The document outlines a workshop focused on continuing professional development (CPD) for teachers, emphasizing the importance of self-evaluation and identifying personal development needs. It introduces a four-stage model of CPD aimed at facilitating effective learning and teaching practices. The workshop encourages participants to select development activities that align with their goals and to evaluate the impact of their training on student learning outcomes.

1. Add tutor names if not from the school

2. 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

3. Facilitator Recorder Reporter Time keeper Joker Keeper of the sweets

4. 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.

5. 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

6. 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

7. 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

8. Why CPD?

9. 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”

10. 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)

11. Map of the workshop

12. 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

13. Workshop notes organised to reflect the three parts PP slide handout

14. 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”

15. Section one: Identifying personal development needs/ focus through evidence based reflection and self-evaluation

16. “ 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

17. “ 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)

18. “ 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)

19. CPD Supermarket

24. Aim: to embed change in our practice and a year may not be enough hence Moray’s “four stage” approach.....

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

27. Stage 1: Becoming engaged: at an early stage of knowledge/understanding; new ideas/approaches not yet being used in practice

28. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD

29. Stage 2: Becoming engaged – building a more in depth knowledge and understanding; beginning to experiment with new ideas/approaches; building new skills

30. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD

31. Stage 3: Integrating into practice – new approaches/ideas now commonly used and making a difference

32. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD

33. 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

34. 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

35. Section two: The range of professional development activities

36. 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.”

37. 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

38. Some ideas: See workshop notes – section 3 Individual reading: 5 minutes

39. The key question: What will best help me to achieve the outcomes that I have set for my chosen focus?

40. 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

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

43. “ 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)

44. 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

45. “ 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)

46. “ ...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)

47. “ 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)

48. 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.

49. 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

50. ... 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

51. 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

53. 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

54. 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

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