge and skills to keep safe in situations of abuse. From the outset, the Keeping Safe team recognised that teachers would be at the heart of this endeavour.

Teachers play a critical role in safeguarding our children and young people. They may be among the first to notice signs of distress or abuse, because of the regular contact they have with their pupils. They may also be the safe adult that a child chooses to confide in when worried or upset. More and more, they are asked to teach personal development and preventative education curricula, like the one developed as part of the Keeping Safe project. These tasks are challenging and, although teachers are willing to undertake them, they need access to appropriate professional development and support to do so.

To ensure that they designed continuing professional development (CPD) that met the needs of teachers delivering the Keeping Safe programme in schools, the NSPCC set up a CPD Model Task Group drawing on the expertise and experience of professionals in the statutory, voluntary and academic sectors. This group

dedicated considerable time to identifying and exploring the characteristics of high quality teacher professional development and to developing a better understanding of teacher professional learning in Northern Ireland.

As Research Director for Education at Ulster University, it is my pleasure to introduce a report that seeks to share the work and learning of this Task Group as a resource for other education and safeguarding professionals in Northern Ireland and across the UK. This report sets out a review of the literature on effective teacher professional development alongside the results of a survey of CPD needs among primary and special school teachers. Taken together, these pieces of work provided a basis for the development of bespoke teacher professional development to support the Keeping Safe project that blends face-to-face and online learning. I am certain that this work will also have applications in other contexts.

Professor Linda Clarke

Research Director for Education at Ulster University, Coleraine

Page 11: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Key learning points 9

Key learning points

The following key learning points were identified from the review of research evidence and needs assessment survey research:

• Professional development for teachers within the Keeping Safe programme should be informed by evidence based approaches, and should seek to address teachers’ identified needs and align with their preferred learning styles. This learning can be applied to professional development for teachers’ working within preventative education beyond Keeping Safe, and more generally.

• When designing professional development activities, attention should be paid to exploring and addressing the factors that impact on classroom teachers’ access. School leadership should be actively engaged in this process and the use of INSET / development days should be considered.

• Professional development for teachers within the Keeping Safe programme should make effective use of technology. This includes the established infrastructure provided by the DE C2K Schools project in Northern Ireland, and

the interactive functionality of new technology that can enable reflective learning, deep level collaboration and collegial support. Teachers should be provided with appropriate training to support their access and use.

• Blending online professional development with another approach such as coaching or communities of practice within the Keeping Safe programme will promote engagement among teachers concerned about their technical skills as well as isolation and support. A blended model may sustain professional development over time by extending opportunities for teachers to experiment and reflect on their experiences in the classroom.

• When designing professional development within the Keeping Safe programme, attention should be paid to measuring and evaluating impact on classroom practice and outcomes for children. Providing teachers with this feedback is important to promote effective programme implementation in the classroom and sustain implementation in the longer term. 

Page 12: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

10 Developing teachers, supporting children

Chapter 1: Introduction

This report presents research concerned with school teachers’ access of continuing professional development (CPD) in Northern Ireland. The research was funded by the Department of Education in Northern Ireland and completed within the context of the Keeping Safe2 programme. This is a whole school preventative education programme commissioned by the Department of Education in Northern Ireland and developed by the NSPCC which aims to teach primary school aged children the knowledge and skills to keep safe in situations of abuse, including sexual and domestic abuse. This included designing professional development for teachers and school staff. Robust research asserts that teachers play a critical role in implementing evidence based programmes such as Keeping Safe, and significantly influence the effectiveness of these programmes in school. It is therefore important that NSPCC provides teachers with effective professional development training and support when working with the Keeping Safe programme to undertake this critical role.

Towards this aim, a CPD Model Task Group comprising of a range of professionals from statutory and voluntary sector partner agencies was formed in 2013 to manage the process of agreeing an effective, blended model of CPD that would best meet the needs of teachers working with the Keeping Safe programme, to build their capacity to teach and embed the programme in all aspects of school life. This was informed by the findings of an in-depth consultation with primary school staff across Northern Ireland which concluded in 2011. This consultation involved two phases and in phase one 9 focus groups

engaged 50 classroom teachers, classroom assistants and allied health professionals working in mainstream and special primary schools. These school staff reported varied states of readiness to teach a preventative education programme. Many teachers reported a lack of confidence and feeling ill at ease with sensitive programme content. A further 6 focus groups engaged 36 school principals and vice principals in phase 2 of the consultation. Findings asserted the need for comprehensive ‘teacher training including continuing professional development training to provide opportunities for school staff to explore their concerns about teaching Keeping Safe messages, and to practice and develop their confidence, competence and skills in handling sensitive issues’ (McElearney et al., 2011 p.5).

The Task Group sought to incorporate online learning, given the proven flexibility and cost-effectiveness of online platforms for delivery of professional development (Ahn et al., 2017; Khalid and Strange, 2016; Means et al., 2013). The design process included the conduct of a desk based review of best practice research on effective continuing professional development, characteristics and approaches, as well as needs assessment survey research conducted with teachers in schools across Northern Ireland.

This report presents a review of the literature concerning effective teacher CPD and original survey research which aimed to investigate how school teachers in Northern Ireland access professional development. The majority of survey questions relate to general access of CPD (i.e. not subject specific). One open question relates specifically to CPD for teaching sensitive preventative education programme content.

2 Please refer to https://www.nspcc.org.uk/services-and-resources/working-with-schools/keeping-safe/ for more information on the NSPCC Keeping Safe Project.

Page 13: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Introduction 11

The objectives were to:

• Identify how teachers access professional development, and how this differs for those with varied roles, experience and length of service;

• Identify teachers’ preferred learning style in relation to professional development;

• Investigate teachers’ experience of and expressed need for training and support in accessing e-learning and web based professional development; and,

• Provide teachers with an opportunity to communicate their felt need for training and support to teach sensitive preventative education content in the Keeping Safe programme.

This research involved 318 teachers in mainstream (94%) and special (6%) primary schools across Northern Ireland. More than 65% were working as classroom teachers at the time of the survey between August and November 2015.

This report is timely as it is published amid ongoing policy debate and development in England and the devolved nations regarding the professional development of teachers. This has included the publication of the white paper Educational Excellence Everywhere (Department for Education (DfE), 2016a) and ‘Standard for Teachers’ Professional Development’ (DfE, 2016b) in England, and the publication and implementation of ‘Learning Leaders’, a teacher professional learning strategy in Northern Ireland (DE, 2016; Education and Training Inspectorate (ETI), 2016). Moreover, the results of this survey research are being published as the Government in England, in line with the provisions of the Children and Social Work Act 2017, is consulting on the development and teaching of mandatory ‘Relationships, Sex and Personal Social Health and Economic (PSHE)

Education’ in English schools. Building the capacity of school staff through effective CPD will be fundamental to schools fulfilling this new statutory requirement.

This research has informed the development of an evidence based blended model of professional development for teachers involved with the Keeping Safe programme. This is presently being piloted and evaluated by Randomised Controlled Trial across 60 schools in Northern Ireland. The trial will report in 2019.

Chapter 2 presents a review of research evidence on effective teacher professional development, characteristics and approaches. Practice examples of key approaches applied in the school context are included.

Chapter 3 details the methodology employed to conduct the needs assessment survey research.

The survey results are presented in Chapter 4. Overall, the survey findings showed that: the types of professional development typically accessed by teacher respondents did not reflect their own learning preferences or international research evidence and good practice; the potential of existing online platforms, particularly to facilitate collaboration, reflection and communities of practice, is not being fully realised; and, teachers are willing to teach sensitive preventative education messages within the Keeping Safe programme, but express a need for well-resourced and supported professional development to do so effectively.

Chapter 5 discusses and sets these results within the context of the existing research evidence on effective professional development for teachers, as well as ongoing policy developments across the nations of the UK. Finally, a number of key learning points are presented to inform design of professional development for teachers engaged with the Keeping Safe programme, and teachers more generally.

Page 14: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

12 Developing teachers, supporting children

Chapter 2: What is effective continuing professional development for teachers?

Introduction

In recent decades, educational policy in the United Kingdom and internationally has emphasised teacher professional development as a critical factor in school improvement and student achievement (Jones, 2017; Desimone, 2009; Guskey, 2002). This is evident in Educational Excellence Everywhere, the Government white paper on driving up educational standards in England (DfE, 2016a), which provides a commitment to improving the quality and availability of teacher CPD and introduces ‘Standards for Teachers’ Professional Development’ (DfE, 2016b) to guide this development. The devolved institutions in Scotland, Wales and Northern Ireland make similar policy commitments in ‘Standard for Career-long Professional Learning’ (General Teaching Council for Scotland, 2012a), ‘Professional Standards for Teaching and Leadership’ (Welsh Government, 2017) and Learning Leaders: A Strategy for Teacher Professional Learning (DE, 2016) respectively.

These commitments and expectations regarding improving teacher professional development and learning exist within the wider context of the education sector and schools facing financial challenges (National Audit Office, 2016) and increased demands on teachers’ time (Kennedy, 2016). Moreover, technological developments are rapidly changing the way professional development activities and experiences are created, delivered and experienced (Ahn et al., 2017; Khalid and Strange, 2016; Means et al., 2013). This chapter presents a desk based

review3 of robust research concerned with teacher professional development and learning. This includes defining the concept of teacher professional development, as well as identifying and exploring:

• Key characteristics of effective teacher professional development; and,

• Key approaches to professional development as well as their application in practice examples.

Defining professional development

The Organisation for Economic Co-operation and Development (OECD, 2009, p.49) defines teacher professional development as ‘activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher’. This is further developed by Guskey (2002, p.381) who places the focus on outcomes, and describes professional development as ‘systematic efforts to bring about change in the classroom practices of teachers, in their attitudes and beliefs, and in the learning outcomes of students’. These activities and efforts seek to promote teacher professional learning leading to enhanced practice in the classroom and improved student outcomes (King, 2016; Desimone, 2009). Therefore, professional development is best viewed as a process; ‘ongoing, continuous and embedded in teachers’ daily lives’ (Desimone, 2009, p.182).

The research and practice literature in this area asserts that teacher professional development should impact positively on student outcomes if it is to be considered effective (Kennedy,

3 A broad literature search was carried out to fully explore relevant research including published (journal articles/ books) and grey literature (evaluation reports). While interested in more recent research and, in particular, review articles, a date inclusion or exclusion period was not applied. The search was limited to research reported in the English language. The following search terms were applied teacher* AND views OR attitudes OR experience* OR access AND CPD OR professional development OR professional learning OR training OR online learning. The following databases were searched: NSPCC library, Google Scholar, ERIC, British Education Index, PsychInfo, Cochrane Library, Sciencedirect and Emerald.

Page 15: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 13

2016; Desimone, 2009; Darling-Hammond et al., 2017). However, the nature, pathway and sequence of change is much debated, for example, if change in teachers’ practice precedes change in their attitudes and beliefs (Opfer and Pedder, 2011; Desimone, 2009; Guskey, 2002). Research confirms that some teachers engage in professional development activities and never attempt to implement change in their classrooms (Guskey, 2002). Some teachers change their beliefs without changing their practices. Others change their teaching practice but observe no impact on student learning or performance (Opfer and Pedder, 2011). Bubb, Earley and Hempel-Jorgensen (2008) highlighted from a staff development outcomes study involving 35 case studies and a survey of 1612 staff across 600 English primary, post-primary and special schools, that while staff development was considered to have a profound effect on individuals, ‘schools found it hard to prove that it was making a positive difference to pupils’ (p.6). Some teachers identified the impacts of their training and development on pupils as ‘better learning’ (55%), ‘better motivation’ (38%) and ‘better confidence’ (28%). ‘Better test results’ were identified by only 15% of teachers. Making and demonstrating impact on classroom practice and student learning, ‘the knowledge practice gap,’ remains a challenge for teacher professional development (King, 2016 p.574; Bubb, Earley and Hempel-Jorgensen, 2008). Kennedy (2009, cited in Kennedy, 2016, p.947) describes this as a ‘problem of enactment’. The research literature identifies a significant number of contributing factors including the quality of professional development activities (Darling-Hammond et al., 2017; Dunst et al., 2015; See Table 1 for further detail), individual teacher characteristics such as teacher motivation (Appova and Arbaugh, 2018) and school context and culture (Jones, 2017; National Children’s Bureau (NCB), 2017; Avalos, 2011; O’Sullivan et al., 2012; Guskey, 2002). King (2016) highlights the importance of systemic factors in the school environment

including support from both leadership and professional peers, the structure and design of the professional development initiatives, and teacher agency. Furthermore, in this regard, Kennedy (2016) reminds us that teachers exist in a ‘noisy’ education system, ‘surrounded by multiple and conflicting messages about what is most important to do’ (p.947).

Teachers’ experience of accessing professional development

The research evidence suggests that most teachers, internationally, as well as within the UK and Ireland are engaged in professional development of some type. This can include activities embedded in the classroom environment or school community such as study groups, co-teaching, coaching and mentoring or non-school activities that can take place in more formal, external learning environments such as workshops, seminars, conferences and academic study (OECD, 2017; Desimone, 2009). Increasingly, it can also include activities which take place in an online environment including forums, distance learning and webinars (Means et al., 2013; Ahn et al., 2017; See Table 1). Overall, many teachers continue to report unmet development needs. There exists a mismatch between the development activities that teaches themselves endorse, typically involving active and collaborative learning, and those that they have access to in their professional lives, typically involving passive dissemination of information.

The Teaching and Learning International Survey (TALIS; OECD, 2014) involving lower secondary teachers across 23 countries found that 88% of teachers had participated in some form of professional development within the last 12 months. Attending courses and workshops (71%) was the most common activity reported. This was followed by attending educational seminars and conferences (44%) and engaging in teacher networks (37%). Teachers rated activities focused on content and pedagogical knowledge

Page 16: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

14 Developing teachers, supporting children

in their own field as having the greatest impact on their teaching. The results identified conflicts between development opportunities and work schedules, and lack of incentives for participation as the main barriers to engaging in professional development. In the aforementioned English staff development outcomes study, Bubb, Earley and Hempel-Jorgensen (2008) found that just under half (46%) of teachers surveyed felt their school ‘greatly’ helped their professional development, while 40% felt that this was the case ‘to some extent.’ Positive relationships with school leaders, a learning-centered school ethos and access to varied development opportunities were viewed as supportive. Where teachers felt that their development needs were met, this was typically achieved via a wide menu of development activities (e.g. co-working, observation, reflection, leading training, coaching, mentoring, team meetings), not simply via courses. Where they felt their development needs went unmet, this was attributed to an over-emphasis on

courses as well as to competing demands on teachers’ time. ‘Seven out of ten teachers found INSET days useful to some degree. The most useful days were those which gave ideas that could be used directly in the classroom, provided opportunities to meet with others and discuss issues or helped to build teamwork and ensure “everyone was singing from the same hymn sheet”. External providers were usually valued more highly than internally run INSET days’ (Bubb et al., 2008, p.35). O’Sullivan et al. (2012) reported from survey research with 74 teachers (primary, post-primary and nursery) from Northern Ireland and the Republic of Ireland, and noted that teachers most frequently accessed mandatory in-service development activities such as courses or workshops, followed by accredited programmes. Teachers rated individual or collaborative research as having greatest impact on their professional practice, with in-service activities rated as having the least impact. Applicability, reflection, specialist

Page 17: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 15

or external input, collaborative activity and accreditation were mentioned prominently in either one or both jurisdictions as critical to good professional development, while motivations to engage in professional development included personal interest, development needs, career enhancement and peer engagement in CPD. A further survey-based study4 involving 122 nursery, primary, post-primary and special schools5 concerning the dissemination of best practice in Northern Ireland schools (NCB, 2017) also concluded that passive transmission of information approaches to dissemination were those least endorsed by teachers themselves, despite being those most commonly used. High workloads, restricted funding and time were identified as key barriers to dissemination, while school leadership and ethos, along with teacher attitudes, were identified as key facilitators.

