Elgin Academy PRD Support pack 2
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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

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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  • 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

Elgin Academy PRD Support pack 2 Elgin Academy PRD Support pack 2 Presentation Transcript

  • Add tutor names if not from the school
    • We will all have done something today/yesterday that worked – something that made a difference to the learning of one of our pupils. What was it and how did you know?
    • Thinking time – two minutes
    • Sweep share - five minutes
    • Facilitator
    • Recorder
    • Reporter
    • Time keeper
    • Joker
    • Keeper of the sweets
    • Number of staff x at least 35 hours = how much change in the learning experience of our pupils?
    • The answer has got to be BIG and we have got to know for certain that it is big.
    • To highlight manageable approaches to self-evaluation and impact evaluation in the context of individual CPD Plans
    • To explore the breadth of possible CPD activities beyond courses
    • To introduce Moray’s model of the “four stages” of CPD
    • To make it easier to complete self-evaluation pro-forma and to build a CPD plan at the time of PR&D
    • Your job today is to help these colleagues identify their individual CPD needs, help them plan appropriate development activities and advise them on how to evaluate the impact of their CPD so that they can be clear by the end of the year what difference their work on this has made for their pupils
    • Select your two virtual buddies for the workshop – be nice and take turns!
    • Explain why you chose them – 30 seconds each – no more/no less
  • Why CPD?
    • Teaching profession for the 21 st C :
    • “ teachers shall have an ongoing commitment to maintain their professional standards through an agreed programme of continuing professional development”
    • Teacher skill is what counts!
    • “ We know that it is the commitment and skill of individual teachers which makes the biggest difference to children’s progress and achievement.”
    • HMIE: Learning together: improving teaching, improving learning (2009)
  • Map of the workshop
    • Identifying personal development needs/focus through evidence based reflection and self-evaluation
    • The range of professional development activities
    • Strategies for evaluating the impact of your individual professional development activities on learners
    • Workshop notes organised to reflect the three parts
    • PP slide handout
    • HMIE: Learning together – improving teaching, improving learning (CPD)
    • HMIE: Learning together – opening up the learning (evaluating the impact of teaching on the learners)
    • Scot Gov: Towards a professional development strategy for CfE
    • Local position paper: “Embedding change through professional development”
  • Section one: Identifying personal development needs/ focus through evidence based reflection and self-evaluation
    • “ The SFR...identifies professional reflection and self-evaluation as integral to good professional practice.”
    • “ Registered teachers take responsibility
    • for their professional learning and
    • development.”
    • The Standard for Full Registration
    • “ Factors which can improve the effectiveness of CPD include...
    • clarity about the purpose of the CPD, with the aims and the activities well-matched to identified need”
    • HMIE: Learning together: improving teaching, improving learning (2009)
    • “ The process of establishing priorities for development is more effective when it is based on a clear picture of current practice, drawn from a range of possible sources of evidence.”
    • HMIE: Learning together: improving teaching, improving learning (2009)
    • CPD Supermarket
  •  
  •  
  •  
  •  
    • Aim:
    • to embed change in our practice and a year may not be enough
    • hence Moray’s “four stage” approach.....
  • 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
  • 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
    • Stage 1:
    • Becoming engaged:
      • at an early stage of knowledge/understanding; new ideas/approaches not yet being used in practice
  • 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
    • Stage 2:
    • Becoming engaged –
      • building a more in depth knowledge and understanding; beginning to experiment with new ideas/approaches; building new skills
  • 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
    • Stage 3:
    • Integrating into practice –
      • new approaches/ideas now commonly used and making a difference
  • 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
    • Stage 4:
    • Innovating and creating –
