Journal of In-service Education

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Coordinating staff development: the training and

development of staff development coordinators

Jim O'brien & John Macbeath

To cite this article: Jim O'brien & John Macbeath (1999) Coordinating staff development: the
training and development of staff development coordinators, Journal of In-service Education, 25:1,
69-83, DOI: 10.1080/13674589900200068

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 STAFF DEVELOPMENT COORDINATORS
Journal of In-service Education, Vol. 25, No. 1, 1999

Coordinating Staff Development:

the training and development of
staff development coordinators

JIM O’BRIEN
University of Edinburgh, United Kingdom
JOHN MACBEATH
University of Strathclyde, United Kingdom

ABSTRACT There are different and distinctive educational systems within

the United Kingdom. This article discusses research and development
work commissioned by the Scottish Office Education and Industry
Department to support the continuing professional development of staff
development co-ordinators (SDCs) in Scottish schools. The developing
Scottish approach to CPD is examined and the principles underpinning
the interactive resource (CDi) produced are discussed. The authors
considered elements of the substantial body of knowledge about the
principles and practice of professional development including examining
the literature, building on the extensive Scottish experience of national
planning and provision, and by using a focus group and discussions with
practitioners to test ideas and to inform the resource. The problematic
nature of the role of SDC is emphasised throughout and lessons from the
development are shared.

Introduction
The continuing professional development of teachers within the United
Kingdom is increasingly regarded as critical if the national ‘targets’ of
creating more effective schools and raising standards of pupil
achievement are to be realised. The past decade has witnessed changes in
the management and governance of schools stressing local autonomy, new
approaches to initial teacher training and national curriculum innovation
necessitating continuing training and development for teachers. The new
National Grid for Learning, the development of ICT skills in the teacher
profession and the search for Britain’s competitive edge in the global
economy are now combining together to exert more pressure on teachers
to adopt new curricula, new methodologies and to equip themselves with

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appropriate skills. Declining resources and budget cuts impact on

traditional means of teacher staff development at a time when life-long
learning is being emphasised. There have been moves towards more
school-based in-service and supported self-help, reflecting moves from
traditional INSET to staff development and, subsequently, to the concept
of professional development (Hargreaves, 1994). Recognition and support
for such change led to the Scottish Office Education and Industry
Department (SOEID) commissioning an ICT CD resource (CDi in the first
instance) exemplifying good practice while confirming the problematic
nature of the role of staff development co-ordinator (O’Brien & MacBeath,
1998). In Scotland, school-based coordinators are currently referred to as
Staff Development Co-ordinators (SDCs) rather than the emerging term of
Professional Development Co-ordinator (PDCs) (Adey & Jones, 1998).

Context
Scotland, a constituent part of the United Kingdom, retains its own
distinctive character and nationhood, and will soon have its own
Parliament again. Successive Conservative governments between 1979 and
1997 introduced changes to the national system of schooling and, at times,
the integrity of the politically distinctive and legally autonomous Scottish
education system (Greaves & O’Brien, 1996; Clark & Munn, 1997) appeared
threatened, especially by the introduction of reforms, initiated in England
and Wales. This led to claims about the ‘anglicisation’ of Scotland’s
educational system (Goulder et al, 1994; O’Brien, 1995). The perceived
wisdom is that the extremes were avoided or mediated, but Scotland has
not been immune to the ideological approaches espoused by the New
Right, witness the development of the ‘market approach’ in education
associated with the publication of school examination results in ‘league
tables’ and schools being quality assessed against performance indicators
as benchmarks. Thatcherite ideology characterised by demands for
accountability, standards and the quest for quality, ‘value for money’
approaches, choice and consumerism was a significant influence for
reform in Scotland (Humes, 1993). The introduction of School Boards, the
equivalent to English governing bodies but with less power (O’Brien,
1998a), and the ‘improved’ teacher training arrangements for Scotland in
1992 which led to the ‘mentoring’ experiment (Cameron-Jones & O’Hara,
1993), abandoned in the face of strong professional resistance (Kirk, 1997)
were among the initiatives. There are signs that the Labour government
intends to strengthen some of these changes rather than abandon them
(O’Brien, 1998b).
Approaches developed in England particularly post 1988 (Education
Reform Act: ERA) influenced Scottish developments and vice versa e.g. the
Scottish approach to the use of ethos indicators (HMI, 1992). Scotland,
however, has a more uniform system of schooling than most European
countries (Echols & Willms, 1995), enjoying wide acceptance by the
Scottish educational community of the comprehensive state system of