An evaluation of the first year of implementation of the Department of Education in Northern Ireland’s ‘A Strategy for Teacher Professional Learning’ (DE, 2016) based on 36 case studies of Northern Ireland schools was undertaken by the Education and Training Inspectorate. This evaluation noted that, while the majority of case study schools aspired to the strategy’s vision (‘every teacher is a learning leader, accomplished in working collaboratively with all partners in the interests of children and young people’), and showed some promising innovations, most had failed to make significant changes in their teacher professional development practice. A few schools continued to rely entirely on transmissive models of in-service teacher training and only a small number could demonstrate clear links between teacher professional development and improved outcomes in terms of teaching practice and student achievement. The most innovative practice was found to be underpinned by five common characteristics: culture and climate (organisational leadership and vision linking

professional learning to school improvement); professional responsibility (teachers who take responsibility for and act in ways that improve pedagogy and student outcomes); pedagogic leadership (an intrinsic focus on pedagogy as the main means of improving learning); effective communication (collegial and collaborative approaches); and, accountability for improvement (based on assessment evidence) (ETI, 2016). 

Characteristics of effective teacher professional development

As highlighted above, to be considered effective, professional development must translate to changes in classroom practice (Darling-Hammond et al., 2017). There exists a strong body of research evidence, including the reviews presented in Table 1 below, identifying a number of characteristics associated with quality effective professional development (Thurlings and den Brok, 2017; Dunst et al., 2015; Cordingley et al., 2015; 2012; Timperley et al., 2008). It is recommended these characteristics, displayed in Figure 1 overleaf, are considered in the design of teacher professional development (Darling-Hammond et al., 2017).

The research evidence presented in Table 1 also serves to highlight some of the ongoing challenges and constraints that teachers face in engaging with professional development opportunities to effectively impact practice. This includes the values of autonomy and independence that exist and are not congruent with opening up classroom practice to critical collegial discussion (Xu and Pedder, 2014), issues of ownership and control that work against the creation of a safe professional space for reflective, constructive dialogue (Vangrieken et al, 2017), lack of time and fear of professional criticism (Khalid and Strange, 2016; Xu and Pedder, 2014).

4 Commissioned by DE and completed by the National Children’s Bureau.5 One respondent in each school complete the survey on a whole school basis.

Page 18: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

16 Developing teachers, supporting children

Key characteristics identified from reviews:

Focus on student outcomes and incorporating opportunities to practice

A sharp focus on student outcomes, rather than on mastery of a specific teaching skill or strategy, has been identified as critical to effective teacher professional learning (Timperley et al., 2008; Cordingley 2013; See Table 1). Cordingley (2013) suggests that aspirations for student outcomes

should form the starting point for, and ongoing focus of, all teacher professional development activity. Students’ needs should be examined in detail at the outset and student learning goals identified; only once this work is complete can teacher development activities capable of delivering on these learning goals be specified. Professional development has greatest impact on student outcomes when it is focused on the curricula that education professionals are

Figure 1. Characteristics of effective teacher professional development

Page 19: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 17

teaching every day in their classrooms, or on specific pedagogies or ways of teaching. This content/practice-focus allows teachers to easily connect learning to their professional practice, testing out new ideas and approaches with their own students (Darling-Hammond et al., 2017). Development activities that prioritise student outcomes should incorporate analysis, reflection and discussion of the underpinning rationale, assessment data and evidence as well as trialling in the classroom (Cordingley et al., 2015;). Furthermore, a number of cycles of trialling and learning may be required to achieve the identified outcomes for all sub-groups of students (Cordingley, 2013; Timperley et al., 2008). Research reviews reported by Xu and Pedder (2014) and Lomos et al. (2101) (see Table 1) indicate that lesson study and communities of practice approaches to professional development have been shown to promote a focus on student outcomes.

Collaborative

Vangrieken et al. (2015) define collaborative practice in the context of teacher professional development as joint work, between individuals or within a group, directed at achieving a particular task. Within this definition, collaboration takes varied forms, between and within schools, grades and disciplines, and can be conceptualised in terms of a continuum of collaboration. At one end, teachers come together in loose informal groups to consult with each other on practical teaching issues (ideas, materials, activities and testing, pace and content of lessons). At the other end, representing deep level collaboration, groups of teachers with high levels of entitativity (shared goals, task cohesion and interdependence, and identification) undertake deeper, more structured collaboration incorporating critical examination of their own and each other’s teaching practice (Vangrieken et al., 2015). Review evidence presented in

Page 20: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

18 Developing teachers, supporting children

Table 1 indicates that professional development which incorporates collaboration contributes positively to teacher knowledge, attitudes and beliefs, classroom practice, whole school and student achievement (Thurlings and den Brok, 2017; Vangrieken et al., 2017, 2015; Cordingley, et al., 2015; Macia and Garcia, 2016). In addition, Cordingley et al. (2003) noted positive teacher outcomes including enhanced confidence, self-efficacy, enthusiasm and commitment as well as enhanced student motivation and performance, from a systematic review of 15 studies looking at the impact of collaborative professional development on classroom teaching and learning.

Reflective practice and inquiry

Reflective practice, or time set aside to think about learning and make connections to one’s own practice, is cited in the literature as an important instrument of change in the context of teacher professional learning (Darling-Hammond et al., 2017; Avalos, 2011). A synthesis of research reviews reported by Cordingley et al. (2012), detailed in Table 1, identified ‘what works and why dialogue’ as a key enabler of high quality professional learning. Many teacher development approaches allocate time to intentional, reflective tasks: perhaps most notably coaching and mentoring, communities of practice (Khalid and Strange, 2016) and approaches involving teachers in independent inquiry or research (Avalos, 2011) such as Lesson Study (Xu and Pedder, 2014). Reflective tasks are often structured using self-assessment tools or reflective portfolios, either on or offline (Avalos, 2011). Reflective processes are active learning processes (Desimone, 2009) and are theorised to support teacher learning by facilitating new understandings of needs or challenges as well

as leading to new or improved teaching practices (Avavlos, 2011). Dunst et al. (2015), also in Table 1, identified opportunities for reflection as a key element of in-service professional development associated with positive teacher and student outcomes.

Supported by specialist expertise

Effective teacher professional learning is usually supported by some form of specialist input in terms of information or advice (Cordingley, 2013; Cordingley et al., 2012). This specialist input can take the form of instruction, modelling, coaching or scaffolding by colleagues/other professionals with specialist knowledge or direct teacher engagement with research and theory (Cordingley, 2013; Cordingley et al., 2012; Timperley et al., 2008). Table 1 highlights that such specialist input is a core element of some professional development approaches such as coaching (Thurlings and den Brok, 2017) and communities of practice (Khalid and Strange, 2016). This input, which is most effective when drawn from outside the learner’s existing setting, supports teacher learning by making theory and evidence in the subject area more accessible and encourages teachers to challenge individual assumptions and organisational orthodoxies that may constrain learning (Cordingley et al., 2015; Timperley et al., 2008).

Sustained over time

Research review evidence, detailed in Table 1, indicates that for teacher professional learning to be effective, it must be sustained over time and include multiple opportunities to interact with ideas and information, engage in active learning and make connections with existing practice (Cordingley et al., 2012; Timperley, 2008). The recommended time period is a minimum

Page 21: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 19

of 2 terms or 1 school year (Cordingley et al., 2015), or approximately 80 hours distributed in multiple sessions across weeks or months (Dunst et al., 2015), with greater time spent being associated with improvements in teaching practice (Cordingley, 2013; Cordingley et al., 2012). The format of this sustained engagement can vary greatly, although a rhythm of follow up, consolidation and support activities is recommended (Cordingley et al., 2015). One common model is an intensive training period followed by several supplementary classroom practice, development or coaching activities. The traditional approach of academic study with regular coursework requirements also remains popular (Darling-Hammond, 2017). One-off workshops are singled out in research as offering particularly poor opportunities for real learning or transformation of teaching practice to take place (Darling-Hammond, 2017).

Supportive school leadership and culture

The majority of research reviews detailed in Table 1 identify school leadership support and culture as key facilitators of effective teacher professional development (Vangrieken et al., 2017; Khalid and Strange, 2016; Cordingley et al., 2015; Xu and Pedder, 2014). School leaders are theorised to play a range of roles in fostering professional learning and sustaining improvements in practice including setting high aspirations for student outcomes, being open to alternative approaches and pedagogies, promoting a vision and a challenging learning culture, and themselves engaging in professional learning (Cordingley et al., 2015). Vangrieken et al. (2017) and Khalid and Strange (2016)

highlight the importance of leaders creating a school culture and safe, challenging climate conducive to fostering deep collaboration within teacher led teacher communities of practice. The role of leadership in creating a culture where teachers feel safe to experiment in the classroom was highlighted by Xu and Pedder (2014) regarding lesson study. School leaders also play a critical supportive role in actively prioritising teacher professional learning among competing demands for time and resources, in sourcing appropriate expertise and opportunities and in working sensitively with teachers who show reluctance to engage (Cordingley et al., 2015). Moreover, a research review completed by Blume et al. (2010) identified work climate and management and collegial support as key to influencing the effective application and transfer of learning from training to practice.

Incorporates models of effective practice

Modelling effective practice contributes to professional learning by providing teachers with a clear vision that they can work towards (Darling-Hammond et al., 2017; Cordingley, 2013). Without such models, envisioning alternatives to current practice, often a prerequisite for change, may prove difficult (Cordingley, 2013). Practice models can take the form of case studies in video or written format, demonstration lessons, lesson or curriculum plans/materials or peer observation/school visits (Darling-Hammond et al., 2017). Use of models is most effective when provided in conjunction with other forms of professional learning (e.g. collaborative enquiry; specialist support) (Darling-Hammond et al., 2017).

Page 22: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

20 Developing teachers, supporting children

Table 1. Summary of best practice research on continuing professional development

Research context

Research focus

Research methodology Key learning points

Thurlings and den Brok (2017) Eindhoven University of Technology, The Netherlands

Learning outcomes of teacher professional development activities

Meta study6 involving 44 studies published between 1991-2013

Peer teacher professional development activities (coaching, collaborating, peer review/assessment) promote change in:

• teacher knowledge, attitudes and beliefs;

• teacher classroom behaviour/practice;

• student learning.

Coaching promotes more change in teacher classroom practice/ behaviour than collaborating or peer review/assessment

Teachers enacting change in their classroom practice promotes more change in student learning than just reflecting on their practice

Overall weaknesses identified in methods of evaluating outcomes of teacher professional development

Vangrieken et al. (2017)

Teacher communities that focus on teacher professional development

Narrative systematic review7 involving 40 studies published between 1990-2016

Well-developed teacher communities positively impact on classroom teaching practice and student achievement

Conditions for success:

• Led by teacher community to create safe challenging space, principal support to motivate, resource and provide recognition of learning;

• Climate of openness and willingness to open up practice to maximise learning opportunities;

• Culture of trust and respect to promote active participation within community and in transferring learning to classroom practice.

Macia and Garcia (2016) University of Catalan, Spain

Teachers informal participation in online networks and communities and impact on fostering professional development

Review using descriptive and thematic content analysis of 23 studies published between 2009-2015

Teachers report using a variety of tools e.g. social networking, blogs and varied levels of participation/ engagement

Active participation is stronger in blended or offline communities

Foster participation:

• Reinforce with some face to face contact or use a blended model;

• Lead and manage participation through shared moderator role;

• Ensure teachers digital competence through training;

• Nurture deeper collaboration through solving classroom problems (e.g. include try-outs in practice and feedback to the community).

6 An approach for systematically synthesizing literature by analysing and integrating theory, methods and results to generate new knowledge.

7 A systematic review of empirical research analysed using a narrative method.

Page 23: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 21

Research context

Research focus

Research methodology Key learning points

Khalid and Strange (2016) Aalborg University, Denmark

In-service teachers’ participation in online communities of practice

Systematic literature review8 of 7 studies published between 2005-2014

• Teachers motivated to engage by professional needs, to explore ideas, themes and classroom strategies relevant to them and for emotional support/combat isolation

• Reported barriers to engagement at the level required for reflective practice included lack of time and technical expertise, and emotional barriers; fear of criticism and principal involvement.

• Moderator role, not fulfilled by principal, is critical to promote critical reflection

• Benefits in terms of increased professionalism, increase teacher experience and subject knowledge, critical reflection increases self-confidence and teaching practice

Cordingley et al. (2015) Centre for the Use of Research and Evidence in Education (CUREE), University College London: Institute of Education (UCL IOE) and Durham University for Teacher Development Trust, England

Evidence on effective Continuing Professional Development and Learning (CPDL) for teachers to inform future policy

Umbrella review9 of 9 reviews published between 2003-2015

Carefully designed CPD opportunities that have a strong focus on pupil outcomes can have a significant impact on student achievement

Design to maximise impact on classroom practice should include:

• Prolonged duration that extends at least for 2 terms or 1 school year;

• A rhythm of follow-up, consolidation and support activities. Should include facilitators who coach and mentor as well as external providers to challenge school norms/practice;

• Tailoring to meet teachers’ needs, acknowledge beliefs and different states of readiness to create buy-in;

• Use variety of linked activities and content that help teachers understand how their students learn both generally and specific to the subject area, and also promote reflection on translating to classroom practice;e

• Peer collaboration and support to engage in problem solving around new approaches combined with sustained opportunities to work collaboratively on content and co-planning which are embedded in school processes;

• Active involvement of school leaders in communicating a vision around effective professional learning, managing and organising resources, leading a professional learning culture and developing others to lead .

8 A qualitative synthesis of literature inspired by grounded theory. 9 A review of reviews of the evidence.

Page 24: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

22 Developing teachers, supporting children

Research context

Research focus

Research methodology Key learning points

Vangrieken et al. (2015) University of Leuven, Belgium

Review of teacher collaboration; forms, consequences, facilitating and hindering factors

Narrative systematic review involving 82 studies published between 2000-2014

• Teacher collaboration effective in delivering outcomes for pupils, teachers and the whole school.

• Effective Deep level collaboration (e.g. discussing aspects of teaching approaches, problems faced in classroom practice, observing and discussing others classroom practice, critical examination of teaching) is reported less often. Required to impact teachers’ underlying beliefs and school level practice.

• Reported benefits for teachers, students and schools;

1. Teachers report greater motivation, communication, morale and efficiency, decreased workload, reduced isolation;

2. Students experience improved understanding and performance;

3. Schools benefit from greater focus on student needs, perception that school supports innovation, better adaptation and more innovation, fostering of professional culture of intellectual inquiry.

