Elgin Academy Support pack 3


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Presentation to help both reviewrs and reviewees with PRD

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  • This slide is good for highlighting the need for balance in a CPD plan
  • It is vital to highlight timescales at some point – not necessarily at this point but… The reviewee needs to have adequate notice of the date of the meeting so that they have plenty of time to think about what they are going to include in the self-evaluation pro-forma. A week would be a minimum but it would be best negotiated. “I was thinking that we could meet … Would that give you enough time to complete …? It is really important that the self-evaluation is with the reviewer a week before the meeting date so that they have time to read it carefully, think ahead to the meeting and plan for the conversation – what areas could be further explored – what sort of questions would help with this – see later slides.
  • Points to highlight in relation to the exemplar that has been given: People should not spend excess “energy” debating with themselves about where things should go when they are completing the pro-forma! See next slide The concept of “need” should be widely interpreted when people are considering this – we tend to see “need” in a negative sense, as something that is not going well, a gap in knowledge/skills etc. People should be encourgaed to see this in a positive light as well – something that is already going OK or well that they “need” to build on / share etc. The aims and objectives in box 5 are really the reviewer's ideas that this stage – these may change as a result of the conversation Note that “stages” have been included in the answer to Q2 – this is because this had been introduced to the staff already – you would have to decide whether to delete this or whether you are going to explain this by introducing the “four stages”
  • When I did this, I posed this as a group question and did a “sweep” for feedback before the next slide
  • People did this in their groups and we again swept round the groups for questions You need the coaching question triangle which I have attached. It is a good idea to model at some point during this stage the type of questions that begins by referring to what has been said. E.G. “I was interested in what you have said here about ….. I wonder if you could tell me more about this?” If working with reviewers only you might want to explore what sort of questioning approach could be used to bring in new aspects that the reviewee hasn’t mentioned. Remember that the “Why” question should be used sparingly / avoided as it can elicit a defensive reaction. On the triangle it has a star round it which is misleading, perhaps suggesting the opposite of what is intended. It is supposed to be a danger sign!
  • There are two apsects here: Firstly the purposes of this part of the conversation = what needs to be explored – see next slide And then what questions might help here.
  • These are references to the support pack: Make the most of your CPD Support paper two should help get people away from thinking about courses – often people realise that there is more to CPD than courses but struggle with what else there is. This list is in no way exhaustive. Reviewers would find all support papers in this pack useful in their role as supporting / advising the reviewee at the “activity” planning stage. The two planning examples are based on the planning format for the revised system.
  • Note that consideration of impact and impact evaluation at the planning stage in the “up front” way is not built into the present PR&D documentation. Point out that there is no harm, indeed a lot of positives, in doing this – ref the slide. (It will be an important part of the revised system.)
  • There is a danger that the concept of “evaluation” panics people – thinking that this needs to be something big. This support paper should help here.
  • The idea here was to show that, if people did want to build evaluation strategies into their plan then they would simply go in under activities – as that is exactly what they are – the evaluation strategy is simply one of the things that you would be doing to make sure that you have achieved your aim/objective
  • This is to stress that time spent typing up what is already on the pro-forma, which would have been copied and kept by the reviewer, is non-productive – so suggesting that record should only be of additional ideas/points/concreter planning decisions etc. This is a step towards the revised procedures where the record takes that approach. This one is customised a little bit to show how that might work.
  • Admit to having stolen this from national CPD team’s four stage approach to being ready for CfE
  • Elgin Academy Support pack 3

