Curriculum development

Developing Great Leadership of CPD

Files: 

Presentation to the Whole Education 10th Anniversary Conference in London.

The presentation provides a highly summarised overview of CUREE's recent analysis of the research on leadership and, particularly, the leadership of continuing professional development and learning

The full report from which this presentation is drawn is accessible from here

Evidence based learning about learning -with, from and about our students

Files: 

Presentation by Philippa Cordingley for the Nuneaton Army Education 

This session: 

  • Focussing on aspirations for learners 
  • Unpicking a couple of real world examples of teachers using evidence to enhance their own and learning
  • Another example
  • Our ideas about what make great teaching based on experience and case studies
  • What evidence tells us about what makes great teaching
  • What evidence tells us about how we develop as teachers
  • A metaphor

 

Peer Review

Are you looking to work together with fellow schools to evaluate your practice in a mutually-beneficial partnership? CUREE's programme for Peer Review training draws on successes in conducting over 60 school reviews, all scaffolded by research-based tools and expertise in helping leaders use them, to support colleagues in conducting impactful Peer Reviews.

How TASC (Thinking Actively in a Social Context) helped to ensure rapid school improvement

Aim: To raise expectations and the levels of achievement of all pupils; To lift the self-esteem and motivation of both staff and pupils; To actively involve parents and governors in school development; To give ownership and to develop pupils pride in their primary school; and To create a positive learning environment and a school culture which celebrates excellence throughout the whole school.

School Improvement: Developing and sustaining professional dialogue about teaching and learning

Aim: Our aim was to follow up six secondary schools that had been involved in the North East School Based Research Consortium (NESBRC), a collaborative partnership funded by the Teacher Training Agency/CfBT, which focused on generating evidence about teaching and learning and the impact on pupils achievements. The original partnership intended to develop approaches that were effective and could be embedded into the culture of the school after the NESBRC funding finished. We wanted to see what the schools were doing three years later.

Using learning logs to explore the views of exceptionally able boys on learning inside and outside the classroom

Aim: The aim of the investigation was to explore with some of our Exceptionally Able (EA) students specific aspects of learning which helped them to learn best and to assess what could be improved. We asked a group of EA students to fill in learning logs in order to find out what motivates EA students to learn, how can schools help such students plan their own learning and encourage independence and what is the impact on teachers' practice when confronted with the student voice in the form of learning logs.