Dunst et al. (2015) USA

Review of in-service professional development – factors associated with positive teacher and student outcomes

Metasynthesis10 of 15 research reviews including 550 studies between 1987-2014

In-service professional development can have a significant impact on teacher and student outcomes

Significant impact associated with in-service which included:

• Trainer introduction, demonstration and explanation of benefits of mastering content;

• Active and authentic teacher learning experiences with opportunities for reflection;

• Coaching, mentoring or performance feedback during in-service and follow up sessions in school context;

• Multiple sessions distributed over weeks or months, between 15 and 80 hours depending on context.

Xu and Pedder (2014) University of Leicester, England

Lesson Study as a model of professional learning

Narrative research review of 67 studies published between 2002-2013

• Reported benefits include increased teacher collaboration and creation of learning communities, development of teacher knowledge and expertise, greater alignment of classroom practice with student outcomes with enhanced teaching and learning

• Constraints and challenges include lack of time to engage, extra stress associated with critically reviewing classroom practice, lack of leadership support to create space to implement and sustain lesson study, cultural focus on individual teacher and autonomy not congruent with approach

10 A synthesis of existing reviews, meta-analyses and syntheses.

Page 25: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 23

Research context

Research focus

Research methodology Key learning points

Means et al. (2013) SRI International, USA

Effectiveness of online and blended learning

Meta-analysis11 of 45 studies published between 1996 - 200812

• Purely online learning is equally effective as face to face instruction

• Blended learning (involving minimum of 25% online content) more effective than purely face to face instruction

• Greater effectiveness reported when online pedagogy was based on exploratory or collaborative approaches rather than independent learning, and when curriculum materials and teaching varied between online and face to face.

• Blended learning tends to include more learning time, additional teaching materials and programme content that encourages interaction among learners. These factors could impact on effectiveness.

• Limitation – meta analyses do not reflect latest technology innovations

Cordingley et al. (2012)

CUREE, England

Understanding what enables high quality professional learning

Synthesis of research reviews and selected studies.

Key enablers of high quality professional learning:

• Collaborative enquiry oriented learning across a minimum of 2 terms with peer support, specialist expertise and opportunities to learn through classroom observation;

• Learning to be focused on student outcomes, theory driven and related to classroom practice;

• Includes coaching and mentoring approaches;

• Requires more than 80 hours;

• Includes structured ‘what works and why?’ dialogue and group work.

Lomos et al. (2011) University of Groningen, The Netherlands

Impact of teacher professional communities on student achievement in second level schools

Meta-analysis of 5 studies published between 1982-2009

• Exists a lack of clarity in how teacher professional communities are conceptualised, operationalised and researched/evaluated

• Professional communities create a stronger focus on student outcomes within classroom practice and contribute to student achievement

• Report a small positive summary effect that a teacher professional community within a school environment can increase student achievement

11 A statistical analysis that combines the results of multiple scientific studies. The aggregation of statistical information in this way gives greater statistical power.

12 All studies reviewed used a controlled research design.

Page 26: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

24 Developing teachers, supporting children

Research context

Research focus

Research methodology Key learning points

Blume et al. (2010) University of Michigan, USA

Factors that influence the application and transfer of training to work context

Meta-analysis 89 studies published between 1998-200813

Mixed disciplines, managers

Key factors that determine if skills from training (average 6 hours) will be applied to different or more complex tasks than in training or in a different environment

• Individual factors14: cognitive ability, job involvement, motivation, conscientiousness, post training knowledge, post training self-efficacy, learning goal orientation

• Training should aim to build motivation, increase knowledge and self-efficacy and be linked to learning goals

• Work environment factors: climate, support from supervisors and peers, organizational constraints

• Training should ensure management and collegial support to promote application of learning in practice

• Organisational constraints should be managed.

Means et al. (2009) - Stanford Research Institute (STI) for the US Department of Education

Evaluation of Evidence Based Practice in Online Learning

Meta-analysis 51 studies published between 1996-2008

• Online or blended training showed significantly better outcomes than face to face alone

• Blended training comprising online + face to face showed better outcomes than either online or face to face alone

Note: results mask differences in time spent, curriculum and pedagogy

Bernard et al. (2009) Concordia University Montreal, Canada

Types of interaction in online/web based or networked learning

Meta-analysis of 74 studies published between 1985 and 2006

• Interaction through instructor, peers or content produced a significant positive effect on learning

• Interaction promotes cognitive engagement and meaningfulness and contributes to learning. Interaction through content has a greater effect on achievement than either interaction through peers or the instructor

• Synchronous, Asynchronous or mixed have an equal effect on achievement. Balance to be considered between level of interaction and associated costs

13 Trainees in studies included in the Blume et al. (2010) sample were from mixed disciplines (undergraduate students, MBA or graduate students, managers and supervisors and other nonmanagerial personnel). The ratio of studies looking at a professional versus university context was approximately 2:1.

14 Factors here and below are provided in decreasing order or influence.

Page 27: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 25

Research context

Research focus

Research methodology Key learning points

Timperley et al. (2008)

New Zealand

Teacher Professional Learning and Development

Best Evidence Synthesis of 97 studies

Criteria in designing effective professional development

• Should be driven by student needs and ensure the rationale /focus is on valued student outcomes

• Should be theory driven and include context specific approaches

• Make effective use of external expertise to challenge established norms

• Create multiple opportunities to practice in a classroom environment providing trust, collegial interaction and challenge over prolonged period of 1-2 years

• Leadership critical to sustain momentum

Approaches to professional development

Coaching and Mentoring

Coaching and mentoring as an approach to teacher professional learning concerns the role of experts in ‘helping to guide and facilitate teachers’ learning in the context of their practice’ (Darling-Hammond et al., 2017, p.12). These experts or coaches, often teachers themselves, can support teacher professional learning by modelling effective teaching strategies, supporting groups of teachers to work collaboratively in discussing and analysing students’ work, as well as sharing content expertise and evidence based practice which can enhance classroom practice and the implementation of classroom based programmes (Becker et al., 2013, 2014; McMurray, O’Neill and Thompson, 2016). As the research evidence presented in Table 1 highlights, coaching is more positively associated with teacher learning outcomes, measured by changes to teacher classroom practice, than either collaboration or peer review activities (Thurlings and den Brok, 2017). Dunst et al. (2015) reported that coaching and mentoring within teacher in-service and follow up school based sessions contributed

to positive teacher and student outcomes. Other reviews concerned specifically with the components of effective professional learning for teachers have also identified coaching as a key component (Cordingley et al., 2012; Timperley et al., 2008), with external experts being cited as an important source of challenge to established school norms and practice (Cordingley et al., 2015). This is confirmed in the most recently published review in the area of effective professional development for teachers (Darling-Hammond et al., 2017), where 30 of the 35 studies included in the review incorporated an element of coaching or expert support. While this was commonly delivered as 1-1 coaching within the teachers’ own classroom, the review highlights the role of technology to facilitate remote mentoring. Their review concluded ‘recent literature also suggests that coaching or other expert scaffolding can support the effective implementation of new curricula, tools and approaches by educators. This is consistent with earlier research providing evidence that teachers who receive coaching are more likely to enact desired teaching practices and apply them more appropriately than those receiving traditional professional development’ (Darling-Hammond, 2017, p.13).

Page 28: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

26 Developing teachers, supporting children

Application in classroom practice The research and practice literature details many examples where this teacher professional learning approach has been effectively used. Driscoll et al. (2011) examined the implementation quality of Banking Time, a programme aimed at developing preschool children’s social and emotional competency by improving teacher-pupil relationships. They reported teachers were 13 times more likely to implement the programme when provided with professional development support such as a coach. Within a randomised controlled trial evaluation, Reinke et al. (2014) examined the association between coaching and implementing the Incredible Years Teacher Classroom Management programme. The 52 teachers involved had an average of 11.3 years’ teaching experience and were teaching either Kindergarten, 1st, 2nd, or 3rd grade. These teachers received 6 training sessions followed by ongoing site coaching. The results confirmed that teachers who had received more performance feedback and more coaching reported higher programme implementation in

their classrooms than teachers who had received less coaching. Becker et al. (2014). reporting from a randomised trial of the effects of coaching on implementation of the PAX Good Behaviour Programme conducted on the east coast of the United States, found that coaching was associated with improved implementation of the programme in classrooms. This programme is led by teachers or other education professionals and seeks to encourage children to show attentive and pro-social behaviours in the classroom. A randomised control trial of the programme is presently underway in 20 schools in deprived areas of Belfast, Northern Ireland but has not yet reported results (O’Keeffe et al., 2017). Practice Example 1 overleaf, describes the use of coaching to support teacher professional learning to use the PAX Good Behaviour Programme. The use of coaching to support teacher professional learning and implementation of the evidence based PATHS programme concerned with facilitating primary school aged children’s development of self-control, emotional awareness and interpersonal problem-solving skills is described in Practice Example 2 overleaf.

Page 29: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 27

Practice example one

How coaching is used to support teacher professional learning to use the Pax Good Behaviour Game in their classroom

Teacher professional learning involves initial training, followed by a two-phase coaching model. In the initial universal coaching phase, specialist coaches (with an educational background and specific programme expertise) use the first two weeks to build rapport and a climate of support with teachers, help them to prepare their classrooms and pupils for the programme and promote positive expectations. During the following four-weeks, they work with teachers to develop and refine their skills in delivering the programme. Coaching support during these weeks takes the form of modelling elements of the programme in the classroom setting, observing and providing feedback on teachers’ delivery of key programme elements and engaging teachers in active reflection. In the second tailored coaching phase, coaches work with teachers either to consolidate or to intensify their learning, depending on the current quality of their implementation. Consolidation coaching involves bi-weekly check-ins looking at progress and resolving barriers and continued observation, feedback and reflection. Intensive coaching involves a four-step programme using behavioural approaches to identify and resolve barriers to implementation (Becker et al., 2013).

Where has the model worked?

The PAX Good Behaviour Game has been delivered internationally and has a robust evidence base confirming its efficacy (Becker et al., 2013).

What resources are required?

• Dedicated teaching materials

• Initial training

• Substitute cover for training days

• Specialist coaches

• Up to two months of coaching support

Page 30: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

28 Developing teachers, supporting children

How coaching is used to support teacher professional learning to deliver the PATHS® Programme in the classroom

Teacher professional learning combines initial training with ongoing coaching support. Two-day group workshops are provided initially to help teachers understand and become familiar with the PATHS® curriculum, as well as the concepts that underpin it. Workshops focus on active learning, allowing teachers to experience the curriculum and to practice delivering it. Ongoing coaching support (provided by coaches with an educational background and specific PATHS® expertise) is then provided during curriculum implementation. Coaching sessions are designed to ensure fidelity to the curriculum and foster whole-school generalisation of PATHS® concepts. They take place on average once a month and can take the form of one-to-one planning and mentoring sessions, support and feedback in the classroom and delivery of assemblies on PATHS® themes. Coaching support is provided within a framework of partnership and collaboration; teachers are encouraged to share their own experiences of success and challenges in delivering the programme, and this in turn informs its monitoring, evaluation and refinement (Barnardos, Northern Ireland, n.d.; PATHS® Education UK, n.d.).

Where has the model worked?

The PATHS® programme has been delivered internationally and across various UK locations, including in 69 schools in Northern Ireland (PATHS® Education UK, n.d.). A randomised trial of the effects of the PATHS® curriculum in Northern Ireland schools (2010) found that children in PATHS® schools showed superior social-emotional skills to those in schools implementing the statutory Personal Development and Mutual Understanding programme (Barnardos, Northern Ireland, n.d.).

What did teachers think?

‘I found the modelled lessons particularly useful to see how experienced PATHS teachers use the lesson script as a guide but are able to adapt their lessons to suit their style/the needs of the class/their own experiences.’

‘I found observing the coach teach my class useful. It allowed me to observe the correct approach to take when teaching these lessons.’

(PATHS® Education UK., n.d.)

What resources are required?

• Dedicated curriculum and teaching materials

• Two-day training workshop

• Substitute cover for training days

• Specialist coaches

• Monthly coaching sessions in the school setting

Practice example two

Page 31: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 29

Teacher Communities

Teacher communities is an umbrella term used to describe teachers coming together to form a community ‘when they share a common view on the school’s mission, mutually reflect on instructional practices, cooperate, engage in reflective dialogue, and provide one another with feedback on teaching activities, all with a focus on student learning’ (Lomos et al., 2011, p.122). These include ‘professional learning communities’, clusters within and between schools, networks, ‘communities of practice’ and increasingly online communities enabled by technology (Khalid and Strange, 2016) which provide ‘out of school’ informal learning opportunities (Macia and Gracia, 2016). Teacher communities have partnership and collaborative learning at their core as is evident in the definition presented by Etienne Wenger, seminal author in the area. He defined communities of practice as a ‘learning partnership among people who find it useful to learn from and with each other about a particular domain. They use each other’s experience of practice as a learning resource. And they join forces in making sense of and addressing challenges they face individually or collectively’ (Wenger, Trayner and de Laat, 2011, p.9). Vangrieken et al. (2015) noted that these communities can exist and function differently with different outcomes. They found that formal communities often originate from government initiatives, are management led and concerned with specific tasks of knowledge or skill transfer in the short term. Other member oriented communities are often led by school management within and across schools with a pre-set agenda to promote professional development in the longer term. They also noted the existence of teacher led formative communities whose goals and agenda develop organically to respond to teacher concerns and improving practice. These communities often rotate and distribute leadership from within

teacher members and are considered more conducive to creating the safe challenging space within which to analyse and critically evaluate classroom practice, that is associated with actual change in classroom practice and positive learner outcomes. Teachers report using online communities and networks to share experience and teaching strategies, exchange knowledge and materials, develop collective projects, provide emotional support and share feelings and concerns about their profession (Macia and Garcia, 2016; Khalid and Strange, 2016). They also report different levels of engagement, with a majority taking a passive ‘lurking’ role while a minority actively contribute. Khalid and Strange (2016) report that teachers are motivated to contribute to these online communities by factors such as positive feedback, personal gain and interest from other teachers. Conversely, lack of confidence in technical ability, time constraints and a lack of knowledge were identified as common barriers to engagement.

As the research evidence presented in Table 1 confirms, the peer or collegial collaboration upon which teacher communities are premised has been consistently identified as a core element of effective professional learning for teachers (Thurlings and den Brok, 2017; Cordingley et al., 2015, 2012; Timperley et al., 2008). In their recent review of effective professional learning, Darling-Hammond et al. (2017) note that 32 of the 35 studies reviewed had involved some element of collaborative teacher communities and were associated with improved teaching practice, student achievement and in some cases, school and system level improvements. Moreover, the research evidence concerned specifically with teacher communities asserts their value (Vangrieken et al., 2017). For example, Vesico et al. (2008) concluded from a narrative review of 11 studies that ‘participation in learning communities impacts teaching practice as teachers become more student centered.

Page 32: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

30 Developing teachers, supporting children

In addition, teaching culture is improved because the learning communities increase collaboration, a focus on student learning, teacher authority or empowerment, and continuous learning. When teachers participate in a learning community, students benefit as well, as indicated by improved achievement scores over time’ (p.88). The more recent meta-analytic review reported by Lomos et al. (2011), included in Table 1, recorded a small significant summary effect indicating that teacher communities within a school environment can increase student achievement. This is also supported in narrative reviews reported by Vangrieken et al. (2017, 2015), particularly when teachers engage in deep level collaboration that involves critically examining and analysing classroom teaching practice. Emerging evidence from online teacher communities also suggests benefits for teachers and student learning (Khalid and Strange, 2016; Darling-Hammond et al., 2017).

