Research & CPD
Continuing Professional Development (CPD) has always played a major role at Bottisham Village College (BVC). Over recent years, we have continually reviewed and developed our CPD programme after feedback from staff and review of relevant research.
In 2017-18, we made evidence-based lesson study our main focus for CPD. The over-arching aim of the process was to encourage teachers to innovate and take risks with colleagues in a supportive environment, enabling us to share more widely some of the outstanding practice that exists at Bottisham. At the dissemination event in summer 2018, staff shared their findings and talked passionately about teaching and learning. Feedback from the afternoon was very positive. A selection of colleagues’ quotes can be found below:
“Getting the chance to observe different lessons and see different teaching styles is something I’ve found hugely beneficial”
“In truth, the whole process has been a shot in the arm and, ultimately, improved my teaching.”
“Thank you for the practical activities that I can now use in lessons. I can’t wait to try them out!”
What makes effective CPD?
Feedback from staff and research tell us that CPD is most effective when:
- Teachers are given ownership of their professional development
- It meets teachers’ personal needs
- It is relevant to their context and subject area
- Teachers have the opportunity to work on an aspect of their practice over a period of time, embedding it in their practice
- Teachers work collaboratively with other like-minded colleagues
Our CPD strategy for 2018-19 offers teaching staff flexibility to design CPD that meets their needs and context. While some staff still engage in action research, others focus on leadership development or subject knowledge enhancement. Teaching staff have designed their responsive CPD programme by selecting one option from block A or 3 options from block B:
Growing and nurturing our staff
Our CPD programme is designed to support the development of all teaching staff, no matter what their career stage or experience.
Bi-weekly teaching and learning briefings give staff an opportunity to discuss teaching pedagogy and approaches. Pedagogy leaders source and publish articles that facilitate these teaching and learning discussions, before collating and disseminating findings and outcomes. Our Teaching and Learning blog, Bottisham Buzz (https://bottishambuzz.com/), is also a source of pertinent articles that link to College priorities.