Elgin Academy PRD Support pack 2
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A presentation to help raise PRD profile and support staff who are engaging with the PRD process. Thanks to Guch Dillon from Elgin Academy for sharing
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Elgin Academy PRD Support pack 2
- 1. Add tutor names if not from the school
- 8. Why CPD?
- 11. Map of the workshop
- 15. Section one: Identifying personal development needs/ focus through evidence based reflection and self-evaluation
- 25. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
- 26. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
- 28. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
- 30. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
- 32. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
- 35. Section two: The range of professional development activities
- 41. Individual needs Stage/ department improvement plan School improvement plan Authority / national priorities
- 42. Section three: Strategies for ensuring and evaluating the impact of our individual professional development activities learners
Editor's Notes
- Music playing as people are taking their places. Groups are randomises – six preferred – how do we do this – add a randomiser link??
- Add a countdown clock – any advice on this?
- Ask groups to appoint roles. Will we leave in joker and what about sixth person – will they feel left out – “general dogsbody” “ There are plenty of people trained in Critical skills so I won’t dwell on the roles.” Introductory comments: Awareness of the value of our job = impact on the learning and lives of young people = we all want to do this as well as we can = the development of CPD and the related PR&D process that was introduced at the time of McCrone has this as its purpose Refer to the fact that, scanning the room there is an ever increasing number who were not around at the time of McCrone!! We collectively spend a lot of time on CPD = staff number x 35 = over a year + the CPD that is within our standard working week + Closure days. We want to make sure that it is time well spent – we need to now that we are working on things that matter in our context, we want to know that our efforts on our own learning are making a difference We need to be confident that our time is well spent!! Hence today’s specific aims... Just to prove that I am working to embedd my AIFL skills from my Tapestry TLC
- Your job today On the table you will find your 12? New colleagues. In the true spirit of the diversty of CPD, you are going to act as a mentor to two of these and help make sure that the time that they spend on their CPD is time well spent them focus their CPD – this will be part of your own development plan which included “beginning to build leadership skills” Ref to the slide
- You need to keep talking for 30 seconds – prizes for “no hesitations”?? – help yourself to a sweet! - Clanger for 30 seconds
- Your buddies are asking you why they should bother – they have been to college so this taped!! Well – you do have the obvious answer -
- ... Its part of the job!! But doing something just because it is part of the job will not make for a meaningful experience. OK – it is in our contract – but it is also vital Add the doctor story??
- The main reason is that teachers are the key to pupils’ success. Research shows that teacher skill is the biggest single differentiating factor in how well pupils do – I don’t think that comes as a surprise – I think that we would all acknowledge that - recognised and re-emphasised by HMIE in their very recent publication on CPD – the biggest differences is not in terms of school v school it is teacher v teacher. So – it is up to us all to be the best that we can be Should the “responsibility slide” be here??
- In the interests of all the “big picture” learners out there, and in true CS style, we have a “map of the day”
- To go along with this and to save you having to write stuff down, there is a booklet with workshop notes – don’t bother with it until you need it later in the workshop For those who like to have the slides to take away, or who like to write stuff there is a slide handout – it doesn’t have all the slides in it just one’s that we thought might be useful later.
- For those of you who want to follow this up or to look at the publications that we will be referring to, there is a frther reading list with links in the workshop notes In the last 12 months, we have had three very useful national publications form Scottish government and HMIE on the area of CPD in Scotland – this is the first time and they are most welcome – however, they do not in fact say anything different from the way things have been developing in our school – but they gather everything together in easily read format. I would recommend the “Opening up the Learning” as it focuses on evaluation – it isn’t directly written with CPD in mind but strategies that are useful for whole school evaluation are equally useful for us as individuals to evaluate the impact of our CPD on our pupils. PTs will find this very useful, especially as they may be involved in supporting their colleagues in planning and evaluating CPD
- But lets take all of this step by step :
- Reflection and self-evaluation are built into the Standard for Full Registration and each other three relevant professional standards Show a copy Those who have been part of the probationer induction scheme or who have worked as supporters or mentors of probationers will be familiar with the SFR – it is something that we should all be aware of and refer to – we are obliged to meet this standard – those who may be thinking of CT need to have clear evidence that they have reached and maintained all aspects of this standards – there is a self-evaluation doc in bookit that you can download – there is a link in the further reading section of the workshop notes
- You can see here that in the HMIE document on CPD they are referring to the fact that CPD is more likely to be make a differene if it is selected as a response to something that has been identified as a definite need Can I say here that I am using the word need but that does not only mean something that isn’t working well – a “need” in this context can be the need to continue to build on a strength ... Perhaps “clear reason for selection” might be a better way of seeing this. It is like AIFL principles – if the learner sees that they have a clear reason for learning something/taking part in an activity then that learning is more likely to be effective and make a difference
- Not sure what to say here yet.... But this is all probably your bit anyway Guch so I have probably already taken this a bit far
- This is over to you – these images are just a play around on my part as you & Hazel will have your own
- Still playing – don’t personally see the problem in this myself!
- Again you will have your own
- I am leading up to the four stages – will decide how to do this once you have your bit in Glow would be a good example here – suggest that for some it could be feasible to have something about Glow as a development need and from a standing start have an expected outcome of being fully proficient in this with it being embedded as part of everyday classroom practice by the end of the year, – hands up if that is you!!! For the rest of us that would be a completely unrealistic outcome, although engaging with Glow might still be a priority we might have a far more limited outcome in mind – it could be that we are natural techno-phobes or it could be that for us we have something else that is a higher priority for that year – we can’t do everything Recognising, and indeed, encouraging this Moray has developed a four stage approach to CPD
- Admit to having stolen this from national CPD team’s four stage approach to being ready for CfE
- Admit to having stolen this from national CPD team’s four stage approach to being ready for CfE
- Admit to having stolen this from national CPD team’s four stage approach to being ready for CfE
- Admit to having stolen this from national CPD team’s four stage approach to being ready for CfE
- Admit to having stolen this from national CPD team’s four stage approach to being ready for CfE