Catriona Oates and Bob Cook

National CPD Team

Professional Review and Development: 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!

PRD: The Wicked Issue

• 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

What makes for effective PRD?

• 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

and for the reviewee …

Effectiveness of PRD according to Donaldson

10% very effective

42% effective

27% neither18%

ineffective7% very

ineffective

• Almost 1700 surveys completed across 10 councils

• possibly not a typical sample?• more positives than negatives

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

Our survey said …

• 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

Impact …

• 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

However …

• 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 were responsible for reviewing more

than 9 staff

Reviewer feedback …

• 84% of reviewers focused on impact on professional practice

• 77% identified evidence of impact

Impact …

• 44% do not feel skilled in conducting PRD reviews – 26% not

using coaching style

• 50% do not ask their reviewee for feedback

However …

• 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

The good news …

• 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

The issues …

insufficient ownership by many teachers of their own professional

learning and development

In summary …

• 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

How is it for you?

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 community

Standard for Chartered Teacher, 2009, para 4.4

• 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