Application in classroom practice There exist many examples within the research and practice literature where ‘teacher communities’ has been successfully used as a teacher professional learning approach. Aas and Blom (2018) describe, in Practice Example 3 overleaf, the use of structured learning groups for school principals within the ‘Benchlearning programme’, a professional development programme aimed at equipping principals in Norway and Sweden with the knowledge to develop more innovative leadership practice and school environments. The evaluation identified positive changes in school leadership (increased motivation, commitment and confidence among principals) and practice (leadership responsibilities shared within schools; greater

emphasis placed on collegial professional development; use of learning principles in school development; management of schools’ digital development). Moreover, structured school visits linked to theory, learning groups and systematic reflective practice were found to be critical aspects of the learning process. Biasutti and El-Deghaidy (2012) evaluated the impact of final year student teachers in Italy and Egypt participating in an online teacher community concerned with knowledge management processes. 63 student teachers reporting no prior experience of online learning, and spending an average 2-4 hours per day on the internet mainly for educational purposes took part in small group Wiki activities to design an interdisciplinary instructional project for primary school. The activity lasted approximately five weeks and included reading and collaborative group tasks. The evaluation noted high levels of student satisfaction with their collaborative online learning and well-developed teachers’ knowledge management processes, especially knowledge creation processes. Practice Example 4 overleaf details how collaborative practice and communities of learning evolved organically within the Irish National Teachers Association Literacy Initiative within 5 urban disadvantaged primary schools in the Republic of Ireland (King, 2016). This initiative was found to improve reading accuracy for participating pupils by 12.7 months on average (King and Gilliland, 2009, cited in King, 2016). The evaluation highlighted a willingness amongst teachers to sustain the Literacy Initiative and a later review confirmed that the practice was sustained, and in some cases diffused, in four out of five participating schools (King, 2016).

Page 33: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 31

How learning groups (teacher communities) contribute to principal professional learning in the Benchmarking Programme

Principal professional learning as part of the Benchmarking Programme involves two structured leadership modules of two and a half days, completed around six months apart. At the outset of the programme principals are placed in learning groups based on school type, and continue to work in these groups for the duration of the programme. As part of the reflective element of the programme, they also contribute reflections to an online collaborative learning platform (Google Drive). During the first module, principals undertake theoretical learning, school visits, reflection and training in new leadership practices. This module concludes with principals deciding what ideas they would like to try in their own school. The intervening period is then used to put ideas into practice and reflect on their impact. The second module begins with principals sharing experiences and reflections of the intervening period and new innovations tried, before repeating the cycle of theoretical learning, school visits, reflection, training and planning for the future (Aas and Blom, 2018).

Where has the model worked?

The programme is a collaborative project supported by the education agencies of Norway and Sweden and has been delivered with 40 to 50 principals in the two countries. An evaluation the 2015 and 2016 programmes identified positive changes in school leadership and practice (Aas and Blom, 2018).

What did principals think?

‘When you get concrete practical ideas to talk about and a picture of how change is possible, it helps you to believe you can do the same.’

‘In conversations with colleagues from other schools and within an inclusive climate, it is possible to get oneself and one’s school mirrored. We are different enough that I had to think beyond that which would otherwise have been perceived as fixed structures and unyielding conditions.’

(Aas and Blom, 2018, p.68)

What resources are required?

• Two facilitated two and a half day modules, completed 6 months apart

• Module inputs including theoretical learning, school visits and professional training

• Learning groups based on school type

• Online collaborative learning platform

abC

Practice example three

Page 34: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

32 Developing teachers, supporting children

Emergence of collaboration (teacher communities) as a key feature of teacher professional learning in Irish National Teachers Association (INTA) Literacy Initiative

Formal teacher professional learning to support implementation of the INTA Literacy Initiative (which aimed to improve children’s reading accuracy and fluency using peer tutoring) involved a professional development day and ongoing support. The professional development day, attended by the classroom teacher, special educational needs (SEN) teacher and principal in each participating school, introduced the theoretical underpinnings of the intervention as well as its procedural aspects. Ongoing support included two school visits during the period of the intervention, where the peer tutoring model was observed in the classroom setting and support and feedback were offered. While not part of the formal professional development model, collaborative practice and communities of learning also evolved within schools to support the initiative and were identified as critical to teacher professional learning. Teachers worked together to plan, reflect on and evaluate the new literacy practice. They also modelled it to other teachers, supporting its diffusion throughout the school. These communities of practice were facilitated by principals who were themselves advocates for collaborative practice, who fostered teacher agency and who secured the time and resources necessary for collaborative work, despite competing pressures (King, 2016).

Where has the model worked?

The INTA Literacy Initiative was used to improve reading accuracy for participating pupils in five urban, disadvantaged schools in the Republic of Ireland. The practice was sustained, and in some cases diffused, in four out of five participating schools (King, 2016).

What did teachers think?

‘That [team teaching] was new and … I really liked the fact that there were other people, especially other skilled people … They had a wisdom and knowledge that I was able to learn from them as well. So I found it, as a new teacher, very very beneficial because I was able to learn lots from experienced people.’

(King, 2006, p.585)

What resources are required?

• Dedicated curriculum

• One-day training workshop

• Substitute cover for training day

• Specialist input via school visits

• Informal collaboration/communities of practice

• School culture supportive of collaboration/communities of practice

abC

Practice example four

Page 35: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 33

Lesson Study

Lesson study is an approach to teacher professional development closely aligned to teacher communities due to the lesson study focus on collaborative, reflective, peer to peer learning to improve classroom practice (Xu and Pedder, 2014; Ming Cheung and Yee Wong, 2014). Defined as involving ‘groups of teachers meeting regularly over a period of time (ranging from several months to a year) to work on the design, implementation, testing, and improvement of one or several ‘research lessons’. Research lessons are actual classroom lessons, taught to one’s own students, that are (1) focused on a specific teacher generated problem, goal or vision of pedagogical practice, (2) carefully planned, usually in collaboration with one or more colleagues, (3) observed by other teachers, (4) recorded for analysis and reflection, and (5) discussed with lesson study group members’ (Rock and Wilson, 2005, p.78).

This approach to teacher professional development was first established in Japan achieving significant success in improving teaching and learning within science and mathematics. It has since been adopted widely in the United States and in England (Moss et al., 2015; Gardener et al., 2012; Dudley, 2005). Xu and Pedder (2014) noted varied application within schools, across schools, as well as within districts and regions. Their review, detailed in Table 1, describes the benefits of this approach along with inherent challenges in schools. While recent reviews, including those detailed in Table 1 above, have highlighted gaps in the methodology used to evaluate the impact of this approach, they suggest benefits for teaching practice and student learning. ‘Teachers working in lesson study contexts reported that through the insights they were developing about their pupils’ learning, they were developing a greater responsiveness to their pupils’ learning needs

by aligning their teaching more closely to their pupils’ knowledge and understandings, thus creating more favourable conditions for learning’ (Xu and Pedder, 2014, p.42). Ming Cheung and Yee Wong (2014) completed a review of research from Hong Kong (5 studies), the USA (3 studies), and Japan (1 study) and noted that one study reported statistically significant positive effects on students in terms of having increased understanding of the subject matter and increased learning efficiency. This review also included four studies which reported statistically significant positive effects on teachers. Moreover, it is important to note that the lesson study approach includes a number of components such as peer collaboration and support, problem solving and learning that is sustained over time (Cordingley et al., 2012; 2015; Vangrieken et al., 2015; Dunst et al., 2015) that are considered critical to effective teacher professional development. Thurlings and den Brok (2017) concluded from a meta review of 44 studies, that providing teachers with opportunities to enact change in their classroom practice (such as that provided by lesson study) promotes more change in student learning than when teachers are provided with opportunities to reflect on practice.

Application in classroom practice There are a growing number of examples from Japan and internationally including the United Kingdom where the lesson study approach has been successfully used to support teacher professional development. Moss et al. (2015) examined the application and value of this approach in the Math for Young Children project with100 teachers in Ontario, Canada and found the lesson study approach effective in fostering teacher’s confidence and interest, increasing their specific mathematics knowledge and their awareness of adopting a flexible approach to teaching to meet the needs of their learners. One principal reflected on the professional

Page 36: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

34 Developing teachers, supporting children

learning process stating, ‘when we’re in the classroom… what language do we hear? What body language do we see? What do we notice about their learning? And we bring all that back to the table. We observe, we reflect, we kind of re-think and re-tinker some of the activities to think about how can we make it better, how can we make it more accessible to our learners? After each lesson, we reconvened and looked at what the kids did, what we heard, saw and how we could improve this lesson for the kids?’ (Moss et al., 2015 p. 388). Rock and Wilson (2005) reported from a pilot project with six teachers within 3-5th grade classrooms in a North Carolina elementary school. The project goal focused on developing students who were appropriately challenged and motivated to complete excellent quality work. Analysis of data gathered from teacher interviews, field notes and observations and teacher reflection journals confirmed the teachers valued this professional learning, which was ‘directly applicable to a focused need within their classroom’ (Rock and Wilson, 2005, p.85). They enjoyed working collaboratively with their peers to plan, experiment and review lessons, and reported increased professional confidence, understanding and competency with regard to

differentiating their instruction in maths and literacy to better meet the learning needs of children in their classrooms. ‘Previously, when the participants planned for small group maths instruction, all groups had identical lessons that addressed a specific objective and used the same materials and sequence of activities. However, after engaging in lesson study, the skill or concept was the same for each of the small groups but the difference was the depth and extent of learning addressed and the materials used’ (p.88). Practice Example 5 overleaf describes a pilot project of the lesson study approach funded by the Standing Conference on Teacher Education North and South (SCoTENS) within 2 post primary levels schools in Northern Ireland and the Republic of Ireland. A thematic analysis, drawing on planning meetings, observations, student evaluations, lesson videos, interviews and focus groups with teacher-participants as data, found that the approach was effective in promoting reflective teaching practice, collegial engagement, experimentation and students’ engagement in their own learning. Lack of time to work collegially was identified as the main barrier to the success of the lesson study approach (Gardner et al., 2012).

Page 37: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 35

How the Lesson Study model was used to support teacher learning in two secondary schools in Northern Ireland and the Republic of Ireland

The SCoTENS Lesson Study pilot used a teacher development approach based on the Japanese lesson study model. Within this peer-to-peer model, teachers form learning communities (within or between schools) in which they plan, deliver and evaluate lessons on an ongoing basis with a view to improving classroom teaching and learning. Teachers in the pilot formed groups of three (two groups in Northern Ireland, and one in the Republic of Ireland) and worked with a facilitator to prepare for the project, developing project goals and aspirations and professional skills for participation (e.g. in sharing practice and giving constructive feedback). They then collaborated within their groups to design lessons on chosen subject areas, teach and observe the lessons (each teacher taking a turn to teach) and evaluate them through group debrief discussion and student feedback (Gardner et al., 2012).

Where has the model worked?

Lesson study methods originated in China and Japan but have been employed internationally in recent decades, mainly within mathematical and scientific disciplines (Dudley, 2015). Lesson study is associated with enhanced teacher learning and classroom practice (Dudley, 2015).

What do teachers think?

‘We found this very effective as we soon realised that we should be doing this all along! We are all teaching the same subject matter based on a common scheme and while we would check in with what the other teachers were doing, we were not focusing on their methodologies. It gives an opportunity to share expertise and resources and to bounce ideas off one another. It is more valuable than subject workshops as it’s based at ground level.’ (Gardner et al., 2012. p.8).

What is required?

• Small teacher communities of practice

• Dedicated time to work collegially

Practice example five

Page 38: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

36 Developing teachers, supporting children

Online professional learning

The use of technology for learning is rapidly developing globally, providing increased cost-effective opportunities for more flexible access to interactive content and learning (Ahn et al., 2017; Khalid and Strange, 2016; Means et al., 2013). While flexibility of access is a key benefit, learners are also motivated to engage in online learning because of ‘current technology’s support of a degree of interactivity, social networking, collaboration and reflection that can enhance learning relative to normal classroom conditions’ (Means et al., 2013, p.3). This includes the use of a range of web based resources and web based applications (e.g. audio/video streaming, learning management systems, 3D simulations and visualisations and multi-user games) as well as new collaboration and communication technologies (e.g. chat, wikis, blogs, screen sharing, shared graphical whiteboards) (Means et al., 2013, p.4). These developments mean that online learning now embraces components considered critical to effective professional learning such as peer collaboration (Cordingley et al., 2012, 2015). A recent report by the Stanford Research Institute (Ahn et al., 2017) highlights the opportunities presented by e-learning platforms, including the use of virtual peers and coaches to support learning (Fusco et al., 2017), enhancing collaboration through touch-screen technologies (Lane and Mercer, 2017), and the use of data analytics to assess learner engagement and learning preferences (Asbell-Clarke and Fusco, 2017). As detailed in Table1 above, teachers engage with online professional learning opportunities in varied ways and use a variety of tools including social networking and blogs (Macia and Gracia, 2016).

Table 1 also details a number of studies which collate and review the research evidence concerning the effectiveness of online learning.

The meta-analysis of 74 studies completed by Bernard et al. (2009) confirms that interaction provided by an instructor, peers and, in particular, interactive content has a significant positive effect on learning. Furthermore, they reported that synchronous, asynchronous15 or mixed delivery have an equal effect on learner achievement. Means et al. (2009) reviewed 51 studies that primarily involved older students engaged in higher education, in their examination of the effectiveness of online, blended, and face-to-face training. They found that online training, and training that involved a blend of online and face-to-face, resulted in better learning outcomes than training that only used face-to-face delivery. Moreover, blended learning resulted in better outcomes than either online or face-to-face alone. Further work reported by Means et al. (2013) involving child and adult learners in school settings noted that purely online learning is equally effective as face to face instruction and confirmed a blended model as more effective than entirely face to face. Paterson (2014) examined teachers’ perceptions of an online training programme and reported that the majority identified independence and ownership of working practices, tutor support, meaningful relevant materials, course access and design, and the sharing of professional practice as helpful in their online learning. Many also reported problems with self-motivation, coping with technical problems, professional time constraints, a lack of personal contact and a sense of frustration when others did not contribute to the work of the online community. In exploring teachers’ use of online discussion forums, Clarke (2009) observed the interactions of student teachers in Northern Ireland and in doing so documented a large volume of posted messages and interactions within the non-compulsory discussion forums compared with compulsory elements of the virtual learning environment

15 Synchronous interaction takes place in real time (e.g. video-chat, telephone); asynchronous interaction involves a time lag (e.g. email, discussion forums).

Page 39: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 37

(VLEs). She noted that student teachers shared advice and ideas about practice, pupil activities and classroom management as well as engaging in general ‘chat’. She described these non-compulsory discussion forums as ‘online coffee-bars’ that helped build a sense of community, promoting peer engagement, collaboration and informal learning within the context of virtual learning environments.

