CPD Team

PARTNERSHIP WORKING – CPD ON OUR DOORSTEP !

Curriculum for Excellence places great emphasis and value on partnership working – the CPD Network reflects that in practice. The seminar on the 17 March will profile the contribution from a range of partners who may not have always been recognised as having an impact on the professional development of teachers and support staff, or whose traditional role may have been focussed on colleagues with particular remits : eg pastoral care, additional support needs, behaviour support.

Colleagues from the school library service, social work services, psychological services, the independent and voluntary sector, health  and SQA will outline resources and experiences which are relevant to the professional development of all staff in 7 minute presentations which will set the scene for “Open Space” follow up activity of discussion and sharing.

We realise that our sample range is not exhaustive and hope that pre, during and post the seminar colleagues will be able to share similar or different examples from their own authorities.   If you have partnership working on your doorstep please share it with us on the CPD blog.

The focus of all of the team’s work is on building professional development capacity for CfE at individual, school and authority level. all of our work is designed to improve pupil learning by building this capacity.

Currently we promote and support the delivery of Curriculum of Excellence by:

-          Leading the CPD Managers Network, arranging meetings, leading the Planning Group, sharing, discussing, developing practice, researching, etc

-          Developing, piloting, evaluating and launching innovative practice in CPD and leadership

-          Building capacity within schools and authorities for collegiate leadership

-          Creating and sustaining links with and  among CPD stakeholders and multi-agency partners

-          Advising and guiding educators on issues relating to CPD

-          Responding to emerging issues in a range of ways including research, piloting, organising focus groups, collecting interesting practice

-          Identifying and leading high-value CPD and leadership activities

Planned areas for further development in 2010 / 2011:

• PRD and Measuring Impact
• Leadership development            
• Learning rounds
• Developing Communities of Practice

Innovative and Creative CPD

I would like to see a CPD College, a Scottish College of  Educators if you will!

This starter paper is to help promote discussion on improving the professional learning of Scottish educators.

Please note:

• the College would be a CPD umbrella organisation that makes collegiate links between the activities of its member organisations. It does not seek to assume this work for itself
• in line with the thinking of many CPD leaders, this paper assumes that educational leadership is an integral part of CPD. By definition, a college for educators will include all aspects of educational leadership
• this paper is for discussion purposes only, see please leave a comment or contact me on cpdanswers@ltscotland.org.uk 

There is a brief presentation on the subject here.

Update 1st August. John Connell wrote a post in his blog on the same subject. Please feel free to comment on either blog!

Con Morris, National CPD Team

One of the partners in the CPD network, HMIE has just published their third corporate plan , covering the years 2008 to 2011. It has been drawn up following a series of internal discussions, consultation with a range of stakeholders, and discussed with and approved by Scottish Ministers. It sets out in broad terms the work which HMIE plan to undertake over the next three years to achieve our aims.

It’s good to see a continuing emphasis on building capacity through CPD and self-evaluation and an explicit commitment to online technology as one means to do both!

Graham Thomson director of SCSSA and I had a very enjoyable and informative visit to Dalmilling Primary on Monday 29 September. We were privileged to join the leadership team on their scheduled walk through of classes in the upper primary as part of the school’s self evaluation process based on the principles of Learning Rounds. The openness of staff and pupils to our presence reflected the very positive ethos of the school which was evident from the moment we were welcomed by the office staff . Their spirits were high despite the lashing wind and rain !

The opportunity for shared learning as we reflected with the leadership team on the teaching and learning we had participated in was a very constructive experience focussing as it did not on ” good” or  “bad ” practice but on the actual activities which took place in the classroom.

I recently had the opportunity while on a private visit to Orkney to meet with Education colleagues at the Council’s Headquarters in Kirkwall.

Marilyn Richards, Head of Quality Development, Morag Millar and Carol McManus, Service Improvement Officers all have a role in relation to CPD. Carol is a new colleague who has the remit for overall CPD Coordination. In fact the day I visited was her first day in post and I think we both learned a lot from the discussion!

Orkney is a unique context with a strong sense of local identity and many distinctive features. One notable feature is the flexibility which can be achieved in an intimate setting where people really know each other well. When a need for specific development work is identified, the team can mobilise people very quickly to get involved and there is always the opportunity for teachers to “put their hands up” and offer to lead on developments. In this way much work on CfE including developing cross cutting themes, personalisation and choice and creativity has been developed. Some work is undertaken jointly with colleagues from Shetland.

This intimacy of scale was very well illustrated when I happened to mention that I had met two probationer teachers in a café and the team immediately knew to whom I had been talking. The probationers had been very enthusiastic and full of praise for the support they were receiving in their school.

At the time of my visit the final preparations were being made for the 3rd Orkney Learning Festival, which, after two successful years has now developed as an Integrated Children’s Services Festival to include colleagues from NHS, Community and Families and Social Work. In total 600 colleagues will be participating in a wide ranging and exciting programme of CPD.

It was a privilege to get an insight into the very different context that colleagues worked in and to the unique strengths that Orkney had to offer. Thanks to Marilyn, Morag and Carol for their time and best wishes for another successful Learning Festival in October.

This post was contributed by Elizabeth Johnston of South Morningside Primary School in Edinburgh

Continuing Professional Development in schools is largely regarded as authority or management driven. Whilst working to attain Chartered Teacher status, I became confident about disseminating the expertise my colleagues and I had to offer our school as practitioners, focussing on concrete classroom applications. A ‘Reflective Practitioners’ Club’ makes this practice accessible and empowering for new as well as experienced teachers, and places it in an educational framework that encourages teachers to work collaboratively. It was agreed that this club would not have members of management, who by their presence, can, perhaps unintentionally, alter the group dynamic, inhibit proceedings, or intimidate would-be presenters! The minutes, however, are always presented to the Head Teacher to keep him informed. I have to mention here that our HT is more than happy to see this kind of ‘bottom up’ development work.

I have chaired the ‘RPC’ since it began in August 2004. Currently, we number around 10 interested teachers who meet every 6 weeks or so. We hold discussions on courses we have attended, educational research, and current approaches and strategies, in order to further the progress of our pupils. One of our members, who could not attend all the meetings, contributed the fortnightly Times Educational Supplements where interesting articles came under ‘any other business’ for discussion at our meetings. We have also carried out some ‘peer monitoring’ to enhance, develop or indeed, change our practice. We devised a simple form to provide written feedback.

Our members take part in presentations and workshops, both as leaders and/or participants. No member is ever expected to deliver a topic formally, but everyone is recognized as having some expertise that can be shared informally. Two other schools expressed interest in developing their own club and have subsequently been invited to attend.

Our meetings offer opportunities for group support and collaboration. Therefore, the only ‘rule’ is a belief system that is not written down, but is expressed in the words and actions of the people in the system.

RPC members feel better equipped with the skills and understanding needed to bring out the best in us, our pupils and our community. We have cultivated a personal and professional respect and are very supportive of each other.

Collegiality at this level brings much goodwill and enhanced practice that can never be budgeted for!