Really thought provoking. As a freelancer trying to work alongside schools to develop bespoke strategies to support inclusion for GRT it is impossible to compete with the brochures. They represent something big, generic and fomo-driven, whereas my emerging work is quiet and minority focussed. It’s almost impossible to be of service to marginalised groups within schools via adaptive, internally developed CPD when schools are forced to ‘keep the main thing the main thing’. I appreciate this comment looks terribly vicarious, even resentful. My point is that big, bright ideas win over quiet, impactful and targeted empowerment for minority groups via the investment of schools in both systems and staff confidence.
Thanks for your reflections. When I worked for a national edu-charity, I sometimes found that some of the glossy brochures/high pitch presentations didn’t land for some schools (e.g. smaller schools, rural areas with limited networks etc). So, do be encouraged that these approaches that you use will be having an impact. What I’ve also learned from many years working in multiple sectors is that when it comes to sales/funding, often the funder/client is ‘investing’ in you and not the pitch/product. If you want some recent research on this then look at this from ImpactEd et al https://www.impactedgroup.uk/research-campaigns-and-resources/be-fundable
Headline…. keep doing your thing and building your relationships across the sector.
I’m keen that the blog doesn’t read as a critique of ‘too much’ by way of offers as there’s a stack of research to show that this can be good for markets/sectors (e.g. competition, draws out USPs) by issue is when there is an over-promise and a distinct lack of support for schools working out what to use, why to use it and how it can be implemented
Tremendous, thank you! I read it as a call for balance, depth and proper internal implementation support. It did make me reflect internally on what is bright and shiny (premium) versus the stuff that lives in liminal spaces alongside the vulnerable groups who rely on us to look beyond populism. Thank you for your encouragement Sean. I’ll check out your link and keep up the depth work!
Thank you Paul. Given you a shoutout on LinkedIn for inspiring some of my thinking around this too. You’re recent guest blog on school improvement reminded me of the need to be simple and precise when working with others around instructional design (as much as it is possible).
I agree with most of this. I think the EEF guidance on both CPD and Implementation both massively underestimate the importance of sustematically listening your way in to any context. This happens first, because they are looking through the solutions end of the telescope... Second, because they are focussed on the support being offered. Logistically important and essential for managing costs in big organisations trying to help... But it overlooks (or takes a deficit view of) the professional learning involved. Noone should provide CPD ie support without planning for building accurately on participants' starting points and those of their pupils and schools. I think of this as an electricity system. The support is like the very obvious pylons stretching across a landscape. I am in favour of electricity pylons. But they are not the point. The point is the professional learning, goals, tools and intenstiond about using them to address specific learning challenges for specific groups of young people.
CUREE always starts support for CPDL with activities that help colleagues focus on and explore barriers to learning for specific groups of pupils and keeps these pupils at the heart of exploring new possibilities and ways of approaching them through iterative, collaborative (to accelerate trust building) experimentation , reflection and review over time.
You might call this pupil oriented adaptive CPDL.. Challenging but absolutely essential & possible! You might call it supported reflective practice... It does need a degree of externality to help colleagues see the "torn wallpaper" in their pupils' learning lives anew; to identify obstacles to learning fully and accurately. Whatever you call it you have to move away from deficit thinking about programme participants, plan for and. Respect their contributions and bring their pupils into the room and make their progress central.
Thanks Philippa. I am familiar with CUREE's work and value it. Your metaphor of electricity is helpful too.
Personally, I would also value a system with further accountability about what and how organisations can lay claim to their products. This could greater support those system leaders trying to make sense of what is chosen and how.
Really thought provoking. As a freelancer trying to work alongside schools to develop bespoke strategies to support inclusion for GRT it is impossible to compete with the brochures. They represent something big, generic and fomo-driven, whereas my emerging work is quiet and minority focussed. It’s almost impossible to be of service to marginalised groups within schools via adaptive, internally developed CPD when schools are forced to ‘keep the main thing the main thing’. I appreciate this comment looks terribly vicarious, even resentful. My point is that big, bright ideas win over quiet, impactful and targeted empowerment for minority groups via the investment of schools in both systems and staff confidence.