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schooling. The National Curriculum developed in England is not pertinent

to Scotland where a series of national guidelines on a range of
school-related matters has been developed. These include ‘Higher Still’
(SOED, 1994) in the upper stages of secondary schooling, and 5–14
guidelines being released and consulted upon in a gradualist manner
(Harlen & Malcolm, 1994). Additionally guidelines exist at national level for
areas such as devolved school management (SOED, 1992a; Hartley, 1994)
and for the staff development and appraisal of teachers (SED, 1990). In the
same period the Scottish Improving School Effectiveness Project and the
work of the Audit Unit of the Scottish Office Education and Industry
Department (SOEID) led to a genuinely enhanced awareness of school
self-evaluation and a focus on developing a school improvement culture
with a distinct Scottish definition.
The new Labour government has recently reviewed the teacher
appraisal guidelines with the profession and education authorities, and
the revised emphasis is on staff development and review (SDAR) in the
context of school self-evaluation and development planning. While
innovations continue with the publication of a standard for the Scottish
Qualification for Headship (SOEID, 1998a) and a current national
consultation exercise on a Framework for Continuing Professional
Development (SOEID, 1998b), a major focus is now firmly on improved
pupil learning, teacher pedagogy and effective classrooms. The
importance of continuing professional development is being
re-emphasised as providing a means of realising improved standards in
Scottish schools.

Defining Staff Development and

Continuing Professional Development
Teacher lifelong learning in the form of continuing professional
development (CPD) is increasingly regarded as an important means of
contributing to the creation of more effective schools and as integral to
learning organisations. Fullan (1991, p. 123) wrote:
Continuous development of all teacher is the cornerstone for
meaning, improvement and reform. Professional development and
school development are inextricably linked.
The learning organisation may be defined as a place in which there is an
infectious desire to learn, to build, to exchange good practice, to problem
solve together, to question the most deeply held prejudices, to be open to
change and new ideas, and to experiment and learn from mistakes.
Leadership, culture and planning are important ingredients in the
realisation of such an organisation as is effective staff development which
builds on existing strengths, and individual and organisational needs. The
link between individual and organisation is increasingly recognised in
definitions and perspectives on staff development gleaned from the
literature where, despite some statements being more aspirational than

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reality based, staff development has been variously defined or described

as:

In-service training should begin in the schools. It is here that

learning and teaching take place, curriculum and techniques are
developed and needs and deficiencies revealed. Every school
should regard the continued training of its teacher as an essential
part of its task, for which all members of staff share responsibility.
An active school is constantly reviewing and reassuring its
effectiveness and is ready to consider new methods, new forms of
organizational and new ways of dealing with the problems that
arise. (DES, James Report, 1972)

Staff development embraces not only individual education and

training, individual appraisal and career enhancement, but also
whole-staff development as part of a dynamic and changing
organisation. Unlike curriculum development which can be subject
specific and limited in scope, staff development is more than
improving teaching technique within a subject area: it includes
all-round development of the individual and the inter-relationships
of teachers’ different subject areas and levels of responsibility.
(Kerwood & Clements, 1986, p. 211)
Of late, distinctions are being made between professional development
which increases the personal and professional skills of teachers; staff
development involving development of staff to meet institutional needs
and career development involving individual development so that careers
may be progressed (Fidler, 1997).

