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Investigating
a whole science department approach to CPD
Professional development is particularly
important in science, as the innovations across our
subject are rapid and widespread. However, opportunities
for professional development for teachers are limited
by both the cost and problems associated with releasing
staff from teaching responsibilities. SEP has been working
in partnership with the Science Learning Centre London
to explore a different continuing professional development
(CPD) model which could have the potential to bring
quality training to the maximum number of recipients.
 
This model is based on a dissemination (‘train
the trainer‘) or cascade approach; it could allow
larger numbers of teachers to improve their skills at
lower costs, using a smaller base of experts, requiring
less time out of school and bringing additional benefits
through peer interaction and experience. However, this
approach can also result in some loss of input from
the expert. To explore the potential benefits and limitations
of this cascade model, we created a two-phase research
project.
Phase 1 was undertaken collaboratively by SEP and the
Science Learning Centre London. Groups of science teachers
underwent one day of training by experts, away from
school, and then disseminated their learning to their
colleagues on their return. Participating teachers found
the giving and receiving of peer training, the increased
interaction with colleagues, discussions, generation
of new ideas and teaching approaches to be motivating
and beneficial and also reported positive effects on
students.
Access the full report for phase 1 of the project.
In phase 2, teachers from participating schools underwent
three days of out-of-school training at the Science
Learning Centre London. Participants chose to focus
on teaching energy at KS3, using Energy
Now and other resources. Pre-
and post-course testing showed an improvement in subject
knowledge in most cases, and teachers felt more confident
about teaching energy at KS3.
Part of the course was spent planning how participants
would then train colleagues within their own departments,
through INSET days and twilight sessions. A further
‘cascade’ from trained colleagues to teachers
from partner departments in other schools was also intended.
However, despite the enthusiasm of the individual teachers,
the support of LEA consultants and senior managers,
follow-up visits from the project evaluator revealed
little progress in the participating schools after the
initial three day course. Some teachers had used the
new material, but the dissemination to colleagues had
not happened as planned.
We are now working with the participating schools in
an effort to determine the reasons that the cascade
failed, and try to obtain more information about obstacles
affecting the dissemination approach to CPD. From this
follow-up evaluation we hope to be able to identify
potentially more effective models for CPD.
The project findings will ultimately be disseminated
across the national network of Science Learning Centres
to assist in the development of the Centres’ CPD
provision, and we will work with further providers of
science CPD to try to enhance the training and resources
available to teachers of science. |
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