Thanks for your reflections. When I worked for a national edu-charity, I sometimes found that some of the glossy brochures/high pitch presentations didn’t land for some schools (e.g. smaller schools, rural areas with limited networks etc). So, do be encouraged that these approaches that you use will be having an impact. What I’ve also learned from many years working in multiple sectors is that when it comes to sales/funding, often the funder/client is ‘investing’ in you and not the pitch/product. If you want some recent research on this then look at this from ImpactEd et al https://www.impactedgroup.uk/research-campaigns-and-resources/be-fundable
Headline…. keep doing your thing and building your relationships across the sector.
I’m keen that the blog doesn’t read as a critique of ‘too much’ by way of offers as there’s a stack of research to show that this can be good for markets/sectors (e.g. competition, draws out USPs) by issue is when there is an over-promise and a distinct lack of support for schools working out what to use, why to use it and how it can be implemented
Tremendous, thank you! I read it as a call for balance, depth and proper internal implementation support. It did make me reflect internally on what is bright and shiny (premium) versus the stuff that lives in liminal spaces alongside the vulnerable groups who rely on us to look beyond populism. Thank you for your encouragement Sean. I’ll check out your link and keep up the depth work!
Thanks for the restack @Sean Harris You recommended this platform to me ages ago- just getting with it!
Another amazingly well researched piece, with fascinating thinking points and great suggestions to make the most of our CPD in Trusts and Schools.
Thank you Paul. Given you a shoutout on LinkedIn for inspiring some of my thinking around this too. You’re recent guest blog on school improvement reminded me of the need to be simple and precise when working with others around instructional design (as much as it is possible).
Thanks Sean. All your pieces make me think and this was a definite work out for the brain! 🧠 💪🏻🏋🏼
Haha! For just £5999 you can buy into my ‘vitamins brain gym for your brain’ complete bespoke CPD package…. :)
What an excellent offer. Will it reduce the early onset of memory loss as so many apps seem to promise me too!
You’ll have to take that up with the subscription team…. which can only be reached between the hours of 6am-6.15am one day per month!
I agree with most of this. I think the EEF guidance on both CPD and Implementation both massively underestimate the importance of sustematically listening your way in to any context. This happens first, because they are looking through the solutions end of the telescope... Second, because they are focussed on the support being offered. Logistically important and essential for managing costs in big organisations trying to help... But it overlooks (or takes a deficit view of) the professional learning involved. Noone should provide CPD ie support without planning for building accurately on participants' starting points and those of their pupils and schools. I think of this as an electricity system. The support is like the very obvious pylons stretching across a landscape. I am in favour of electricity pylons. But they are not the point. The point is the professional learning, goals, tools and intenstiond about using them to address specific learning challenges for specific groups of young people.
CUREE always starts support for CPDL with activities that help colleagues focus on and explore barriers to learning for specific groups of pupils and keeps these pupils at the heart of exploring new possibilities and ways of approaching them through iterative, collaborative (to accelerate trust building) experimentation , reflection and review over time.
You might call this pupil oriented adaptive CPDL.. Challenging but absolutely essential & possible! You might call it supported reflective practice... It does need a degree of externality to help colleagues see the "torn wallpaper" in their pupils' learning lives anew; to identify obstacles to learning fully and accurately. Whatever you call it you have to move away from deficit thinking about programme participants, plan for and. Respect their contributions and bring their pupils into the room and make their progress central.
Thanks Philippa. I am familiar with CUREE's work and value it. Your metaphor of electricity is helpful too.
Personally, I would also value a system with further accountability about what and how organisations can lay claim to their products. This could greater support those system leaders trying to make sense of what is chosen and how.