CPD as Life Long learning

Kirk (1995, p. 15) suggested that the:
... changes that have occurred in teacher education have to be
seen as integral to a wider restructuring of education and of
curricular renewal, which have made new and increased demands
on teachers ... We are under an obligation, therefore, to ensure
that teachers are trained to enable them to discharge effectively
the new responsibilities expected of them.
SOED (1993) published a clear statement of the competences expected of
the beginning teacher. Competence models are generally accused of
reductionism and atomisation and there has been specific criticism of the
Scottish competence model of teaching (Carr, 1993), but it may be argued
that the SOED competences, far from reflecting a narrow set of
professional skills and abilities, encompass the development of students
as beginning teachers who are confident in their knowledge of the
curriculum and the management of schools and relationships with parents

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and the community; as effective planners, theoretically aware, who can

draw on insights about children and how they learn, and who share
agreed professional values (Adams, 1995). Experience suggests that
despite fears, little uniformity of ITE courses has resulted from publication
of the national competences, but there are discernible moves towards
publishing competences or standards for experienced teachers and
headteachers and associated qualifications, e.g. Scottish Qualification for
Headship (SQH) (1998a). Such moves indicate that there is clear official
recognition that teacher education is a lifelong enterprise and teachers
and higher education have important partnership roles to play
(Sutherland, 1997). There is also a related possibility of an enhanced role
for SDCs.

SOEID Support for Continuing Professional Development

SOEID have set out to create a ‘market-place’ and funds which were used
to support lecturer provision in the Teacher Education Institutions (TEIs)
for staff development opportunities through short courses, school-focused
and school-based INSET were progressively transferred to Education
Authorities in the early 1990s; devolved staff development budgets at
school level now encourage local decisions about external provision. The
range and pace of curriculum change, combined with changing funding
arrangements and local authority re-organisation in 1996 with a
commensurate reduction in support, led teachers to progressively adopt a
school-based culture of professional development complimented by the
growth of modular schemes of academic and professional awards
(Landon, 1995) in the TEIs.
SOEID has played a strong central role in the provision of national
guidelines and centrally-funded support with potential providers having to
tender for certain contracts. National staff development priorities are
published annually and inform local authority and school development
planning. SOEID funded national provision has included major
developments such as the Management Training for Headteachers
Programme (MTHT) and the national training provision for teacher staff
development and appraisal (SD&A).

Developing the Staff Development Coordinator:

the Scottish approach
Appraisal in Scotland, as elsewhere in the United Kingdom, was not
universally welcomed by the profession who demonstrated reluctance to
engage with the idea. While the purposes of staff development and
appraisal in 1990 were publicly declared as:

x motivation and communication;

x review and improvement of professional performance;
x staff development;

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x career review.
There was a recognition that distrust and suspicion would not easily be
dispelled and a national training programme was devised.
The national training programme in preparation for SD&A had two
main strands. One involved the design of a training module (Module 9:
MTHT) for headteachers and school managers to encourage policy
development in relation to staff development and appraisal: The
Management of Staff Development and Appraisal (SOED, 1991). The other
strand resulted in one teacher from every Scottish school being prepared
via a three day residential course to be SD&A tutors who would lead
in-school training developed as part of the national preparation for
appraisal project. The SD&A course focused on working with adults and
tutoring skills. while the major design features of the SD&A training
materials for in-school use were shared: these included the assumptions
that a supportive climate was a necessary prerequisite with forethought
being given to training methodology, timing, venue and resources
available. Specific tutor behaviours were recommended including adopting
an informal approach, encouraging participation and the asking of
clarifying questions, showing empathy by reflecting and generally
facilitating the training process by having participants take on
responsibility for their learning and development. Despite the clear limits
to their preparation, these teacher/tutors were increasingly viewed as
co-ordinators of general in-school provision beyond the specific SD&A
materials, and in many locales they evolved quickly to be staff
development co-ordinators (SDCs) for their school. The SDC role has
increasingly taken on additional importance in those schools with effective
staff development policies linked to school development plans and with
staff turnover there are many co-ordinators who did not have the
experience of the national SD&A training.
The need to extend such effectiveness and to provide additional staff
development and support for such coordinators is now recognised.
Initially it was proposed to base such support around an interactive
version of a linear video entitled Tutor Skills (SOED, 1992b) which was
provided to each participant in the course outlined above but thinking
moved forward. Subsequently the authors of this article were
commissioned with the Scottish Interactive Technology Centre (SiTC),
based in Moray House Institute, by SOEID to produce an interactive
training resource for school staff development coordinators which will
provide further clarification and exemplification of the role.