Application in classroom practice There is a growing body of research examining the use of online learning to support professional development in teaching and the context of education, and this is particularly true of online communities as evidenced in the meta review studies detailed in Table 1 (Macia and Gracia, 2016; Khalid and Strange, 2016). Rheingold et al. (2012) examined the acceptability of

online compared to face to face training for a child sexual abuse prevention programme for child care professionals including teachers in the United States. Those assigned to the online training completed the two-and-a-half-hour interactive curriculum in their own time over a 2-week period while the face to face training group completed their training in 1 session with their co-workers. Although there were no significant differences between the two training groups in relation to overall discomfort, the online group reported higher levels of discomfort when reading the materials and watching videos and were less likely to feel emotionally supported during training. This group also reported that they were less likely to discuss what they had learned with their co-workers. Both groups reported the training as acceptable.

Page 40: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

38 Developing teachers, supporting children

How virtual learning environments support face-to-face professional learning in the Professional Online District (POD) model

In the POD model, student teachers’ classroom-based, face-to-face learning as part of their initial teacher training is complemented by e-learning within a virtual learning environment (VLE), or POD. The VLE involves asynchronous discussion areas (discussions are not in real time) or forums. Within this environment, students engage in online tasks such as sharing written reflections on practice and teaching resources as well as exchanging messages in informal, non-compulsory ‘coffee bars’. A student-led curriculum and online ‘community of practice’ is created via these exchanges. Four key characteristics of the POD model have been identified: use of high-quality, up to date VLE technology; having a learning and learner focus (rather than a tutor and teaching focus); being permeable rather than isolated (having links across boundaries with other subjects and student cohorts); being ‘alive’ (incorporating a mix of activities and redesigned in consultation with community members) (Clarke, 2009).

Where has the model worked?

The model was developed as part of research looking at online learning within an initial teacher training course, or Post-Graduate Certification in Education, in Geography at the University of Ulster. Northern Ireland (Clarke, 2009).

What do teachers think?

Tracking data and thematic analysis of online contributions showed that student teachers contributing to the VLE showed different degrees of enthusiasm, with some exhibiting difficulties with being candid. However, the non-compulsory ‘coffee bars’ were more popular than the formal platforms and were used both for peer support and for learning (Clarke, 2009).

What is required?

• Up to date virtual learning environment

• Formal and informal contributions from a community of learners

• Learner and learning-focus (rather than tutor-teaching focus)

Practice example six

Page 41: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 39

Blended Learning

This approach to professional learning represents an important trend in teacher professional learning. Also described as ‘hybrid’, a blended learning model combines online activities and face to face instruction (Means et al., 2013 p4). Perusal of the research and practice literature concerned with professional learning confirms increasing use of a blended model. In fact, the professional learning described in Practice Examples 7 and 8 uses a blended model often combining online instruction or teacher community with either face to face or coaching and mentoring (Becker et al., 2014; Butler and Leahy, 2005; King, 2016). As highlighted above, and in Table 1, blended learning can be more effective than face to face delivery alone (Means et al., 2013). Means et al. (2013) also highlight that the blended studies included in their review tended to involve additional learning time, as well as opportunities for learners to engage with one another, which may have impacted on the results.

Application in classroom practice Becker et al. (2014) compared the implementation quality of the PATHS programme and PAX Good Behaviour Game in two groups of teachers (45, reporting prior experience with online training and high comfort levels with technology) in the United States who experienced a blended model comprising either online training and face to face coaching, or face to face training and coaching. The online training comprised 12 modules and used existing programme materials including PowerPoint slides, audio recordings, and video demonstrations. The content between the online and face to face training differed only in that the face to face included group discussion and lesson planning. The online training was completed in the teachers’ schools during district-wide professional development days and took between 5-8 hours to complete. The face to face training was completed over two separate days (one day/8 hours per programme) and included didactics, discussion, demonstration and video review. The evaluation reported no significant differences between the online

and face to face training groups in relation to their attitudes towards the two programmes or their implementation of the programmes. In Northern Ireland, DE funded a large-scale teacher professional development programme aimed at improving teachers’ knowledge and skills in relation to identification and intervention to support children with literacy difficulties; the ‘SEN CPD Literacy Project’. This involved a blended whole-school online training programme which was supported by two specialist teachers within each school acting as mentors providing support and guidance to colleagues (McMurray, O’Neill and Thompson, 2016). The online training content was hosted and accessible on the DE schools’ network ‘Fronter’ and included audio-assisted PowerPoints, videos of literacy practice within schools, and reading materials including research articles and book chapters. McMurray (2015) reported that teachers who used the online content had made, or planned to make, changes to their classroom practice and would recommend it as a model of professional development to colleagues. In Practice Example 7 overleaf, Butler and Leahy (2005) report on TeachNet Ireland, an online platform hosting web-based projects for use in the classroom. These have been developed by practicing teachers and are available to other interested teachers with guidance on how to implement or adapt them in the classroom. Contributing and using projects using digital technologies within the supportive learning environment provided by TeachNet can help teachers develop the critical judgement skills necessary to generate new ideas and knowledge. TeachNet Ireland has now published over 300 teacher-generated projects. A small study looking at the professional development approach for contributing teachers, drawing on two teacher interviews (one primary and one post-primary), found that valued aspects of the programme included the tailored nature of skill development and support, the swift resolution of technical issues via online technical support and the dedicated pedagogical mentoring (Butler and Leahy, 2005).

Page 42: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

40 Developing teachers, supporting children

How a supportive learning environment helps teachers develop new online teaching materials for the TeachNet Ireland Project

The professional development model for teachers contributing projects to Teachnet (an online platform hosting web-based projects for use in the classroom) is based on the idea that using digital technologies within a supportive learning environment can help learners to develop the critical judgement skills necessary to generate new ideas and knowledge. The model blends a range of support for teachers as they develop their online content including face-to-face workshops, online support and dedicated mentors. Face-to-face workshops, combining general sessions tailored to teachers’ expressed needs with individualised project support, take place throughout the academic year. Online technical support is also available, with responses guaranteed with twenty-four hours. Finally, specialised pedagogical mentoring support on both the content and presentation of the projects is available (Butler and Leahy, 2005).

Where has the model worked?

TeachNet Ireland has now published over 300 teacher-generated projects (TeachNet Ireland, n.d)

What do teachers think?

‘Every time I came to the workshops I had questions and even there on the day there were things you might not understand but there was always somebody there to help you before you went home.’

‘I was never stuck with a problem. You’d contact the technical advisors and they’d phone you back and talk you through it. It’s great to know that there is somebody at the end of the phone who will help you through it.’

(Butler and Leahy, 2005)

What is required?

• Face-to-face workshops tailored to express needs of participants

• Online technical support

• Pedagogical mentoring

Practice example seven

Page 43: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

What is effective continuing professional development for teachers? 41

How a blended approach supports teacher learning in the Special Educational Needs Continuing Professional Development Literacy Project

The teacher professional development model for the SEN Literacy Project blends specialist face-to-face training for two teachers in each school with whole-school online learning. Two teachers in each school were invited to attend face-to-face, Masters-level seminars to develop in-depth knowledge of literacy difficulties. These seminars also provided a setting to meet teachers in other schools and to share experiences. One of these teachers was also supported to undertake two Masters modules and be assessed for award of Approved Teacher Status by the British Dyslexia Association. These specialist teachers subsequently led a programme of whole-school online learning in their own schools and provided ongoing advice, support and professional development to colleagues (McMurray et al., 2016).

Where has the model worked?

The project was developed by Stranmillis University College, Belfast in partnership with St Mary’s University College, Belfast (McMurray et al., 2016). It has not yet reported outcomes.

What is required?

• Specialist face-to-face training at Masters level for two teachers in each school

• Accreditation for one teacher in each school

• Substitute cover for training days

• Dedicated online curriculum made available to whole school

• Ongoing teacher-led CPD within schools

Practice example eight

Page 44: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

42 Developing teachers, supporting children

Summary

Effective teacher professional development concerns the provision of activities and experiences to promote teacher professional learning with a view to improving teaching practice in the classroom and student outcomes. Making and demonstrating impact on classroom practice and student learning remains a challenge, and is impacted by a myriad of factors including individual teacher characteristics, systemic factors within the school environment and education sector, as well as the quality of professional development activities and experiences available to teachers. While the majority of teachers across the UK and internationally report engaging with professional development of some type, many report unmet development needs. There exists a mismatch between the development activities that teachers endorse as making an impact on their classroom practice (active, collaborative, inquiry based learning) and those they have access to (passive dissemination of information).

The following characteristics of effective professional development activities have been identified in a number of research reviews:

• Include content and activities that focus on student outcomes and incorporate opportunities to practice within the classroom environment;

• Incorporate collaborative working among teachers to support critical examination of classroom teaching practice;

• Provide opportunities to reflect on learning and practice;

• Involve specialist input through information, advice or support;

• Include multiple opportunities over time to interact with learning and make connections with practice;

• Include support from school leadership and within the wider school environment to promote a vision, foster a stimulating school environment and secure appropriate resources; and,

• Include modelling of effective practice in the school context.

These characteristics should be considered in the design and development of professional development activities to maximise teachers’ opportunities to learn, implement and sustain changes to their classroom practice to improve student outcomes.

This desk based review of the literature has informed the development of a blended model of professional development for teachers involved in the Keeping Safe programme within primary schools in Northern Ireland. It has also informed the design and completion of the following needs assessment survey research with teachers across Northern Ireland.

Research aim and objectives

The research aimed to investigate how school teachers in Northern Ireland access professional development.

The objectives were to:

• Identify how teachers access professional development, and how this differs for those with varied roles, experience and length of service;

• Identify teachers’ preferred learning style in relation to professional development;

• Investigate teachers’ experience of and expressed need for training and support in accessing e-learning and web based professional development; and,

• Provide teachers with an opportunity to communicate their felt need for training and support to teach sensitive preventative education content in the Keeping Safe programme.

Page 45: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Survey methodology 43

Chapter 3: Survey methodology

An online survey comprising 30 questions, informed by a review of best practice evidence research (Cordingley et al., 2012; Blume et al., 2010; Bernard et al., 2009; Means et al., 2009; Timperley et al., 2008) was developed in consultation with members of Keeping Safe CPD Model Task Group. This included 29 closed multiple choice questions concerning professional experience and school role, preferred learning style, and experience of professional learning and e-learning. All of these questions related to general access of CPD rather than subject specific access. The final question was open-ended and focused on explicating teachers’ felt need for training and support to teach sensitive preventative education content within the Keeping Safe programme. SNAP survey technology was used to design the survey and to create paper as well as online versions. The survey was piloted with 5 primary school teachers to identify issues with format, question order and wording, ease of completion, and functionality of the online version. Minor amendments were made before circulation to the survey sample.

Sampling and recruitment

Teachers working in all 817 mainstream primary and 39 special schools in Northern Ireland were invited to complete the survey. An email invitation was circulated by the primary teacher seconded to the project team to all primary teachers registered on the DE IT schools network in August 2015. This invite included an explanatory letter to sector teaching colleagues, a short information video, and a live link to the online survey. A paper flyer for school principals requesting onward dissemination to their teaching staff was also included in a Council for Curriculum, Examinations and Assessment (CCEA) materials circulation to schools in August 2015. A reminder email was circulated to all teachers in all primary schools in September 2015. A second round of recruitment involved

a purposive sampling strategy where all school principals who had agreed to join the Keeping Safe project were sent an email invite for onward circulation to their staff. Paper copies of the survey were also circulated to primary teachers attending Designated Teacher Child Protection training organised by the Education Authority (EA) Child Protection for Schools Service (CPSS). Data collection ended in November 2015. The final sample included 318 teachers, which is equivalent to just over 3% of the total number of teachers employed in primary and preparatory (8964) and special (848) schools in 2015/16 in Northern Ireland (DE, 2016). Two hundred and two surveys were completed online while 116 were completed on paper.

Teacher respondents

Ninety-four per cent of teachers who completed the survey were working in mainstream primary schools with the remaining six percent working in special schools. Teachers represented schools across a range of school sectors: controlled (42%; n=133); Roman Catholic maintained (RCM; 36%; n= 114); grant maintained integrated (GMI; 10%; n=32); and Irish-medium (IM; 8%, n=25). This sample is broadly representative of the distribution of teachers across primary school sectors in Northern Ireland in 2015/2016 (controlled (46%), controlled integrated (2%), RCM (47%), GMI (3%) and other maintained (including IM) (2%)) (DE, 2016), although teachers in GMI and IM schools are over-represented. Sixty-nine percent of these schools had fewer than 300 pupils. The majority of teachers (74%) had 11 or more years’ experience compared to 26% who reported 10 years’ experience or less.

Fifty one percent of teachers reported working in one role in the school, either teaching, leadership or in middle management such as designated / deputy designated teacher (DT/DDT) for child protection, or as a co-ordinator for

Page 46: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

44 Developing teachers, supporting children

special education needs (SENCO), pastoral care, personal development and mutual understanding (PD&MU) or in another curricular area, for example literacy co-ordinator (see Figure 2).

Over 65% of the sample were working in classroom teaching roles. However, 49% (almost 1 in 2 teachers) held more than one role, with 11% reporting three roles (school leader, co-ordinator and classroom teacher). Nine per cent (n=29) were ‘teaching principals’, i.e. principals with classroom teaching responsibilities.

Ethics

This research did not require approval from the NSPCC Research Ethics Committee due to its non-sensitive nature. However, good practice guidelines were followed (NSPCC, 2016; British

Education Research Association, 2004) to ensure that informed consent was sought from all teachers prior to completion of the survey. They were also informed of their right to withdraw at any point and that the data would be reported in a way that would protect their anonymity.

Analysis

SPSS was used in analysing the data generated from the closed questions. Qualitative data was generated from 243 teachers (76%) in response to the open question and was analysed using a summative content analysis approach (Hseih and Shannon, 2005). This approach involved initial ‘identifying and quantifying and then coding certain words or content in text with the purpose of understanding the contextual use of the words or content’ (Hseih and Shannon, 2005, p.1283).

Figure 2. School roles held by teachers16

16 Teachers could select more than one option to fully reflect their duties within the school.

41%

55%

64%

Leadership (n = 131)

Middle management (n = 175)

Classroom teacher (n = 205)

Page 47: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Results 45

Chapter 4: Results

The results are presented in four sections:

• current practice: how teachers access professional development;

• teachers’ preferred learning style in relation to professional development;

• teachers’ experience of and expressed need for training and support in accessing e-learning and web based professional development; and,

• teachers’ expressed need for training and support to teach sensitive preventative education messages in the Keeping Safe programme.

Data from the qualitative analysis, where relevant, is presented alongside the quantitative results. In responding to closed survey questions,

teachers could select more than one response per question.

Current practice: How teachers access professional development

Ninety-nine per cent of teachers reported engaging with continuing professional development in the previous 12 months. This amounted to 1-10 days training for fifty nine percent (n=189) and 11-20 days for seventeen percent (n=53) of teachers who responded to the survey.

Type of professional development

As Figure 3 illustrates, school INSET17 days (90%, n=285) and attending courses, conferences and workshops (75%, n=238) were the most

Figure 3. Types of professional development accessed by teachers

17 Abbreviated from IN-SErvice Training day, INSET days are days during term time on which pupils are not required to attend school. These days are typically used for staff development or administrative tasks.

