Author: Kathryn Taylor
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Why PD annoys people
PD delivery structure must be given proper time and consideration if it is going to have impact. It is the case that it often doesn’t, and this is a complex issue with deep structural roots and practical systemic implications. There are two things that I want to highlight. The first…
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Gove: A retrospective
I watched some of this Teachers Talk Radio interview with Michael Gove live last night (and then had to go for my tea), and have caught up this morning. I recommend you watch this interesting and wide-ranging interview. It gave me pause for thought. I trained to teach in 2007…
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Beware the Lethal Mutation
I don’t think that it is possible to over state how important Carl Hendrick’s post about the prevalence of lethal mutations of evidence-informed practice is (https://carlhendrick.substack.com/p/the-lethal-mutation-of-retrieval). If retrieval practice is a ‘non-negotiable’ in your school and teachers are using it uncritically, I’m willing to bet that some of these lethal…
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The Professional Development Buffet and the Perils of Misaligned Assumptions
The thing I’ve found is that SLT and teachers don’t share a view of what the problem is with Professional Development (PD) acceptance. Evidence from my research revealed Senior Leaders working really hard to minimise the workload aspect of PD. Often, they sought to get the content transmitted and let…
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Atypical
To say that I felt ‘seen’ and inspired is an understatement; this book provides an important template for those for whom atypical career pathways become a reality (by design or necessity). Importantly, this book outlines a shared language to describe and discuss the atypical pathways into, out of, and around…
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Theory Busting: Trust
We use technical language all the time as we discuss and describe our professionalism and organisational cultures, but what do we mean? Here, I share the results of my analysis of over 46 academic sources, and offer insight into the key features of ‘trust’ as a cornerstone of an organisational…
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Language Bites
Imagine that you’re at the first full staff meeting after the half term holidays. The Headteacher stands up – they’ve got a message to deliver about a new initiative that needs to be a school priority over the next few terms. The message is clear: There have got to be…
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Theory Busting: Professional Autonomy
We use technical language all the time as we discuss and describe our professionalism and organisational cultures, but what do we mean? Here, I share the results of my analysis of over 36 academic sources, and offer insight into the key features of ‘professional autonomy’ as a cornerstone of an…
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Learning Anxiety vs Survival Anxiety: What Really Drives Change in Schools?
Learning anxiety is real when it comes to CPD. Any time we ask teachers or leaders to try something new, reflect on their practice, or change how they work, what we’re really asking is: “Would you be willing to feel a bit incompetent in front of others, at least for…
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Influencing the Professional Development Acceptance Zone (PDAZ)
We all want to get people on board, bought in, aligned, on message and engaged. We all know this is harder than it sounds. My research suggests that we should start by understanding teachers’ perceptions of schools’ cultures for professional learning. How many indicators fall into the Professional Development Acceptance…
Exploring culture and professional learning 