Teachers’ Perceptions of Continuing Professional …

1 Teachers Perceptions ofContinuing ProfessionalDevelopmentDavid Hustler, Olwen McNamara, Janis Jarvis,Mary Londra and Anne CampbellInstitute of EducationManchester Metropolitan UniversityJohn Howson Education Data ServicesResearch Report RR429 RESEARCH Research Report No 429 Teachers Perceptions of Continuing Professional development David Hustler, Olwen McNamara, Janis Jarvis, Mary Londra and Anne Campbell Institute of Education Manchester Metropolitan University John Howson Education Data Services The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills. Queen s Printer 2003. Published with the permission of DfES on behalf of the Controller of Her Majesty's Stationery Office.

2 Applications for reproduction should be made in writing to The Crown Copyright Unit, Her Majesty's Stationery Office, St Clements House, 2-16 Colegate, Norwich NR3 1BQ. ISBN 1 84185 006 6 June 2003 Acknowledgements First and foremost, we need to thank all those who took the time and trouble to contribute to the evidence base for the CTCPD research. In particular of course we thank teachers, but we also need to thank those headteachers who gave us access to their staff and their schools, during a period of some considerable pressure and tension amongst the profession. Thanks also need to go to colleagues who played a part in the project: in particular to Peter Cameron, Julia Gillen, Kate Bird, Irene Robinson, Ann Lockett, Angela Mann, John Robinson and Mike Jarvis.

3 Teachers Perceptions of Continuing Professional development Outline of Contents of Report Acronyms and Abbreviations i Index of Tables and Charts iii Executive Summary ix 1. Introduction 1 Introduction 1 Policy Context 1 Debates, definitions and existing research 3 Structure to the Report 8 2. Methodology 9 The Baseline Questionnaire 9 Case Study 10 Other Methodological Features 12 3. Perceptions of CPD 13 Teachers Perceptions of CPD Activities 13 General views of Continuing Professional development 18 Summary 28 4. INSET days undertaken 29 Introduction 29 The main object of the INSET days 29 INSET days of phase of education 29 Provision of INSET for statutory days 31 Summary 31 5.

4 Other CPD activities undertaken 33 Introduction 33 Literacy training 33 Numeracy training 34 NQT Induction training 36 ICT training (eg NOF) 37 Head teacher training 38 ITT mentor/Induction Tutor Training 40 Training activities within regular staff/departmental meetings 41 Other courses/workshops/conferences 42 Award Bearing Courses 44 Best Practice Research Scholarship 45 Other research 45 Secondment/Sabbatical/Bursaries 47 Visits to other schools/teachers 47 Peer coaching as mentor 47 Peer coaching as mentee 48 International visit/exchange 50 Exhibitions 50 Personal reading 51 Personal on-line learning 51 Amount of time spent on CPD activities 52 Overall timing of CPD activities 55 Summary 55 6.

5 Reasons for undertaking CPD 57 Introduction 57 Summary 59 7. Access to CPD 61 Introduction 61 CPD facilitators/inhibitors and phase of education 62 CPD facilitators/inhibitors and gender 71 CPD facilitators/inhibitors and age 72 CPD facilitators/inhibitors and responsibilities of teachers 73 Summary 73 8. The Value of CPD 75 Introduction 75 Value of Literacy training 75 Value of Numeracy training 76 Value of NQT Induction training 77 Value of ICT Training 78 Head teacher training and value 79 ITT Mentor/Induction tutor training and value 80 Training activities and value 80 Course/conferences/workshops and value 81 Award Bearing courses and value 82 Best Practice Research Scholarship and value 83 Other research and value 83 Value of Secondments/Sabbaticals 83 Visits to other schools and value 84 Peer coaching as mentor and value 84 Peer coaching as mentee and value 84 International visit/exchange and value 84 Exhibitions and value 85 Personal reading and value 85 Personal online

6 Learning and value 85 All CPD activities and value 85 Value of INSET days 86 Summary 88 9. Satisfaction with CPD 91 Introduction 91 Factors contributing to successful or effective INSET 91 Factors contributing to unsuccessful or ineffective INSET 96 Satisfaction with CPD over last 5 years 100 Summary 102 10. Impact of CPD 103 Introduction 103 The impact of teachers experience of CPD activities 103 CPD activities and motivation to teach 110 The impact of INSET on Teachers Professional practice 112 The extent that CPD has had over the last 5 years in raising standards 113 Summary 116 11. CPD needs 117 Introduction 117 Ways in which CPD has failed to meet Professional needs 117 Key CPD needs over the next five years 121 How CPD could be improved 125 Summary 129 12.