90%

75%

46%

29% 27%

5%

School INSET days

Courses/conferences/

workshops

Child Protection Support Service

training

Education Authority training

Cluster groups with other

schools

Online communities of

practice

Page 48: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

46 Developing teachers, supporting children

commonly reported type of professional development undertaken. Fewer teachers reported engaging with approaches that promote professional collaboration, the sharing of good practice, and the provision of collegial support. Forty-six per cent (n=147) reported accessing training provided by the Child Protection Support Service for Schools within the Education Authority in Northern Ireland while almost 1 in 3 (29%), reported accessing leadership training and development provided by the Education Authority.

Teachers with non-classroom teaching roles were significantly more likely to access training provided by the Child Protection Support Service

for Schools, training in coaching and mentoring, and to engage with cluster groups compared to those who held teaching roles.

Type of continuing professional development support available in school

When asked about the type of continuing professional development support available in school, teachers most frequently identified whole-school training (84%, n=268) and INSET training (84%, n=266). As highlighted in Figure 4 below, mentoring by experienced colleagues and external professionals was identified less frequently as was clustering within and across schools.

Figure 4. Types of continuing professional development available in school

84%

41%38% 37%

23%

84%

Whole-school training

School INSET days

Mentoring by more

experienced colleagues

In-school clusters

Cluster groups with other

schools

Mentoring by external

professionals

Page 49: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Results 47

Resourcing

Seventy per cent of teachers (n=223) reported that there was time to access training as part of school development days. As Table 2 highlights, 39% (n=125) of teachers indicated that release from teaching enabled their access to professional development training. Thirty-two percent (n=102) identified the availability of online training and support. Three percent of teachers identified ‘Research Lesson Study’18 projects with peers as a form of continuing professional development support available in school. With regards funding, fewer teachers reported funding for the cost of substitute cover (24%) and the cost of training (14%).

Funding and the opportunity to access continuing professional development within school development days and other school directed time emerged frequently within the qualitative responses provided by teachers:

Cost

The adequacy and availability of funding was raised as a key issue by a small number of teachers. For example:

‘Training cannot be done on the cheap if you want to make a difference. Teacher training needs to be funded and resourced with proper workshops for staff’19.

‘I would like to avoid e-learning on a computer in my own time. Sub cover should be provided to release [of key staff leading new programmes] for in depth training and familiarisation’20.

Timing

‘Easily accessible (training) in directed time at a convenient location - these should not start before 3pm or require travel before 3pm. Use of School Development Days. Easily accessible support that can be accessed at convenient times that will work around the busy role of a classroom teacher’21.

Table 2. Resourcing professional development in school

n=Percentage of teachers

Time dedicated to access training as school development days 223 70%

Time allocated to access training through release from teaching duties 125 39%

Online training and support 102 32%

Funding available for substitute cover for release 78 24%

Funding available to cover the cost of training 45 14%

Research lesson study projects with peers 10 3%

18 ‘Research Lesson Study (RLS) is a relatively new approach to professional learning and focuses on collaboration among teachers and the creation of learning communities of practice’ (Galanouli, 2010; School-based professional development. GTCNI, p.18). RLS is described as an activity that is based ‘upon cycles of highly structured group planning, observation and analysis of lessons which take place over periods of time between half a term and a year or more’ (Dudley, 2005, p.3).

19 Principal with no classroom teaching duties in small school.20 Classroom teacher with 11-15 years’ experience from a small controlled special school; also holds DT role.21 Full-time Classroom teaching principal with 11-15 years’ experience from a small mainstream controlled school; also holds

DDT, SENCO, PD&MU Co-ordinator roles.

Page 50: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

48 Developing teachers, supporting children

Timing also emerged as important as it relates to alertness.

‘It needs to be in the day time with teachers when they are fresh and in a safe and engaging manner’22; ‘INSET sessions on Baker/Closure23 days to give the training the time it deserves not 45 minutes after a school day when people are tired and not very fit to take things in’24.

Teachers’ preferred learning style in relation to professional development

Ninety-five per cent of teachers who completed the survey identified learning in groups or with other people as either being very important or of some importance to them in accessing professional development. As Figure 5 below illustrates, the majority of these teachers, irrespective of years’ teaching experience, identified group work (74%), taking part in interactive sessions (e.g. seminars) with opportunities to discuss, share and engage (69%), engaging in cluster groups within/ between schools (67%), and coaching and mentoring (either receiving or providing to others) (38%) in describing their preferred approach to learning for continuing professional development. These approaches, premised on peer collaboration and collegial support in sharing and developing practice, were preferred above individual approaches such as working alone or attending lectures.

These results are confirmed in the qualitative responses provided by teachers. Most of these responses alluded to the importance of working in clusters or groups to facilitate engagement

with peers for discussion and support which could be achieved during school development days. Teachers proposed:

‘clusters of local schools to discuss and share practice’

and

‘provide each other with local support’25

and

‘training days but also project work that can be done in a collaborative manner is usually useful, it’s always good to have someone to ‘bounce’ ideas off, receive support and assurance from’26.

Some teachers also identified the opportunity for clustering to be part of a blend of continuing professional development provision that could also ideally include other complimentary approaches. For example, one teacher reported:

‘Ideally like to work with others in a small group scenario, face-to-face like support in using e-learning tools like an opportunity to discuss scenarios’27.

Figure 5 also indicates that fewer teachers report a preference for e-learning (17% n=54) and web based (12% n=39) approaches. Teachers with 10 or fewer years’ experience were more likely to identify a preference for ‘other e-learning activities’ than their peers with more than 20 years teaching experience.

The majority also identified self-reflection (90%, n=287), discussing and debating (89%, n=284) and case studies (85%, n=270) as either somewhat or definitely reflecting their learning style. A small number of teachers

22 Full-time teaching principal with 6-10 years’ experience from a small mainstream controlled school; also holds DT and SENCO roles.

23 Baker/closure days refer to days when schools are closed for whole-school training purposes.24 Full-time classroom teacher with 11-15 years’ experience from a small special school; also holds DT role.25 Principal with no classroom teaching duties with 11-15 years’ experience small school.26 Classroom teacher with 1-5 years’ experience medium size school; PDMU coordinator, also on staff’s senior leadership

team and co-ordinates staff development.27 Principal with no classroom teaching duties with 6-10 years’ experience from a small school.

Page 51: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Results 49

reported engaging with teacher led approaches to continuing professional development. This includes Research Lesson Study (RLS) and TeachMeet28. Seven per cent of teachers (n=22) reported undertaking RLS projects in the previous 12 months or 14% (n=43) ever. Seven per cent (n=23) reported attending a TeachMeet event in the previous 12 months and 9% (n=29) reported ever attending such an event.

Teachers’ experience of and expressed need for training and support in accessing e-learning and web based professional development

Motivation to Engage with E-Learning

Teachers identified flexibility, adaptability and independence as key issues motivating them to engage with e-learning. As illustrated in Figure 6,

teachers highlighted the importance of access to high quality, up to date content offered with e-learning.

Figure 7 illustrates the factors challenging teachers’ motivation to engage with e-learning. More than half (54%, n=170) identified lack of support and limited access to a tutor as important in this regard while twenty-nine percent (n=93) identified feelings of isolation as a challenge to motivation.

Concerns about the isolated nature of e-learning also emerged as important in the qualitative responses provided by teachers. Considerable variation was evident in the strength of their views on this matter. For a small minority, web based professional development or e-learning could not replace face to face training:

‘I prefer face to face training. I do not find e-learning beneficial due to the isolation’29.

Figure 5. Preferred approach to learning for continuing professional development

28 TeachMeet events are planned but informal meetings of teachers in the style of an ‘unconference’ (Owen, 2008). TeachMeets offer opportunities for teachers to share ideas and reflect on practice.

29 Teaching principal with 6-10 years’ experience small school; also holds DT and SENCO roles.

74%

69% 67%

38%34%

26%

20%17%

12%

Group work

Interactive sessions

Cluster groups

Coaching or mentoring

Working alone

Weekly lectures

Block lectures

Other e-learning

Online forums

Page 52: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

50 Developing teachers, supporting children

Figure 6. Factors motivating teachers to engage in e-learning

Figure 7. Factors challenging teachers’ motivation to engage in e-Learning

33%31% 31%

29%

16%

54%

80%

72%

63%

44%42%

39%

30%

Access to content at a convenient

time

Flexibility and ability to learn at own pace

Access to high quality up to date materials

Reinforcement of face to face

learning

Ability to track progress

easily

Ability to learn at workplace

Social interaction with other learners

Lack of support and limited

access to a tutor

Difficulty navigating e-learning resources

Lack of technological

skills

Preference for learning with

printed materials

Feelings of isolation

Lack of access to required equipment

Page 53: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Results 51

Another classroom teacher reported:

‘E-learning training is good but can be very isolated - due to funding, teaching now offers very limited courses and unfortunately teachers no longer have an opportunity to meet and share good practice which is a shame - we sometimes feel very isolated’30.

Many others adopted a more pragmatic attitude and identified the value in offering a ‘good mix of support’’31. Some teachers identified the need for a mixture or blend of approaches that would incorporate e-learning, for example:

‘a variety of training which included course or training face to face with a tutor and some online training’32. ‘The most effective training is good quality, face-to-face human contact - but on-line support, reading material, discussion forums etc … are super ways to augment this, as these methods allow teachers to work through material at their own pace having gained some initial mastery of the area’33.

A number of teachers expressed their preference for this blend to have online training as a follow up to face to face. For example,

‘I would like a training session to be delivered in person initially and would then be happy to continue further learning online’34.

Experience with E-Learning

Teachers were provided with the following definition of e-learning when completing the survey:

‘learning conducted via electronic media, typically via the internet. Examples include apps, games, videos, webinars, podcasts etc.’

Teachers’ responses indicate that a majority have previous experience of e-learning, with almost 4 in 5 (79%, n=249), reporting experience of online study specifically related to continuing professional development. Eight per cent (n=24) reported that they had never undertaken any form of e-learning. For those teachers who reported experience of e-learning, the majority reported accessing e-learning resources on either a desktop (61%, n=195) or laptop computer (75%, n=239). Fewer reported using handheld devices such as tablets (55%, n=175) and smartphones (32%, n=103). As Figure 8 illustrates, for the majority of teachers, their reported experience and use of e-learning related predominantly to non-interactive approaches including presentations (83%, n=263) and online reading materials (77%, n=245).

Fewer teachers reported use of more interactive approaches such as discussion forums, webinars and social networks that are more conducive to practice sharing and collegial support. When asked to rate their current use of technology, 77% (n=245) reported that they had never used online discussion forums, 93% (n=295) that they had never used webinar software (e.g. Skype, Collaborate35) while 73% (n=232) reported that they had never used social media (e.g. LinkedIn, Twitter, Facebook) to support their continuing professional development.

Teachers working in classroom teaching roles were significantly more likely to view having access to high quality up to date materials as an important motivating factor when engaging with e-learning than their peers in non-teaching roles. This group in classroom teaching roles were also more likely to view the ability to track progress easily as an important motivating factor than

30 6-10 years’ experience from a small mainstream catholic maintained; also holds DT role.31 Full-time classroom teacher with 6-10 years’ experience from a small school; also holds DDT and SENCO roles.32 Classroom teacher with 11-15 years’ experience from a school; also holds DT and SENCO roles.33 Classroom teacher with 11-15 years’ experience from a small school; also holds DT role.34 Classroom teacher with 6-10 years’ experience from a medium school; also holds DT role.35 Collaborate is an independent community interest company focusing on the thinking, culture and practice of cross-sector

collaboration in services to the public (http://collaboratei.com/, accessed Nov 16th, 2016).

Page 54: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

52 Developing teachers, supporting children

their peers in non-teaching roles. Teachers with between 11 and 20 years’ teaching experience were significantly more likely to identify ‘lack of technological skills’ as a factor challenging their motivation to engage with e-learning than their peers with 10 or fewer years’ experience.

Experience with Web-based/ E-learning Resources provided by Department of Education Northern Ireland

DE provides all teachers with access to a Virtual Learning Environment (VLE trade name ‘Fronter’), digital resource library (trade name Equella), and online video conferencing software (trade name

Collaborate) through the C2K36 ICT in Schools project. The majority of teachers who completed the survey reported that they had never or rarely used the VLE (67%) and digital resource library (78%) in the previous 12 months. One in three teachers, (33% n=104) described the frequency of their use of the VLE in the previous 12 months as ‘sometimes’, often’ or ‘very often’ while 1 in 5 teachers, (22%, n=69) described their use of the digital resource library in this way.

Sixty five percent of respondents (n=187) reported having accessed training in the use of this VLE, with 51% (n=160) accessing this training within the previous 12 months.

Figure 8. Reported use of e-learning resources to support CPD within the previous 12 months

36 The C2k project was established to procure the infrastructure and services necessary to support the enhanced use of information and communication technology (ICT) in schools in Northern Ireland. The project is funded by the Department of Education (https://www.education-ni.gov.uk, accessed Nov 16th, 2016).

77%

39%

27%23%

7%

83%

Presentations Online materials Videos Social media Discussion forums

Webinars

Page 55: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Results 53

As Figure 9 illustrates, teachers most frequently described their use as watching live streamed (33%, n=102) or pre-recorded videos (43%, n=134) on the DE funded TV channel, or accessing a VLE site managed by another person (49%, n=151). Fewer reported using the online video conferencing (12%, n=36) or uploading resources to the digital resource library (5%, n=15) to connect with or share practice with colleagues.

Data analysis confirms that teachers with more than 11 years’ teaching experience were significantly more likely to have accessed live streamed or pre-recorded videos on the DE funded TV channel than their peers with fewer than 10 years’ experience. Moreover, teachers with classroom teaching roles were significantly more likely to access this TV channel resource than peers with non-teaching roles.

Teachers’ Skills in Using Technology

The majority of teachers, (n=297) rated their current use of technology as intermediate (52%) or advanced (42%), particularly in using ‘tools to search for information and teaching resources’ and ‘packages for creating presentations’. Teachers rated their use of interactive technologies including online discussion forums (41%, n=131), webinar software (32%, n=105) and social media (39%, n=124) as intermediate. Nineteen per cent (n=61) expressed a need for training in video and audio creation/ editing and cloud storage systems such as Google docs and Dropbox. Others expressed a need for training in the use of webinar software (14%, n=46) and online discussion forums (10%, n=33).

Figure 9. Reported use of web based/e-learning resources provided by Department of Education Northern Ireland

51%

43%

33%

24%22% 22%

12%

5%

Existing VLE room

DE TV online

Live streamed education

videos

Downloaded from digital

resource library

Set up VLE room

Used VLE forum

Used online video

conferencing

Uploaded to digital resource

library

Page 56: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

54 Developing teachers, supporting children

Teachers’ expressed need for training and support to teach sensitive preventative education messages in the Keeping Safe programmeTeachers were asked the following open question within the survey: ‘Please tell us what type of training and support you would like if you were to be involved in teaching the Keeping Safe programme, including what content you would want included and how you would like to receive this training.’

The qualitative data generated by teachers’ responses to this question gave rise to 3 themes concerned specifically with continuing professional development to support the teaching of sensitive preventative education messages in school. These themes are: (1) Resources; (2) Skills; and, (3) Support.

Resources

The importance of good quality accessible resources both to support professional development and to use in the classroom emerged as significant for the majority of the 243 teachers who responded to the open question.

