Download - Elgin Academy Support pack 3
Making the most of your PR&D conversation
Today’s aim
To think about how we can make sure that the
PR&D process is a meaningful experience –
with a particular focus on the PR&D conversation
The importance of PR&D
Position paper on CPD: “Embedding change through
professional development” (2009)
“PR&D is the key to effective staff development”
CPD Leaders: Roles and responsibilities (2010)
“PR&D and ERDP are the keys to effective staff development.”
The importance of PR&D
“It is a means of supporting teachers by ensuring that they are thoroughly prepared for their duties, in particular for the key role in teaching and learning.”
Scottish executive PR&D document (2002):
The importance of PR&D
Teaching profession for the 21stC (McCrone):
CPD activity should be “based on an assessment of individual need, taking account of school, local andnational priorities”
PR&D: It isn’t the paperwork that makes or breaks it!
What is important is ....
a)The reflection and thought put in before the meeting by both reviewee and reviewer
b)The conversation that takes during the meeting
c)The appropriateness of the resulting CPD decisions and Plan
Preparing for the meeting: reviewee
The CPD record:
..\PR&D old\HR-002-02-CPD-Record.doc
If you have this record kept in an alternative format, or have been doing this differently in the school, continue with current practice ….as long as your reviewer has a clear picture of what you have done in relation to your plan
Preparing for the meeting: reviewee
Self-evaluation pro-forma for review meeting
..\PR&D old\HR-002-02-Self-Evaluation-Proforma
.doc
See exemplar
Preparing for the meeting: reviewee
Self-evaluation pro-forma for review meeting
Decide what you want to say – and say it only once.
No-one really cares which box it is in!
See exemplar
PR&D meeting : What should you expect from a PR&D conversation?
Identifying what you want to get from a meeting makes it far more likely that you actually get this.
PR&D meeting : What should we expect from a PR&D conversation?For reviewee: to have successes and strengths recognised to deepen thinking both in relation to the past year
and in relation to the “needs” that have been identified
to get support for CPD planning to have an opportunity to discuss future career plans if
appropriate
For reviewer: to get a deeper picture of aspects of reviewee’s self-
evaluation and to give support with CPD planning
For both: agreement on broad aims of next CPD plan and discussion of appropriate activities
Phases of the meeting – this might work better for this than the previous agenda
Looking back to what has gone well / progress and impact of CPD
Looking ahead by considering future development focus/needs
Concrete decisions in relation to the CPD Plan
Preparing for the meeting: Reviewer
Activity: Thinking about questions
Focus on the information that reviewee has provided in
answers to Q1 – 3 (first phase of conversation)
Use the coaching triangle to decide on questions
which would help reviewee and reviewer achieve the purposes of the meeting in the context of the first phase = focus on Q 1,2,3
Preparing for the meeting: Reviewer Moving to the next phases of the conversation
Looking ahead by considering future development focus/needs – making concrete decisions about the plan
See answers 4 & 5
What needs to be explored by the reviewee and reviewer in the conversation at this stage?
What sort of questions might help?
Moving to the second phase of the conversation What needs to be explored at this stage of the conversation?
the reasons behind the reviewee’s ideas
what would be the positive outcomes/impact of focusing on these areas for the reviewee, his/her pupils etc? - how he/she will know (evaluation strategies)?
how appropriate the ideas are – would other ideas be more appropriate? – has the reviewee missed anything crucial, e.g. in relation to DIP/SIP?
is this manageable? – is reviewee being over ambition? - Is there an appropriate balance: individual / department / school?
Ideas about the shape of the future CPD Plan might change as a result
of the conversation!
Moving to the planning phase of the conversation
What might be appropriate CPD activities?
See support paper two
Two CPD planning examples
Feeling confident that it will all make a difference to the people that really count
CPD more likely to be effective and impactful if :
“There is clarity about the purposes of CPD, with its aims and activities well matched to identified need”
“There is clarity about the intended outcomes for young people and children”
“Evaluation of CPD (is) based upon outcomes for learners, not solely on the activity itself.”
From HMIE: Recent document on CPD “Learning Together: Improving teaching, improving learning”
(2009)
Feeling confident that it will all make a difference to the people that really count
Thinking about impact and evaluation strategies
See support paper three
Can impact and evaluation strategies be included in the present planning format?
..\PR&D old\HR-002-02-CPD-Plan.doc
Back to the paperwork: for those who are also reviewers
The record of the meeting
..\PR&D old\HR-002-02-Review-Record.doc
Make it a record of additional points and decisions
1. Becoming aware
2. Becoming engaged
3. Integrating into practice
4. Innovating & creating
Four stages of CPD
The four stages of CPD
Stage 1: Becoming aware: 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