Key Principles of Staff Development

The Scottish National Guidelines for Staff Development and Appraisal
(SED, 1990) identified a number of principles and issues, among them
were:

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x all staff to be consulted in the development and implementation of a

school’s SD&A policy and procedures;
x SD&A arrangements to be systematic, clearly defined and embedded in
a school’s overall policies and procedures;
x policies and procedures to be regularly monitored and subject to
review;
x an annual programme of staff development to be planned and provided,
reflecting the school’s identified priorities and individual professional
needs;
x such programmes to include a range of activities indicating that staff
development involves more than in-service courses;
x prioritisation of needs to provide opportunities for individuals, schools
and local authorities, and the ability to control the pace of change.
Such principles and issues are reinforced in the SDC interactive resource.
While staff development might be seen as self-evidently a good idea. it may
not always be that in teachers’ experience. Utilising the evidence from the
Improving School Effectiveness Project (MacBeath & Mortimore, 1997) it
was argued that closing the gap between the real and desired situation is
clearly one important factor in improving school effectiveness. The role
and functions of those with responsibility for taking forward appropriate
staff development in our schools (Staff Development Co-ordinators: SDCs)
in a general context of curriculum development, school development
planning, staff development and review and continuing professional
development are critical if effective change is to be realised. There needs
to be both clarity of vision of what staff development is, what it can
accomplish and how it may be facilitated. If effective, staff development is
crucially important and if there are known principles and tested good
practice then there have to be ways in which those who carry
responsibility for staff development can engage actively, critically and
pragmatically with the issues.
It has been SOEID policy since the late 1980s to promote and support
the development of interactive technology resources to meet a range of
staff development needs in schools (Van der Kuyl et al, 1994). SiTC has
produced a range of curriculum and staff development focused interactive
resources, e.g. Mathematics, Health Education and Differentiation
(SOEID/SiTC). One of the authors first became involved with interactive
technology when he contributed to the conceptual development, design
and writing of the Skills for Appraisal Interviewing disk which became the
first full motion video CDi in 1991; the other author also has produced a
CDi for school development planning supported by the SOEID Audit Unit
entitled Planning for Learning. SOEID has regarded technology ‘answers’
as an important addition to traditional training methods because it might
allow greater penetration of training materials, offer a consistency of
approach and meet ‘value for money’ targets.

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An Interactive Resource for

Staff Development Coordinators (SDCs)
There is now a large body of knowledge about principles and practice of
professional development and its relationship to personal and institutional
development especially in relation to schools (Tomlinson, 1997). That
knowledge has come from different sources e.g. organisational and
management theory, adult education literature, school effectiveness and
school improvement research (Rosenholtz, 1989; MacBeath et al, 1996;
Stoll & Fink, 1996; European Commission, 1995). Perhaps equally, or more
importantly, it has been informed by successful initiatives and policy
developments in recent times which have been monitored and evaluated,
and from which significant lessons have been learned. In that category
from a Scottish perspective one would include the ongoing work in the
Improving School Effectiveness Project. Also at individual school level
there are excellent models of staff development in action, either developed
from the bottom-up or customised versions of national models. There is
within that large body of work a set of key ideas, principles and strategies
which could be exemplified, and put to work to close the gap between the
ideal and the real.
The Staff Development Coordinators interactive project’s intention
was to develop a resource which will provide an overview of definitions of
staff development and associated key principles from the literature, live
perspectives from key national and international figures (e.g. De Bono and
Fullan) and an examination of good practice. Thus, a reference source for
clarifying definitions of terms, sources of reference, and for examples of
different schools of thought and perspectives on issues – some of these
‘live’ practitioners as well as gurus and soothsayers is provided.
Additionally, questions have included the extent to which good practice is
a matter of culture and context; what information, support and challenge
is most effective in helping teachers to develop professionally, and what
role does school leadership play in creating a climate of professional
growth? From the resultant research ‘database’, the interactive resource
through imaginative programming promotes an interactive engagement
with ideas and examples, requires problem-solving in a ‘live’ context,
provides feedback and reinforcement and supports the user. The
illustration of principles and process through video excerpts involving real
teachers and staff development coordinators working in schools
encourages the ‘user’ to test theory against practice and against
day-to-day ‘critical incidents’ in the life of real schools.
The primary users of the resource will be staff development
coordinators. It will help to:
x confirm and reinforce good practice;
x provide models and exemplars for consideration;
x set their own thinking and practice in a wider context;
x promote confidence in the value and robustness of specific strategies;