Teachers emphasised the need for

‘good quality learning and teaching resources which support the classroom learning for teachers and children’37.

Closely aligned to this, a number of teachers stressed the need for child-friendly resources that were ‘fun’ or ‘interactive’ and differentiated to meet the varied needs of children in their

classes, in particular children with special education needs.

‘As this is such a sensitive issue and I teach Special needs pupils it would be important to approach this topic in such a way as to ensure the pupils are presented with resources suited to their specific needs … taking into account their various learning styles and suitable approaches to learning for such pupils who are ASD or who need visually clear resources’38.

Accessibility emerged as very important:

‘online materials and physical resources in ready to run packs’39.

The DE VLE Fronter40 was mentioned on a number of occasions in relation to accessibility.

‘I find Fronter an excellent way to access resources, videos etc that are all in the one place and you know where you can return to in order to find them’41.

Accessibility also related to a preference that:

‘materials neither incurred cost to school or depended on copious photocopying of materials to deliver lesson’42.

A small number of teachers highlighted sustainability as important.

‘Do not want this to be an initiative rolled out and then left to flounder, best case scenario that it would be media rich and regularly adapted to take into account of current issues’43.

37 Teaching principal with 6-10 years’ experience from a small school; also holds DT and PDMU Co-ordinator roles.38 Classroom teacher with 20+ years’ experience from a special school; also head of department.39 Classroom teacher with 1-5 years’ experience from a small school.40 Fronter is a digital learning platform.41 Classroom teacher with 6-10 years’ experience from a small school; also holds DT role.42 Classroom teacher with 6-10 years’ experience from a small school.43 Classroom teacher with 11-20 years’ experience from a small, mainstream CM school; also coordinator for other

curricular area.

Page 57: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Results 55

In view of the culturally sensitive nature of the subject content, some teachers within both the Roman Catholic Maintained and Controlled school sectors asserted the need for ‘lesson plans with scripted information’44 or a very detailed and exact non-subjective programme to be designed for delivery:

‘Trained in exactly what words and messages are to be delivered regarding sexual/domestic abuse. A framework for teachers to follow exactly. Please don’t make the words or content subjective. Tell us exactly what to say and do…Materials should be clearly set out so they can be just lifted out and used’45.

The need for resources to support work with parents was also frequently mentioned by teachers. This included:

‘opportunities and materials to share with parents on the programme’46, ‘how to approach parents regarding these sensitive issues’47 and ‘how to deal with questions that may arise’48.

Skills

Soft skills emerged frequently in teachers’ responses. Some acknowledged the increasing challenge presented by this area of supporting children’s mental health and emotional wellbeing for workload and skillset.

‘We seem to muddle our way through these incidences as best as we can but expertly devised, clear protocols alongside a bank of activities/exercises and strategies to help the children deal with their emotions, would be of use. It would also be consistent. The issues surrounding children’s mental health is increasing and we struggle to give the support that is needed due to workloads and lack of experience’49.

A number of teachers expressed a need for professional development in handling disclosures and sensitive issues:

‘I would be very wary of upsetting/frightening any children or saying something inappropriate’50;

‘Sensitivity training in handling cases - giving parental support as well as support for children’51;

‘Suggestions on steps how to support individual children who are effected by the messages’52;

‘I would be concerned about disclosures/child protection issues happening as part of group situation - how to handle this’53;

‘We would need guidance and training how to adequately assist pupils when expressing feelings and emotions so that we don’t hinder them in any way’54.

44 Principal with no classroom teaching duties with 11-15 years’ experience from a small mainstream catholic maintained school.

45 Teaching principal with 11-15 years’ experience from a small controlled school; also holds DT, PD&MU Co-ordinator and SENCO roles.

46 Teaching principal with 6-10 years’ experience from a small mainstream controlled school.47 Classroom teacher with 6-10 years’ experience from a small controlled integrated school.48 Classroom teacher with 6-10 years’ experience from a medium controlled school; also holds DDT, behaviour, head of key

stage one and member of speech and language therapy roles.49 Vice principal with no classroom teaching duties with 11-15 years’ experience from a medium mainstream controlled

school; also holds DT role.50 Classroom teachers with 11-20 years’ experience from a mainstream controlled school; also holds DT role.51 Classroom teacher with 1-5 years’ experience from a small mainstream controlled-integrated school.52 Full-time classroom teacher with 1-5 years’ experience from a small mainstream controlled school.53 Classroom teacher with 1-5 years’ experience from a small mainstream Irish-medium school; also holds DT role.54 Head of primary department, 6-10 years’ experience from a small special controlled school; also holds DT role.

Page 58: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

56 Developing teachers, supporting children

Support

The issue of support emerged as significant for the majority of teachers.

‘I do feel that more and more is being asked and expected of the class teacher in the primary school and with no additional staff and money being provided - they could be at tipping point … It’s clear of the rationale here for better equipping of the students/pupils for life, but what of the incentive for the teacher who is taking on the responsibility to it in a bigger way’55.

Many teachers expressed a need for accessible support in teaching the programme. This included a ‘support person who could answer questions or provide advice’56 and the need for

‘easily accessible support that can be accessed at convenient times that will work around the busy role of a classroom teacher … e-mail or forums would be good for support or questions’57.

Some teachers expressed a need for collegiate support in relation to delivering sensitive messages:

‘I would wish for teachers within the school to have opportunities to discuss with colleagues any concerns they may have in delivering sensitive material’58.

55 Principal with no classroom teaching duties with 11-15 years’ experience from a medium controlled integrated school; also holds SENCO role.

56 Classroom teacher with 6-20 years’ experience from a small controlled school; also holds DT role.57 Teaching principal with 11-15 years’ experience from a small controlled school; also holds DDT, PD&MU Co-ordinator

and SENCO roles.58 Principal with no classroom teaching duties 11-15 years’ experience from a small grant-maintained integrated school.

Page 59: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Discussion 57

Chapter 5: Discussion

This paper presents the results of needs assessment survey research aimed at investigating how teachers in Northern Ireland access professional development. This research was funded by the Department of Education in Northern Ireland and completed within the context of the Keeping Safe59 programme which included designing professional development for teachers and school staff. Robust research asserts that teachers play a critical role in implementing evidence based programmes such as Keeping Safe, and significantly influence the effectiveness of these programmes in school. It is therefore important that NSPCC provides teachers with effective professional development training and support when working with the Keeping Safe programme to undertake this critical role.

This survey research engaged 318 school teachers as key stakeholders in developing an evidence-based model of professional development and represents a best practice approach to developing professional development that addresses their needs, and promotes effective transfer to classroom practice (King et al., 2016; Cordingley et al., 2012, 2015; Blume et al., 2010). Importantly, this research should also indirectly contribute to significant outcomes for children, in developing their knowledge and skills to recognise and respond effectively in situations of abuse (McElearney et al., 2018; Walsh et al., 2015).

Engagement with professional development

The survey results indicate that almost all of the teachers who took part were actively engaged in professional development at the time of data collection, with 59% reporting completion of between 1-10 days in the previous 12 months

and a further 17% completing between 11-20 days during that period. This data reflects international practice as evidenced in the results of the most recent TALIS survey where 88% of teachers reported undertaking professional development within the previous 12 months (OECD, 2014).

When considering type of professional development undertaken by the survey respondents, it is interesting to note that three quarters (75%) of teachers reported attending courses, conferences and workshops, 27% engaged in cluster groups with other schools and 5% in online communities of practice. The research literature confirms these results reflect teachers’ experiences in Northern Ireland (ETI, 2016) and indeed in other countries (OECD, 2014). O’Sullivan et al. (2012) noted from their research in Northern Ireland and the Republic of Ireland that teachers most commonly accessed their professional development through in-service courses and workshops, qualification programmes, and education conferences. Yet, they rated in-service courses, workshops and conferences as having less impact on their professional practice than individual or collaborative research. Less than 30% reported accessing professional development through participation in learning groups or coaching and mentoring. Teachers who took part in the Staff Development Outcomes Study reported by Bubb et al. (2008) in England identified an over emphasis on courses with professional development that did not meet their needs. Recent research concerning dissemination of best practice in schools conducted by NCB (2017) in Northern Ireland found that ‘although transfer of information was a commonly used method by schools (81%, n=99) to disseminate learning (e.g. reading reports, publications,

59 Please refer to https://www.nspcc.org.uk/services-and-resources/working-with-schools/keeping-safe/ for more information on the NSPCC Keeping Safe Project.

Page 60: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

58 Developing teachers, supporting children

listening to and receiving information from seminars etc.), only 7% rated transfer approaches as the most effective method. Results indicate that respondents preferred a more engaged form of dissemination in the form of transfer of knowledge (e.g. cascade methods such as peer coaching), which 89% (n=108) of respondents regard as the ‘most effective dissemination approach’ (p.22). Review of robust research concerned with teacher professional development confirms that the types of activities teachers commonly access are less associated with effective professional development and learning which translates to improved classroom practice and outcomes for students (Darling-Hammond et al., 2017; Thurlings and den Brok, 2017; Cordingley et al., 2015, 2012; Vangrieken et al., 2015; Dunst et al., 2015; Timperley et al., 2008). Fewer teachers in this current research reported accessing professional development through cluster groups, communities of practice and lesson study, evidenced based approaches associated with enhanced teacher knowledge and confidence, alignment of classroom practice with student outcomes and, student achievement (Thurlings and den Brok 2017, Vangrieken et al., 2015; Xu and Pedder 2014; Lomos et al., 2011). These approaches are also recommended in recent policy developments (DfE, 2016a; Scottish Government, 2016; DE, 2016; Welsh Assembly Government, 2011; OECD, 2009).

Moreover, at least two thirds of the survey respondents identified group work, interactive sessions/seminars and cluster groups which provide opportunities for self-reflection, discussing, debating and using case studies, as embodying their preferred learning style. This emerged as significant to the teaching of sensitive Keeping Safe content by those who contributed qualitative data in response to the open question. This mismatch between teachers’ reported experience of professional development and their preferred learning style was also

documented by O’Sullivan et al. (2012). It is also interesting that, despite reported preferences for learning in groups with others, relatively few teachers reported engaging with teacher-led approaches such as Research Lesson Study or TeachMeet events.

The results also highlight that over 65% of the teachers who took part in the survey work in classroom teaching roles. Analysis of differences across groups of teachers within the total sample who took part suggests that those working in classroom teaching roles are less likely to access coaching and mentoring, and cluster groups for professional development. This raises questions in relation to the accessibility and availability of opportunities for ‘collaborative enquiry oriented learning’, ‘structured ‘what works and why?’ dialogue and group work’ identified as significant in enabling high quality professional learning for classroom teachers (Cordingley et al., 2012; Timperley et al., 2008). Keeping Safe is a whole school programme and classroom teachers are significantly involved in teaching 63 lessons to children aged 4-11 years as they progress through their years in primary school education. In previous consultation research with teachers in Northern Ireland, teachers expressed a need for ‘continuing professional development training to provide opportunities for school staff to explore their concerns about teaching Keeping Safe messages, and to practice and develop their confidence, competence and skills in handling sensitive issues’ (McElearney et al., 2011, p.5). This emerged as very significant for those teachers who took part in the current study and who contributed qualitative data in response to the open-ended survey question. Classroom teachers’ access to these types of professional development warrants exploration and consideration in the design of teacher professional development for Keeping Safe and other related programmes or content.

Page 61: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Discussion 59

Supportive school environment

The majority of teachers who took part reported accessing professional development within school development days. Also called INSET days, these have been identified by teachers elsewhere as providing opportunities for accessing professional development (Bubb et al., 2008). Some teachers in the current research also identified time allocated through release from teaching duties as important in facilitating access to professional development. Teachers’ qualitative comments provided in response to the open question asserted the importance of professional development being organised during directed school time and not incurring personal cost. O’Sullivan et al. (2012) noted that teachers rated the occurrence of mandatory professional development during school hours as the most important factor contributing to teachers’ engagement in professional development. The research evidence indicates that principals and school leaders play a key role in prioritising scarce resources and time for teacher professional development (Cordingley et al., 2015; Blume et al., 2010). Consideration should be given to the role of school leadership, and the use of school development days in designing professional development for teachers involved in the Keeping Safe programme.

Analysis of the qualitative data captured in response to the open question highlighted teachers’ expressed need for support specific to teaching sensitive Keeping Safe programme content. Support was conceptualised in terms of:

• High quality readily accessible resources for teachers focused on classroom practice, as well as resources for children and parents to support the teaching of sensitive messages through the Keeping Safe programme;

• Training in the skills to manage sensitive material in the classroom context; and,

• Accessible ongoing support; person, online, collegial.

Design and development of professional development for the Keeping Safe programme should consider these expressed needs.

Experience of e-learning and web based professional development

The results indicate that the majority of teachers who took part in the survey have some experience with e-learning for professional development, albeit primarily in a non-interactive way and, on a desktop or laptop computer rather than a mobile device. Teachers who took part identified the flexibility, adaptability and independence afforded by web based learning as key to motivating them to engage with this approach. This has been confirmed in other research concerned with the use of technology for learning (Ahn et al., 2017; Means et al., 2013). Some teachers who took part in the survey, in particular those working in classroom teaching roles, were more likely to identify access to high quality up to date materials and the potential for social interaction with other learners as important to their motivation. Conversely, some teachers, particularly those with 11-20 years teaching experience, identified challenges regarding their lack of technological skills. Others highlighted lack of support and isolation. These issues are confirmed as important to teachers elsewhere. For example, Khalid and Strange (2016), reporting from a review of research concerning in-service teachers’ participation in online communities of practice, noted emotional support and combatting isolation as factors motivating teachers’ engagement, and also emotional barriers and lack of technical expertise as challenges.

Page 62: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

60 Developing teachers, supporting children

Macia and Garcia (2016) assert the importance of fostering teacher digital competence through training. This current research study has also highlighted that accessing training in use of the VLE was significantly associated with its use by teachers. Their reported use of online video conferencing provided as part of the C2k Schools Project in Northern Ireland, and interactive technology more generally, warrants further exploration and consideration in the development of professional development that aligns with teachers’ preferred learning style, meets their identified needs and has been proven to be effective. This is particularly important in view of rapid technological development and emerging functionality that provides opportunities for promoting peer engagement, support and communication (Ahn et al., 2017). Fusco et al. (2017) highlight that this can include the use of virtual peers and coaches. A number of teachers who provided qualitative data in response to the open question concerning teaching sensitive Keeping Safe content proposed a blended approach be adopted for teacher professional development for the Keeping Safe programme. This would incorporate online learning alongside other approaches that provide opportunities for teachers to work collaboratively to share, develop and refine their practice.

Overall, the results reported in this needs assessment survey research suggest the teachers who took part are less likely to access the type of professional development that aligns with their preferred learning style, impacts on classroom practice and, is associated with best practice evidence of effectiveness. This warrants consideration in the design of professional development for teachers involved in the Keeping Safe programme if that professional development is to lead to effective implementation of the

Keeping Safe programme in the classroom and school and deliver positive outcomes for children in terms of knowledge and skills to keep safe in situations of abuse.