7 The Pen Portraits 131 Introduction 131 Abbreviated individual pen portraits 131 Major Themes from the Portraits 139 13. Summary and Conclusions 145 Summary 145 Key Themes 149 Concluding with Complexity 155 References 157 Appendix 1 Technical Report 159 Appendix The Questionnaire 201 Appendix DfES figures from Volume of Statistics- Teachers 2001 and profiles of participating teachers. 207 Appendix DfES figures from Volume of Statistics- Teachers 2001 and profiles of non-participating teachers. 209 Appendix Preamble and finalised interview schedule 211 Appendix 2 Full individual pen portraits 214 Appendix 3 Quantitative School Profiles 230 Appendix 4 Some development Possibilities 249 Appendix 5 Literature Review 251 i ACRONYMS AND ABBREVIATIONS ACITT Association for ICT in Education ATL Association of Teachers and Lecturers BECTa British Education Communications and Technology Agency BETT British Education and Training with Technology BPRS Best Practice Research Scholarship CPD Continuing Professional development CTCPD Consulting Teachers on their Continuing Professional development DfES Department for Education and Skills EAZ Education Action Zone EE Environmental Education EiC Excellence in Cities

8 EPPI Evidence for Policy and Practice Information ESD Education for Sustainable development ESRC Economic and Social Research Council FSM Free School Meals GEST Grants for Education Support and Training GRIST Grant Related In Service Training GTC General Teaching Council HEI Higher Education Institutions HoD Head of Department ICT Information and Communications Technology IiP Investor in People INSET In Service Education for Teachers ITT Initial teacher Training KS Key Stage LEA Local Education Authority LSA Learning Support Assistant MMU Manchester Metropolitan University NfER National Foundation for Educational Research NOF New Opportunities Fund NPQH National Professional Qualification for Headship NQT Newly Qualified teacher NTA National Training Agency NTRP National teacher Research Panel OFSTED Office for Standards in Education SDP School development Plan SEEPS Sustainability Education in European Primary Schools SEN Special Educational Needs SMT Senior Management Team SPSS Statistical Package for Social Scientists TES Times Educational Supplement TRIST teacher Related In Service Training TTA teacher Training Agency ii Index Tables Table : Overall mean rank of Perceptions of activities associated with CPD 13 Table : Perceptions of activities associated with CPD (percentage response) 13 Table : Perceptions of activities associated with CPD by teacher responsibility 16 Table.

9 Overall view of CPD by phase of education 26 Table : Overall view of CPD by gender 26 Table : Overall view of CPD by age 26 Table : Overall view of CPD by teacher responsibility 27 Table : Types of INSET days by phase of education 30 Table : Providers of INSET days by phase of education 31 Table : Timing of literacy training 33 Table : Length of literacy training 33 Table : Location of literacy training 34 Table : Providers of literacy training 34 Table : Timing of numeracy training 35 Table : Length of numeracy training 35 Table : Location of numeracy training 35 Table : Providers of numeracy training 35 Table : Timing of NQT Induction Training 36 Table : Length of NQT Induction Training 36 Table : Location of NQT Induction Training 36 Table : Providers of NQT Induction Training 37 Table : Timing of ICT Training 37 Table : Length of ICT Training 37 Table : Location of ICT Training 38 Table : Providers of ICT Training 38 Table : Timing of Head teacher training 38 Table : Length of Head teacher training 39 Table : Location of Head teacher training 39 Table : Providers of Head teacher training 39 Table : Timing ITT mentor/Induction tutor training 40 Table : Length of ITT mentor/Induction tutor training 40 Table : Location of ITT mentor/Induction tutor training 40 Table : Providers ITT mentor/Induction tutor training 41 Table : Timing of training within regular staff meetings 41 Table : Length of training within regular staff meetings 41 Table.

10 Location of training within regular staff meetings 42 iii Table : Providers of training within regular staff meetings 42 Table : Timing of other courses 42 Table : Length of other courses 43 Table : Location of other courses 43 Table : Providers of other courses 43 Table : Timing of Award Bearing Courses 44 Table : Length of Award Bearing Courses 44 Table : Location of Award Bearing Courses 44 Table : Providers of Award Bearing Courses 45 Table : Timing of other research 46 Table : Length of other research 46 Table : Location of other research 46 Table : Providers of other research 46 Table : Timing of visits to other schools 47 Table : Length of visits to other schools 47 Table : Timing of peer coaching as mentor 48 Table : Timing of peer coaching as mentor 48 Table : Location of peer coaching as mentor 48 Table : Timing of peer coaching as mentee 49 Table : Length of peer coaching as mentee 49 Table : Location of peer coaching as mentee 49 Table : Providers of peer coaching as mentee 49 Table : Timing of exhibitions 50 Table : Length of exhibitions 50 Table : Timing of personal reading 51 Table : Time period of personal reading 51 Table : Length of personal reading 51 Table : Timing of personal on-line learning 52 Table : Length of personal on-line learning 52 Table : Overall mean rank score of time spent on CPD activities 52 Table : Distribution of scores for time spent on CPD activities 52 Table : Mean score of time spent on CPD activities by phase 53 Table.