Skip to main content

How can CPD be made really effective?

photo (1)

Often, it seems that CPD is still seen as courses away from school.  This isn’t a problem, but what happens when the participant returns to school often is.  What happens is that the learning often stops at the end of the conference / course. It goes without saying, that for CPD to be really effective, the learning gained must be passed on and engaged with after the event has closed.

I have found that this hasn't been the case during three recent encounters with high quality CPD.  This post aims to provide three short case studies.

1. Microsoft Partners in Learning

Stuart and Kristen do a great job with the UK arm of Partners in Learning (PIL).  I got involved this time last year after being spurred on to enter their Innovative Teacher Award by a blog post by Ollie Bray. So far I have attended the UK Innovative Teaching Forum, the European Innovative Teaching Forum and the Microsoft Fun Free Friday.

I have already discussed how conversations always centred around learning rather than products at the events.  However, involvement in the PIL network makes it almost compulsive to stay involved.  I attribute this to the top personalities behind the Microsoft Education team, a main feature of which is the ability to make you feel at ease.

2. Leadership Pathways

At the end of the leadership skills day, we were asked to form peer review partnerships. The intention was to commit to making one change and then reporting to each other.  Unfortunately, in this case this method was not successful. This was because many of the participants were nearing the end of the programme, and therefore felt little compulsion to get too involved.

3. Google Teacher Academy

The most recent event that I have been involved in.  As a Google Certified Teacher, I have a peer reviewer and have to create an action plan.  The action plan is a series of events at which it is expected that I pass on some of the knowledge gained. A final reflection must be posted.

This makes participants engage further with the CPD given.

What are the implications for schools?

  • As a line manager, I need to incorporate some form of peer review and wider sharing of CPD outcomes.
  • Schools need to ensure that some form of further reflection is undertaken after CPD events.  This could be in the form of a teachmeet style session.
  • Teachers should be encouraged to keep their own on-line blogs that share their professional development adventures.

Ultimately, I like the fact that CPD requires individuals to engage with wider activities.  I also think that schemes like the RGS-IBG Chartered Geographer which require reaccreditation should become more widespread.


Popular posts from this blog

#GAConf22: A paradigm shift for anti-racist, decolonised teaching and inclusion

 " You can't start a fire,  You can't start a fire without a spark" Bruce Springsteen.  Well, it's been a fair while since I felt the motivation or the need to blog. Whilst not a story for now, over the past five years I've danced along the knife edge and, often, the call of the abyss has been both tempting and compelling. Certainly, my failing in both my personal and professional life have been numerous. But. This is not about me, but the people that have (re)ignited the spark to the fire in my soul. I realise that this is from the perspective of a privileged, white, middle class male view. I even have a beard. I am scared of getting it wrong on this topic. Teach me if I am wrong, it is from the position of a learner. I was looking forward to the GA Conference this year, the first face to face since 2019. I have to say that Alan , as president, and the Geographical Association's team did a fantastic job at being inclusive. The hybrid format allowed peopl

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

Trust and support our school leaders, the role of the governing body in the Covid times

One of the roles that I love is being the Chair of a Governing Body.  The aim of this post is to share what we are doing, as a Board, during these difficult time.  I will refrain from commenting on the role of the Government, DfE and local authority as I intend for this to be both a positive and useful post. What is clear is that governing bodies have a crucial part to play. I am grateful both to the brilliant Clerk and the National Governance Association whose Covid advice pages are fantastic. Firstly; from the outset, the brilliant leadership team that I work with have my unwavering and public support. Regardless. As this is a fast evolving crisis, often with pages of advice, guideline and directives to decipher and digest on a daily basis. As such, the role of governing bodies is twofold: 1.  to prioritise the providing of support to the Headteacher and all colleagues in the school, and 2. to allow them to get on with operational matters and decision making. The role of