    1. 1. Making the most of your PR&D conversation
    2. 2. Today’s aim <ul><li>To think about how we can make sure that the </li></ul><ul><li>PR&D process is a meaningful experience – </li></ul><ul><li>with a particular focus on the PR&D conversation </li></ul>
    3. 3. The importance of PR&D <ul><li>Position paper on CPD: “Embedding change through </li></ul><ul><li>professional development” (2009) </li></ul><ul><li>“ PR&D is the key to effective staff development” </li></ul><ul><li>CPD Leaders: Roles and responsibilities (2010) </li></ul><ul><li>“ PR&D and ERDP are the keys to effective staff development.” </li></ul>
    4. 4. The importance of PR&D <ul><li>“ It is a means of supporting teachers by ensuring </li></ul><ul><li> that they are thoroughly prepared for their duties, in </li></ul><ul><li> particular for the key role in teaching and learning.” </li></ul><ul><li> Scottish executive PR&D document (2002): </li></ul>
    5. 5. The importance of PR&D <ul><li>Teaching profession for the 21 st C (McCrone): </li></ul><ul><li>CPD activity should be “based on an assessment of </li></ul><ul><li>individual need, taking account of school, local and </li></ul><ul><li>national priorities” </li></ul>
    6. 6. PR&D: It isn’t the paperwork that makes or breaks it! <ul><li>What is important is .... </li></ul><ul><li>The reflection and thought put in before the meeting by both reviewee and reviewer </li></ul><ul><li>The conversation that takes during the meeting </li></ul><ul><li>The appropriateness of the resulting CPD decisions and Plan </li></ul>
    7. 7. Preparing for the meeting: reviewee <ul><li>The CPD record: </li></ul><ul><li>..PR&D oldHR-002-02-CPD-Record.doc </li></ul><ul><li>If you have this record kept in an alternative format, or have been doing this differently in the school, continue with current practice …. </li></ul><ul><li>as long as your reviewer has a clear picture of what you have done in relation to your plan </li></ul>
    8. 8. Preparing for the meeting: reviewee <ul><li>Self-evaluation pro-forma for review meeting </li></ul><ul><li>..PR&D oldHR-002-02-Self-Evaluation-Proforma.doc </li></ul><ul><li>See exemplar </li></ul>
    9. 9. Preparing for the meeting: reviewee <ul><li>Self-evaluation pro-forma for review meeting </li></ul><ul><li>Decide what you want to say – and say it only once. </li></ul><ul><li>No-one really cares which box it is in! </li></ul><ul><li>See exemplar </li></ul>
    10. 10. PR&D meeting : What should you expect from a PR&D conversation? <ul><li>Identifying what you want to get from a meeting makes it far more likely that you actually get this. </li></ul>
    11. 11. PR&D meeting : What should we expect from a PR&D conversation? <ul><li>For reviewee: </li></ul><ul><li>to have successes and strengths recognised </li></ul><ul><li>to deepen thinking both in relation to the past year and in relation to the “needs” that have been identified </li></ul><ul><li>to get support for CPD planning </li></ul><ul><li>to have an opportunity to discuss future career plans if appropriate </li></ul><ul><li>For reviewer: </li></ul><ul><li>to get a deeper picture of aspects of reviewee’s self-evaluation and to give support with CPD planning </li></ul><ul><li>For both: agreement on broad aims of next CPD plan and </li></ul><ul><li>discussion of appropriate activities </li></ul>
    12. 12. Phases of the meeting – this might work better for this than the previous agenda <ul><li>Looking back to what has gone well / progress and impact of CPD </li></ul><ul><li>Looking ahead by considering future development focus/needs </li></ul><ul><li>Concrete decisions in relation to the CPD Plan </li></ul>
    13. 13. Preparing for the meeting: Reviewer <ul><li>Activity: Thinking about questions </li></ul><ul><li>Focus on the information that reviewee has provided in </li></ul><ul><li>answers to Q1 – 3 (first phase of conversation) </li></ul><ul><li>Use the coaching triangle to decide on questions </li></ul><ul><li>which would help reviewee and reviewer achieve the purposes of the meeting in the context of the first phase = focus on Q 1,2,3 </li></ul>
    14. 14. Preparing for the meeting: Reviewer Moving to the next phases of the conversation <ul><li>Looking ahead by considering future development focus/needs – making concrete decisions about the plan </li></ul><ul><li>See answers 4 & 5 </li></ul><ul><li>What needs to be explored by the reviewee and reviewer in the conversation at this stage? </li></ul><ul><li>What sort of questions might help? </li></ul>
    15. 15. Moving to the second phase of the conversation <ul><li>What needs to be explored at this stage of the conversation? </li></ul><ul><li>the reasons behind the reviewee’s ideas </li></ul><ul><li>what would be the positive outcomes/impact of focusing on these areas for the reviewee, his/her pupils etc? - how he/she will know (evaluation strategies)? </li></ul><ul><li>how appropriate the ideas are – would other ideas be more appropriate? – has the reviewee missed anything crucial, e.g. in relation to DIP/SIP? </li></ul><ul><li>is this manageable? – is reviewee being over ambition? - Is there an appropriate balance: individual / department / school? </li></ul><ul><li>Ideas about the shape of the future CPD Plan might change as a result </li></ul><ul><li>of the conversation! </li></ul>
    16. 16. Moving to the planning phase of the conversation <ul><li>What might be appropriate CPD activities? </li></ul><ul><ul><li>See support paper two </li></ul></ul><ul><ul><li>Two CPD planning examples </li></ul></ul>
    17. 17. Feeling confident that it will all make a difference to the people that really count <ul><li>CPD more likely to be effective and impactful if : </li></ul><ul><li>“ There is clarity about the purposes of CPD, with its </li></ul><ul><li>aims and activities well matched to identified need” </li></ul><ul><li>“ There is clarity about the intended outcomes for </li></ul><ul><li>young people and children ” </li></ul><ul><li>“ Evaluation of CPD (is) based upon outcomes for </li></ul><ul><li>learners, not solely on the activity itself.” </li></ul><ul><li>From HMIE: Recent document on CPD </li></ul><ul><li>“ Learning Together: Improving teaching, improving learning” (2009) </li></ul>
    18. 18. Feeling confident that it will all make a difference to the people that really count <ul><li>Thinking about impact and evaluation strategies </li></ul><ul><ul><li>See support paper three </li></ul></ul>
    19. 19. Can impact and evaluation strategies be included in the present planning format? <ul><li>..PR&D oldHR-002-02-CPD-Plan.doc </li></ul>
    20. 20. Back to the paperwork: for those who are also reviewers <ul><li>The record of the meeting </li></ul><ul><li>..PR&D oldHR-002-02-Review-Record.doc </li></ul><ul><li>Make it a record of additional points and decisions </li></ul>
    21. 21. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
    22. 22. The four stages of CPD <ul><li>Stage 1: Becoming aware: at an early stage of knowledge/understanding; new ideas/approaches not yet being used in practice </li></ul><ul><li>Stage 2: Becoming engaged – building a more in depth knowledge and understanding; beginning to experiment with new ideas/approaches; building new skills </li></ul><ul><li>Stage 3: Integrating into practice – new approaches/ideas now commonly used and making a difference </li></ul><ul><li>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 </li></ul>