In generalizing these results, it is important to consider the limitations of the survey used to collect data. First this primarily included multiple choice closed questions that did not provide scope for exploring teachers’ experience of professional development in terms of the quality of their experience. While one open question provided some scope to explore teachers’ expressed needs in relation to teaching Keeping Safe, interviews and focus groups would have provided greater opportunity for a fuller in-depth exploration. Secondly, the survey did not include any questions on the impact of their professional development on teaching practice in the classroom or outcomes for students.

The following key learning points were identified from the review of research evidence and needs assessment survey research:

• Professional development for teachers within the Keeping Safe programme should be informed by evidence based approaches, and should seek to address teachers’ identified needs and align with their preferred learning styles. This learning can be applied to professional development for teachers’ working within preventative education beyond Keeping Safe, and more generally. 

• When designing professional development activities, attention should be paid to exploring and addressing the factors that impact on classroom teachers’ access. School leadership should be actively engaged in this process and the use of INSET / development days should be considered. 

Page 63: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Discussion 61

• Professional development for teachers within the Keeping Safe programme should make effective use of technology. This includes the established infrastructure provided by the DE C2K Schools project in Northern Ireland, and the interactive functionality of new technology that can enable reflective learning, deep level collaboration and collegial support. Teachers should be provided with appropriate training to support their access and use.

• Blending online professional development with another approach such as coaching or communities of practice within the Keeping Safe programme will promote engagement

among teachers concerned about their technical skills as well as isolation and support. A blended model may sustain professional development over time by extending opportunities for teachers to experiment and reflect on their experiences in the classroom.

• When designing professional development within the Keeping Safe programme, attention should be paid to measuring and evaluating impact on classroom practice and outcomes for children. Providing teachers with this feedback is important to promote effective programme implementation in the classroom and sustain implementation in the longer term. 

Page 64: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

62 Developing teachers, supporting children

References

Aas, M., and Blom, T. (2018) Benchlearning as professional development of school leaders in Norway and Sweden. Professional Development in Education, 44(1): 62-75.

Ahn, J., Asbell-Clarke, J., Berland, M., Chase, C., Enyedy, N., Fusco, J., Gardner, S., Grover, S., Halverson, E., Jona, K. and Lane, H.C. (2017) Cyberlearning Community Report: The State of Cyberlearning and The Future of Learning with Technology. The Centre for Innovative Research in Cyber Learning. Menlo Park CA: SRI International.

Avalos, B. (2011) Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27 (1): 10-20.

Asbell-Clark, J. and Fusco, J. (2017) Learning analytics for assessment. In J. Roschelle, W. Martin, J. Ahn and P. Schank (Eds.), Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning with Technology (pp. 51-56). Menlo Park CA: SRI International.

Barnardo’s Northern Ireland (n.d.) Executive summary: PATHS Programme for schools in Northern Ireland [Pamphlet] (PDF). Belfast: Barnardo’s Northern Ireland.

Becker, K.D., Darney, D., Domitrovich, C., Keperling, J.P. and Ialongo, N.S. (2013) Supporting universal prevention programs: A two-phased coaching model. Clinical Child and Family Psychology Review, 16(2): 213-228.

Becker, K.D., Bohnenkamp, J., Domitrovich, C., Keperling, J.P. and Ialongo, N.S. (2014) Online training for teachers delivering evidence-based preventive interventions. School Mental Health, 6(4): 225-236.

Bernard, R.M., Abrami, P.C., Borokhovski, E., Wade, C.A., Tamim, R.M., Surkes, M.A. and Bethel, E.C. (2009) A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3): 1243-1289.

Biasutti, M. and Heba, E. D. (2012) Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction. Computers and Education, 59(3): 861-872.

Blume, B.D., Ford, J.K., Baldwin, T.T. and Huang, J.L. (2010) Transfer of training: A meta-analytic review. Journal of Management, 36(4): 1065-1105.

British Educational Research Association (2004) Revised ethical guidelines for education research. Southwell, Notts: BERA.

Bubb, S., Earley, P. and Hempel-Jorgensen, A. (2009) Staff development outcomes study. London: Institute of Education.

Butler, D. and Leahy, M. (2005) The TeachNet Ireland Project as a Model of Professional Development for Teachers. In: Society for Information Technology and Teacher Education International Conference (pp. 2377-2383). Association for the Advancement of Computing in Education (AACE).

Children and Social Work Act 2017. London: Her Majesty’s Stationery Office (HMSO).

Clarke, L. (2009) The POD model: Using communities of practice theory to conceptualise student teachers’ professional learning online. Computers and Education, 52(3): 521-529.

Cordingley, P., Bell, M., Rundell, B. and Evans, D. (2003) The impact of collaborative CPD on classroom teaching and learning. In: Research Evidence in Education Library. Version 1.1. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Cordingley, P. (2012) The role of professional learning in determining the profession’s future. In Centre for the Use of Research and Evidence in Education (CUREE), support paper for presentation to the international invitation seminar on the Future of the Teaching Profession held at Churchill College Cambridge on (Vol. 16).

Page 65: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

References 63

Cordingley, P., Bell, M., Holdich, K. and Hawkins, M. (2012) Understanding What Enables High Quality Professional Learning. A Report on the Research Evidence, CUREE: Pearson School Improvement.

Cordingley, P. (2013) The contribution of research to teachers’ professional learning and development (PDF). Research and Teacher Education: the BERA-RSA Inquiry. London: BERA.

Cordingley, P. (2015) The contribution of research to teachers’ professional learning and development. Oxford Review of Education, 41(2): 234-252.

Darling-Hammond, L., Hyler, M. E. and Gardner, M. (2017) Effective Teacher Professional Development (PDF). Palo Alto, CA: Learning Policy Institute.

Department for Education (DfE) (2016a) Educational Excellence Everywhere: White Paper (PDF). London: DfE.

DfE (2016b) Standard for Teachers’ Professional Development (PDF). London: DfE.

Department of Education, Northern Ireland (DE) (2015) Learning leaders: a strategy for teacher professional learning (PDF). Belfast, Northern Ireland: DE.

DE (2016) Statistical Bulletin 6/2016: Teacher workforce statistics in grant-aided schools in Northern Ireland, 2015/16 (PDF). Bangor, Northern Ireland: DE.

Department of Health, Social Services and Public Safety (DHSSPS) (NI) (2003) Co-operating to safeguard children (PDF). Belfast: DHSSPS.

Desimone, L.M. (2009) Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38 (3): 181-199.

Driscoll, K.C., Wang, L., Mashburn, A.J. and Pianta, R.C. (2011) Fostering supportive teacher–child relationships: Intervention implementation in a state-funded preschool program. Early Education and Development, 22: 593-619.

Dudley, P. (2015). Lesson study: Professional learning for our time. London and New York: Routledge.

Dudley, P. (2005) Lessons for learning: research lesson study, innovation, transfer and metapedagogy: a design experiment? 5th Annual Conference of the Teaching and Learning Research Programme, Cardiff. Available at http://www.leeds.ac.uk/educol/documents/141907.htm [Accessed 04/04/2018].

Dunst, C.J. (2015) Improving the design and implementation of in-service professional development in early childhood intervention. Infants and Young Children, 28 (3): 210-219.

Education and Training Inspectorate (2016) Learning leaders: an evaluation of the Department of Educations’ strategy for teacher professional learning. Department of Education and Department for the Economy: Northern Ireland.

Fusco, J. Martin, W. Lane, H. C. and Chase, C. (2017) Virtual peers and coaches: Social and cognitive support for learning. In J. Roschelle, W. Martin, J. Ahn and P. Schank (Eds.), Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning with Technology (pp. 31-35). Menlo Park CA: SRI International.

Galanouli, D. (2010) School-based professional development: A report for the General Teaching Council for Northern Ireland (PDF). Northern Ireland: DE.

Gardner, J, Galanouli, D., Devlin, G., Magee, M., McSweeney, K., McHenry, M., McVeigh, I. and Mitchell, S. (2012) Exploring Japanese Lesson Study as a Model of Peer-to-Peer Professional Learning (PDF). Three Reports for the Standing Conference on Teacher Education North and South (SCoTENS). Armagh, Northern Ireland: SCoTENS.

General Teaching Council for Scotland (2012) Standard for career long professional learning. Edinburgh: GTC Scotland.

Page 66: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

64 Developing teachers, supporting children

GTCNI (2007) Teaching: the Reflective Profession (PDF). Belfast, Northern Ireland: GTCNI.

Guskey, T.R. (2002) Professional development and teacher change. Teachers and Teaching, 8 (3): 381-391.

Hsieh, H. F. and Shannon, S. E. (2005) Three approaches to qualitative content analysis. Qualitative Health Research, 15(9): 1277-1288.

Jones, K. (2017) Collaboration, creativity and capital in professional learning contexts. Professional Development in Education, 43(1).

Kennedy, M. M. (2016) How does professional development improve teaching? Review of Educational Research, 86(4): 945-980.

Khalid, M. S. and Strange, M. H. (2016) School Teacher Professional Development in Online Communities of Practice: A Systematic Literature Review. In: ECEL 2016: 15th European Conference on e-learning European Conference on e-Learning Academic Conferences and Publishing International, pp. 605-614.

King, F. (2016) Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies. Teacher Development, 1-21.

Lane, H. C. and Mercier, E. (2017) Enhancing collaboration and learning through touch screen interfaces. In J. Roschelle, W. Martin, J. Ahn and P. Schank (Eds.), Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning with Technology. Menlo Park CA: SRI International, pp.41-44.

Lomos, C., Hofman, R.H. and Bosker, R.J. (2011) Professional communities and student achievement–a meta-analysis. School Effectiveness and School Improvement, 22 (2): 121-148.

McElearney, A., Brennan-Wilson, A., Murphy, C., Stephenson, P. and Bunting, B. (2018) Cluster randomised controlled trial of ‘whole school’ child maltreatment prevention programme in primary

schools in Northern Ireland: study protocol for Keeping Safe. BMC Public Health, 18(1): 590.

McElearney, A., Scott, J., Stephenson, P., Tracey, A. and Corry, D. (2011) The views of principals, teachers and other school staff in relation to teaching ‘Keeping Safe’ messages in primary schools in Northern Ireland (PDF). Belfast: NSPCC

McMurray, S., O’Neill, S. and Thompson, R. (2016) An innovative model for professional development. Journal of Research in Special Educational Needs, 16(1): 145-149.

McMurray, S. (2015, April) SEN CPD Literacy Project (PowerPoint Presentation). Presented at the NSPCC CPD Learning Day. Belfast, Northern Ireland.

Means, B., Toyama, Y., Murphy, R. and Bakia, M. (2013) The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3): 1-47.

Means, B., Toyama, Y., Murphy, R., Bakia, M. and Jones, K. (2009) Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies (PDF). US Department of Education.

Ming Cheung, W. and Yee Wong, W. (2014) Does lesson study work? A systematic review on the effects of lesson study and learning study on teachers and students. International Journal for Lesson and Learning Studies, 3(2): 137-149.

Moss, J., Hawes, Z., Naqvi, S. and Caswell, B. (2015) Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study. Zdm, 47 (3): 377-390.

National Audit Office (2016) Financial sustainability of schools. London: National Audit Office.

National Children’s Bureau (2017) Dissemination of best practice in teaching and learning research. Bangor, Northern Ireland: DE.

Page 67: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

References 65

NSPCC (2016) Research Guide. Unpublished. London: NSPCC.

Organisation for Economic Co-operation and Development (OECD) (2009) Creating effective teaching and learning environments: First results from teaching and learning international survey (TALIS) (PDF). Paris: OECD.

OECD (2014) Supporting Teacher Professionalism. Paris: OECD.

Opfer, V.D. and Pedder, D. (2011) Conceptualizing teacher professional learning. Review of Educational Research, 81 (3): 376-407.

Owen, H. (2008) Open space technology: A user’s guide. 3rd ed. San Francisco, CA: Berrett-Koehler.

O’Sullivan, H., McMillan, D. and McConnell, B. (2012) Continuous professional development and its impact on practice: a north-south comparative study of Irish teachers’ perceptions, experiences and motivations. Unpublished report to the Standing committee of Teacher Education North and South (SCoTens).

Paterson, S. M. (2014) ONLINE LEARNING COMMUNITIES: motivational factors for success. International Journal of Recent Contributions from Engineering, Science and IT (iJES), 2(2): 6-12.

PATHS® Education UK. (n.d.) Paths Education [Accessed 02/03/2018].

Reinke, W. M., Stormont, M., Herman, K. C. and Newcomer, L. (2014) Using coaching to support teacher implementation of classroom-based interventions. Journal of Behavioral Education, 23(1): 150-167.

Rock, T. C. and Wilson, C. (2005) Improving teaching through lesson study. Teacher Education Quarterly, 32(1): 77-92.

TeachNet Ireland (n.d) TeachNet Ireland [Accessed on 12/04/2018].

Timperley, H. (2008) Teacher professional learning and development (PDF). Education

Practice Series, 18. International Bureau of Education.

Thurlings, M. and den Brok, P. (2017) Learning outcomes of teacher professional development activities: a meta-study. Educational Review, 69 (5): 554-576.

Vangrieken, K., Meredith, C., Packer, T. and Kyndt, E. (2017) Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61: 47-59.

Vangrieken, K., Dochy F., Raes, E. and Kyndt, E. (2015) Teacher collaboration: A systematic review. Educational Research Review, 15: 17-40.

Vescio, V., Ross, D. and Adams, A. (2008) A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1): 80-91.

Walsh, K., Zwi, K.,Woolfenden, S. and Shlonsky, A. (2015) School-based education programmes for the prevention of child sexual abuse. Cochrane Database of Systematic Reviews, (4): Art. No. CD004380.

Wenger, E., Trayner, B. and De Laat, M. (2011) Promoting and assessing value creation in communities and networks: A conceptual framework. The Netherlands: Ruud de Moor Centrum, 20, 2010-2011.

Welsh Government (2017) Professional standards for teaching and leaderships (PDF).

Welsh Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C. and Ananthanarayanan, V. (2017) NMC Horizon Report: 2017 Higher Education Edition (PDF). Austin, Texas: The New Media Consortium.

Xu, H. and Pedder, D. (2014) Lesson Study: an international review of the research. In: P. Dudley (ed.) Lesson Study: professional learning for our time. London: Routledge, 29-58.

Page 68: Developing teachers, supporting children · Developing teachers, supporting children Sharing the learning from designing ... aligned to teachers’ learning styles, meet their identified

Everyone who comes into contact with children and young people has a responsibility to keep them safe. At the NSPCC, we help individuals and organisations to do this.

We provide a range of online and face-to-face training courses. We keep you up-to-date with the latest child protection policy, practice and research and help you to understand and respond to your safeguarding challenges. And we share our knowledge of what works to help you deliver services for children and families.

It means together we can help children who’ve been abused to rebuild their lives. Together we can protect children at risk. And, together, we can find the best ways of preventing child abuse from ever happening.

But it’s only with your support, working together, that we can be there to make children safer right across the UK.

nspcc.org.uk

©N

SP

CC

20

19

. Reg

iste

red

ch

arit

y E

ng

lan

d a

nd

Wal

es 2

16

40

1. S

cotl

and

SC

03

77

17

. P

ho

tog

rap

hy

by

Tom

Hu

ll. P

ho

tog

rap

hy

feat

ure

s N

SP

CC

sta

ff. C

hild

ren

pic

ture

d a

re v

olu

nte

ers.

Find out more about our work at nspcc.org.uk