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x set planned developments within a teaching competences framework;

x encourage strategies which relate to continuing professional
development needs and career aspirations of colleagues, from
probationers to senior professionals;
x identify areas for further development including supporting and
addressing school development plan targets in relation to teaching and
learning;
x clarify and think through purposes in relation to practice;
x have access to workable practical strategies and techniques;
x widen the range of options in forward planning;
x build on their evaluation of processes and various approaches;
x support and strengthen staff development and review initiatives;
x link staff development with learning and teaching in relation to
curriculum development;
x seek to involve them in supporting greater teacher effectiveness;
x have access to further evidence, research and reading.

Principles of Design
The interactive resource is designed primarily for staff development
coordinators, but is relevant to a wide variety of users. The opening
screen gives the user immediate access to seven areas of inquiry (the
options are presented in screen diagram, Figure 1) – to definitions and
expert viewpoints to key issues in teaching and learning, to examples of
SDCs carrying out and reflecting on their job or in the top four quadrants
of Figure 1 to stages in the cycle of needs identification- planning-provision
and evaluation.

70mm

Figure 1. SDC interactive resource menu.

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JIM O’BRIEN & JOHN MACBEATH

As a professional development tool in itself the purpose of the resource is

to take the user further and deeper into the issues, challenging him or her
with increasingly probing questions, offering feedback from a variety of
perspectives which do not always suggest agreement among the experts
or offer tidy solutions. ‘Good practice’ is presented as essentially
contested requiring the user to test its viability in his or her own context.
What is staff development? What are Checkout some definitions
some of the different ways of looking and perspectives
at it?
Does SD enhance the quality of Consider some practical
learning and teaching in schools? examples of how it might be
What should SDCs do? Examine some of the common
issues and challenges in which
they might be met
How are staff development needs Analyse different needs arising
identified? in a school context
What are the most effective ways Consider how one school
of planning staff development? approached the issue
In what ways can different staff Check out some examples and
development needs be met? approaches
How do you know you are getting Review some approaches to
it right? evaluation

Effective Learning and Teaching, the Role of the SDC

When asked to define the role of the SDC academics, headteachers and
SDCs tended to agree that their essential function was to support more
effective teaching and learning. While few SDCs saw their role as directly
interventionist in the sense of monitoring or evaluating their colleagues’
teaching, effective teaching and learning was viewed as the underpinning
purpose or end point of professional development. Yet while there is a
considerable literature on effective teachers and effective teaching
(Evertson & Anderson, 1978; Good & Brophy, 1973), that literature is often
seen by practising teachers as self-evident or as adding little to their craft
knowledge and experiential wisdom, and much of it has tended to remain
unknown to schools and to SDCs. The work of Kounin, for example (1970),
grounded in practical classroom strategies with a lot to offer to teachers,
has not figured large either at the pre- or in-service stage. Scottish schools
have tended to rely on the distillation of research by central bodies such
as the SOEID and the Scottish Consultative Council on the Curriculum
(SCCC) and where they do have access to the literature it tends to be
through visiting speakers, or outside experts. The commitment of the
SOEID to CD and ICT technology is one medium for bringing teachers

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closer to independent access. The danger to be avoided in design is,

therefore, to ensure that the medium does not serve as a surrogate for
personal search but rather stimulates the user to want to find out more at
first hand.

