Take charge of your own professional learning
CPD doesn’t have to be something that happens to you, says Dr Steven Berryman – it’s entirely in your power to pursue the kind of professional learning you want…
Musicians know all too well how it feels to pick up an instrument or return to singing after a break.
It feels a bit rusty, and then we work harder to get things back to where we need them. The more regular practice we invest in our playing or singing, the quicker things return. A previous piano teacher of mine used to say learning an instrument is like being on an escalator – you either get worse or better, but you never stay in the same place. I think teaching is exactly the same.
We can often feel that generic CPD or INSET is unappealing and unspecific, but that shouldn’t stop us taking charge and self-directing our learning needs. Thankfully, there is plenty of scope to do so, and we’re now not short of opportunities to keep learning and keep our teaching moving up the escalator.
Keeping on top of research
We are now expected to be research-literate teachers, able to navigate the ensuing flood of material that includes items such as articles, blogs, reports, videos and podcasts and to discern when something is worthy of serious consideration or of dismissal. Research that is relevant to education includes not only that within one’s own subject, but also associated disciplines and areas that are relevant to the practice of teaching, such as psychology.
Navigating a path through this huge array of research material is daunting, particularly for the time-stretched classroom teacher. I found Twitter useful for keeping on top of the flow of articles, and followed university departments, subject associations and key academics. You’ll soon feel part of the bigger conversation and be increasingly aware of the current issues in your subject. Many university departments have seminars and debates that are open to the public. You could even get in touch with the department where you studied and see how you can connect with them.
The Chartered College of Teaching
As a Fellow of the Chartered College of Teaching and a past participant on the Chartered Teacher Programme, I wholeheartedly support the College’s mission for teaching to be informed by the best available evidence. As a member, I’ve been able to enhance my professional learning by engaging with Third Space events, reading material on the MyCollege site, contributing to expert roundtables and connecting with colleagues in other schools.
It’s been some of the best professional learning I’ve been able to take charge of myself, and the College encourages members to lead initiatives. For instance, I was able to put together a mini-conference to celebrate an issue of the Chartered College journal.
Reading and reviewing
Keeping on top of subject knowledge and technology can be daunting. I enjoy reviewing books and software, and a few of these reviews have been for the Chartered College’s member platform. I recommend looking up who the key publishers are for your subject and joining their mailing lists. They will regularly send updates on forthcoming books that might connect to the courses you’re teaching, or might simply interest you beyond what you’re teaching.
Trending
Look beyond the conventional
I am always on the lookout for less conventional CPD. I recommend looking beyond education for opportunities to learn, as your own teaching can be significantly enhanced by trying out something a little different.
For example, I am part of the Royal Society of Arts‘ Evidence Champions Network where ‘the RSA is working with Arts Council Bridge Organisations to champion the role of evidence and evaluation in improving the quality and impact of arts and cultural education’. To quote the Network’s web page, “In its first year, the Evidence Champions Network will connect 100 artists, educators, evaluators, cultural organisations and funders who want to support better use of evidence and evaluation in arts and cultural learning. Through the Network, Champions will develop knowledge and skills in evidence rich practice and help spread the word about its value, convening online and in regional hubs, to support practitioners across England.”
Most interesting for me is how this Network now connects all my strands as an educator, researcher and practitioner of education projects.
An exciting time for teaching and teachers
It is an exciting time for teaching and teachers. With the Chartered College of Teaching, we have the encouragement and opportunity to engage with educational research. Through its Chartered Teacher Programme, we can further our expertise in how to evaluate what we read and use it well to guide our professional decisions.
I have discovered a huge web of research that connects to my classroom practice not only through the Chartered College, but also through the Evidence Champions Network and my ongoing work in the classroom, by engaging in formal and informal discussions with colleagues. I implore colleagues to reach out and self-direct your professional learning.
Dr Steven Berryman is Director of Music at City of London School for Girls and part of the Education Team at the City of London; he has been awarded Chartered Teacher Status and is a Founding Fellow of the Chartered College of Teaching
