Phillipa Cordingley

Chief Executive, The Centre for the Use of Research and Evidence (CUREE)

Session

Hidden legacies and surprising catalysts – lessons from international research for subject specific and pedagogic CPD

This interactive session explores why and how outlier characteristics of initial teacher education in England have a lasting impact on CPD. In unpacking together the system strengths and challenges that teachers, School CPD leaders and CPD facilitators experience it will enable participants to expand their understanding of how to make the most of existing and impending opportunities. The session draws on two bodies of research. First it explores findings from Developing Great Subject teaching – a study carried out by CUREE and a team from University College London Institute of Education. This study drew together a snapshot of CPD across the UK in 2017 and compared this with findings from research and with practices from high performing countries. Second it draws on Philippa Cordingley’s research with the OECD Expert Group carrying out Country reviews of initial teacher preparation and support for early career teachers (in Japan, South Korea, Australia, United States, the Netherlands, Norway and Wales) Reviews. The session will introduce some of the Promising Practices from the country reviews and the new OECD web site – and inform planning for the next phase of this work which will focus on continuing professional development.

Bio

Philippa Cordingley, Chief Executive of CUREE is a renowned expert in evaluation, research use and effective Continuing Professional Development and Learning (CPDL). Philippa leads the CUREE research and evaluation team. Recent projects include the characteristics of Exceptional and Gaining Momentum Schools for Teach First and CPD programme for supporting arts based learning for PHF. She also leads CUREE’s signature research service for evaluating the learning environment for teachers and learners in schools, SKEIN. She is a member of the DfE Expert CPD Group and also a member of the OECD International Expert Group for Thematic Country reviews of Teacher Formation.

Archive

Title Research and evidence based capacity building in disadvantaged communities; lessons from research and from R&D in Blackpool and North Wales

This interactive session will explore the key building blocks for building momentum in school improvement through the lens of 9 months of research and evidence based development work in Blackpool secondary schools and in North Wales and from interim Impact reports. It will focus on issues such as understanding both capacity and barriers in depth, phasing, co-construction, scaffolding and harnessing the contributions of significant others

Enhancing learner success: using research and evidence about effective Continuing Professional Development and Learning (CPDL) to make a difference
This interactive session will use case studies of sector practices to explore and contextualise findings from research about what kinds of activities make a difference to both students and teachers. It will also relate these findings to the Qualifications for the Teaching Learning and Skills Sector.

Obstacles and springboards for accelerating school improvement for vulnerable communities

Participants in this session will analyse for their own context, evidence from two in-depth studies of approaches to and progress in school improvement from 24 schools serving vulnerable communities. Case-studies of the practices of exceptional, strong and improving schools will be compared with case- studies of schools starting to overcome common obstacles to gaining momentum. Workshop participants will explore key systems and approaches to enhancing the quality of teaching, learning and the curriculum, specialist expertise, performance review, CPD and relationships with students, parents and the wider community. They will also identify common obstacles to progress and ways of addressing them.

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