2 acts conference 5 feb 2011

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Presentation to Chartered Teachers Annual Conference Feb 2011 PRD -the way ahead?

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2 acts conference 5 feb 2011

  1. 1. Professional Review andDevelopment: The Wicked Issue Catriona Oates and Bob Cook National CPD Team
  2. 2. PRD: The Wicked Issue • contractual requirement • key to effective professional learning• cornerstone for leadership development • will assume even greater importance in context of teacher re-accreditation • most of all, it’s for you!
  3. 3. What makes for effective PRD? • begins with a process of reflection /self- evaluation • set against relevant standard • an honest professional conversation, focused on the needs of the reviewee • best if conducted a coaching style • results in a plan for the next year• best if results in support throughout year
  4. 4. and for the reviewee …• an opportunity to talk about yourself for an hour, supported by the undivided attention of a colleague• recognition, and a celebration of all you’ve achieved in the past year • a chance to review your career, plan for the future, secure your share of the available resources
  5. 5. Effectiveness of PRD according to Donaldson  10% very effective  42% effective  27% neither  18% ineffective  7% very ineffective
  6. 6. Our survey said ….• Almost 1700 surveys completed across 10 councils • possibly not a typical sample? • more positives than negatives
  7. 7. Our survey said …• 1 in 3 respondents working towards additional qualification • 65% have had PRD in last year• 87% based on professional reflection • 75% maintain CPD record
  8. 8. Impact … • 80% found the experience positive • 82% try to evaluate impact • 89% believe CPD has improved their professional practice• 74% claim to have evidence of improved practice
  9. 9. However … • 56% felt did not feel supported throughout the year• 28% felt reviewer wasn’t well prepared • 25% felt strengths not recognised • 25% do not maintain CPD record
  10. 10. Reviewer feedback … • 88% had prepared thoroughly • 73% used coaching approach • 100% tried to be encouraging • 83% tried to be challenging • 85% ‘talk to’ reviewee during year • a significant number of reviewers wereresponsible for reviewing more than 9 staff
  11. 11. Impact …• 84% of reviewers focused on impact on professional practice • 77% identified evidence of impact
  12. 12. However …• 44% do not feel skilled in conducting PRD reviews – 26% not using coaching style • 50% do not ask their reviewee for feedback
  13. 13. The good news … • some very good practice across the councils which have issued the survey • policies and procedures more or less fit for purpose• some excellent programmes for electronic / on-line completion of documentation –CPDReflect… • creditable attempts to assess impact
  14. 14. The issues …• many teachers not getting their PRD • for some, a perfunctory exercise • for others, too cosy • many don’t value the experience • evidence that CPD not always fully understood • many don’t have CPD plan • little evidence of link to impact
  15. 15. In summary …insufficient ownership by many teachers of their own professional learning and development
  16. 16. How is it for you?• do you recognise the issues as pertaining to your school? • any that don’t apply? • any others that aren’t listed? • 5 minutes with a partner to share experiences
  17. 17. What might be the role for the Chartered Teacher?The Chartered Teacher plays a leading role in the professional development of colleagues and makes a recognised contribution to the educational effectiveness of the school and the wider professional communityStandard for Chartered Teacher, 2009, para 4.4
  18. 18. • With specific reference to the PRD process, what are the implications from this quote from the Standard for your practice?• In your group, do a SWOT analysis to address this question

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