      • principles fully embraced; new approaches developed and embedded within the context of own practice; using new knowledge and skills in a wider role
    • Stage 1: Becoming engaged: at an early stage of knowledge/understanding; new ideas/approaches not yet being used in practice
    • Stage 2: Becoming engaged – building a more in depth knowledge and understanding; beginning to experiment with new ideas/approaches; building new skills
    • Stage 3: Integrating into practice – new approaches/ideas now commonly used and making a difference
    • Stage 4: Innovating and creating – principles fully embraced; new approaches developed and embedded within the context of own practice; using new knowledge and skills in a wider role
  • Section two: The range of professional development activities
    • Courses ......
      • “ The impact of these depends upon how well they meet teachers’ identified needs and extend their knowledge, understanding and skills, and upon teachers applying what they have learned and passing this learning to colleagues in a structured way.”
    • Now see CPD as more of a balance between different types of activities?
    • “ Teachers are undertaking an increasingly varied range of CPD activities, with a greater emphasis on locally planned and organised activities”
    • HMIE
    • Some ideas:
    • See workshop notes – section 3
    • Individual reading: 5 minutes
    • The key question:
    • What will best help me to achieve the outcomes that I have set for my chosen focus?
    • Activity:
    • Select one or two scenarios
    • Work in pairs
    • If you were supporting Mr/Mrs/Miss/Ms X’s CPD planning, help him/her decide on two or three development activities that would be appropriate to achieve his/her development aim
    • Time: 10 minutes
  • Individual needs Stage/ department improvement plan School improvement plan Authority / national priorities
  • Section three: Strategies for ensuring and evaluating the impact of our individual professional development activities learners
    • “ The effectiveness of professional development lies in its impact on learners’ experiences and in improvements in the outcomes of their learning.”
    • HMIE: Learning together: improving teaching, improving learning (2009)
    • The theory: Guskey’s levels of evaluation
    • 1. Participants’ reaction √√
    • 2. Participants’ learning √√
    • 3. Organisational support √
    • 4. Participants’ use of new knowledge / learning √
    • 5. Student learning outcomes X
    • “ Most evaluation relies on immediate impressions of a CPD event or the implementation of teaching approaches derived from CPD activities. .. The gathering of evidence of the impact of CPD on pupils’ learning, achievement, development is less common.”
    • HMIE: Learning together: improving teaching, improving learning (2009)
    • “ ...there is a need to evaluate more consistently the medium- and longer-term impact of professional development activities in terms of children’s progress and achievement.”
    • HMIE: Learning together: improving teaching, improving learning (2009)
    • “ The effectiveness of authority or cluster initiatives is generally better evaluated than other types of in-house and individualised CPD.”
    • HMIE: Learning together: improving teaching, improving learning (2009)
    • HMIE: Recent publication on CPD
    • Clarity about the aims of the CPD at the planning stage
    • Clarity about the intended outcomes for the learners
    • And by considering at this planning stage
    • what evaluation strategies would best gauge
    • that impact for you.
    • This is best thought about in terms of summative and formative assessment?
    • Why are we using formative assessment strategies (Assessment for Learning) with our pupils?
    • Ongoing evaluation allows ongoing changes
    • ... But ongoing must be manageable!
    • Most evaluation of our practice and
    • changes to it through our CPD is
    • naturally generating
    • Re-enter the triangle – we have already
    • identified many everyday evaluative
    • strategies
    • Activity:
    • Using one of your scenarios, decide on one or two strategies that would allow manageable evaluation of impact on learners
    • Refer to the evaluation triangle on your table and “Workshop notes” section 3
  •  
    • Follow with a series of slides pertinent to the individual school’s PR&D plans/approach and reference them to parts of the workshop and/or workshop notes
    • Or next year use as first part of training for revised PR&D followed by “procedural” training
    • http://www.google.co.uk/images?um=1&hl=en&rls=com.microsoft%3Aen-gb%3AIE-SearchBox&rlz=1I7GGLR_en&tbs=isch%3A1&sa=1&q=cartoon+teacher+clip+art&btnG=Search&aq=f&aqi=&aql=&oq=&gs_rfai=&start=0
    • Mr Bean the Maths teacher.doc