Video CPD is a growing, but still relatively new, form of CPD in schools. It exists outside the norm of inset days and one-day courses that have been more traditionally used.
Recent research carried out by the EEF looked at the impact of using video CPD to improve primary school teachers’ use of classroom dialogue and effective feedback. The results revealed that of the teachers involved in the pilot, the overwhelming majority said the intervention had improved their teaching.
95% said it had consequently changed their practice with over 70% saying it made them more likely to reflect on their own practice. These teachers cited more collaboration, more open questions and dialogue with children and more emphasis on effective, task-orientated feedback with pupils.
Analysis of Ofsted data in February 2017 found that 64% of schools regularly using a form of video CPD improved by at least one Ofsted grade in their last inspection. In addition, the Department for Education’s CFR data showed a monetary saving of 8% on cover teaching and 9% less spend on CPD when video was used.
Some teachers are understandably wary about video technology and its use in school. The thought of being watched by their peers and seniors can make them feel unsure and there can be fear that the footage would be used against them in appraisals.
It is therefore imperative that schools develop a whole-school approach to utilising video CPD that builds trust and ownership. For this form of CPD to be successful, everyone involved needs to be on board – teachers, pupils and parents.
Ultimately, when video CPD is embedded correctly and teachers are on board, the results can be outstanding.
So…how can you get your colleagues on board?
Ensure video CPD is part of a whole-school approach
Video contributes to a whole-school approach by improving and enabling communication. It makes it possible for whole schools to get together without having to be in the same room at the same time. Instead, they can get together online, watch videos of lessons and participate in forum discussions.
Video CPD can also be used as part of a broader blended approach to professional learning, which research shows is the most effective way to make sustainable improvements to classroom practice. Video can be used to ‘flip CPD’. For example, by facilitating the review of a video before bringing teachers together for analysis and discussion about what they have seen.
Having the opportunity to use video makes activities like self-reflection, lesson observation and coaching easier. It’s also a powerful tool for recognising areas of teaching and learning that could perhaps be improved.
Lessons can be re-watched, paused and rewound, so that reflection and feedback can be contextualised; these activities don’t have to rely on memory alone. It can also be used to inform absent staff of something they weren’t there for, without them missing out.
Make sure to read next week’s blog from Christophe Mullings where you can find out how to develop a supportive culture towards video CPD and establish a supportive programme in your school.