Neville Bennet et al (1984) argue that “very little is known about the
quality of learning experiences provided for pupils in schools ... despite
the availability of an abundance of advice for teachers”. They conclude
that research on teaching has largely ignored the process of learning and
research in learning has not attended to the constraints of the teacher.
The potential of good CD design is to marry the learning theory with the
pragmatics of schools and classrooms and to lead practitioners into
broader theoretical understanding through down-to-earth credible
scenarios played out by real teachers in transparently real schools.
David Perkins’s view is that it is not so much a knowledge gap as a
gap between what we know and what teachers do. In his book Smart
Schools (1995) he writes:
... some individual teachers are ardent experimenters, trying
worthwhile things. Some initiatives score important successes here
and there. But most are limited. Most do not put to work in any full
or rounded way what we know about teaching and learning. We do
not have a knowledge gap – we have a monumental
use-of-knowledge gap.
The interactive software can aim for that use-of-knowledge gap. It can
build on the momentum of the last few years which have seen a greater
focus in professional development on learning and teaching (the reversal
of the old word order perhaps significant). The SCCC’s 1996 publication
Teaching for Effective Learning marks a symbolic shift towards a more
learning-focused perspective. It is encouraging that it has been widely and
positively welcomed by teachers for its marrying of practice with theory,
bringing with it a radical cutting edge with greater emphasis on generic
learning strategies and less emphasis on content – the traditional focus of
the SCCC. Going far deeper than a recasting of the curriculum to a focus
on learning is what Charles Handy advocated in 1991:

Life is becoming a series of job changes, learning new skills and

re-orientating lifestyles. This is the ‘portfolio’ society in which
people are defined not by their vocation but by the changing and
developing portfolio of skills which they develop over a lifetime.
The challenge to schools goes far deeper than the recasting of the
curriculum. It is concerned with a shift from teaching to learning.
The challenge for the staff development co-ordinator is to follow the logic
and implications of such a paradigm shift. The effective SDC, we would
argue, is the one who has an interest, even a passion, for learning about
learning and is keen to keep in touch with the seminal literature (Gardner,

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JIM O’BRIEN & JOHN MACBEATH

1983; Perkins, 1995; Goleman, 1996; Sternberg, 1996), as well as

developments on the ground in schools and authorities elsewhere in the
country.

Conclusions
The CD resource attempts to illustrate theory and good practice derived
from an engagement with specific school practitioners in schools as we
sought exemplars and critical incident materials particularly in video
format, the research literature and key Scottish practitioners using a focus
group technique. The focus group (Kitzinger, 1994; Wilson, 1997) involved
several prominent figures from schools, EAs and TEIs involved in staff
development in Scotland who were invited to consider, criticise and offer
opinion on the tentative outline for content and process of the interactive
resource. One might summarise what we have learned about staff
development from all the above interactions as follows:
x development will only be effective within a supportive co-operative
ethos at least at some level (school, department or classroom), but
preferably at all levels;
x those responsible for development must have a genuine understanding
of the context in which teachers work – as teachers perceive it;
x development and change occur when people see in it some advantage
for themselves;
x teachers need to be recognised as people at different stages in their
personal and professional life cycle;
x it is the teacher who develops (active) not the teacher who is developed
(passive);
x for teachers it is generally more important to improve a situation than
discover universal truths;
x resistance to change must be understood for what it is – often a
perfectly rational disagreement with the particular change in question;
x offering solutions to problems that people do not perceive themselves
as having will be seen as an irrelevant interruption to their work;
x successful staff development is context-sensitive, participative, ongoing,
reflective, analytic and useful;
x quality assurance is everybody’s business.
Norman (1988) argues that intelligence is not just in people’s heads, but in
the environment and in the objects they use from telephones to
computers. Intelligence is built into these objects and they can amplify (or
diminish) individual ability in the course of our interaction with them. A
CDi/CDRom can be an intelligent or less intelligent resource, its
intelligence measured by the degree to which it amplifies the intelligence
of its users. At its most intelligent it provokes the learners to a level of
interactivity which is the high point of learning – dialogue. Dialogue
signifies, as David Bohm (1983) the physicist defines it, “meaning flowing
through it”.

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Correspondence
Dr Jim O’Brien, Vice Dean, Moray House Institute, Faculty of Education,
University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, United
Kingdom (jim.o’brien@mhie.ac.uk).

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