Groups > CPD Leaders

Do your teachers how to include a deaf pupil in your mainstream setting? Deafax are a charity who are passionate about inclusion and equal education for deaf children. We provide CPD training to enable teachers to do this. Would your staff benefit from our training? Or do you feel that they are equipped with these skills?

I'd love to hear your thoughts......

Hi to all in this forum,
I 'm doing some research on the use of "student voice" in CPD.
Looking for ideas and would be happy to engage in any discussion on the subject.
All the best,
Thomas

Hi all
I recently attended a City Learning Centre National Conference and there was a lot of buzz around a tool called The Learning Score – I think I remember hearing about this a BETT also.

Using the metaphor of a music score, Learning Score shows the planned activities for a lesson, and any multimedia attachments, as a graphical time line. Whole lesson plans can be saved, along with all the embedded resources.

Our department is looking to build up digital resources on our VLE and this looks like a great way of doing this. Has anyone used or reviewed it at all?

www.learningscore.org/

http://www.youtube.com/watch?v=Kc5qw0k6YGM

thanks

What do others schools do to reduce stress?

Hi Ross,

We have completed a number of stress relief and team building workshops for schools nationwide.

We recommend the African Drumming workshop great fun and ideal for inset training as it can provide skills to teachers that can then be passed down to the children.

If we can be of any help please drop me a line at suzanne@trapmedia.com

I am looking for good DVD materials on equality and diversity for staff. In particular on the Equality Act 2010 and what this means in practice in relation to embedding across all activities and in delivering real outputs - I am looking for something which will convey clearly what is required and which can then be used to luanch other activities and to stimulate discussion across all Protected Characteristics. Any advice?

Is anybody part of a Learning Community? What type of activites are you involved in?

I’ve never held – nor coveted – a DOS or ADOS position. One of the chief turn-offs for me is the CPD aspect. I’m all for CPD – in theory. But in practice it seems like milking a dead cow.
If you don’t see what teachers really do and believe works then you can’t effect it. It’s a fundamental paradox of CPD derived observations.


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Hello from China,
Just want to introduce myself as I am working on a Basic Education Project in South West China where we have started to set up a Teacher Support System which integrates CPD activities. I hope to get a video of some of the work we have done so you can have a look and have plenty of photos but not sure where to post them!

I hope that we can share ideas in the future!
Thanks
Helen

Dear all,

I just wanted to remind you very quickly about our conference next month: Putting The 'E' in ESBD: A conference on improving the emotional well-being of children with emotional, social and behavioural difficulties which takes place on Friday 5 February 2010.

The aim of the conference is for professionals to gain a better understanding of the child and adolescent mental health issues in schools, explore in greater depth the importance of emotions in children with challenging behaviours and to work more effectively with parents.

It's aimed at professionals in educational settings: managers, teachers, support staff, Educational Psychologists, Educational Welfare Officers, Behaviour Support Teams, Inclusion teams, Home-School Liaison Workers, Connexions Workers, Learning Mentors and others.

For more information please see here: http://www.tavi-port.org/node/1455

Best wishes,

Joshua

CPD and Conference Administrator
The Tavistock and Portman
NHS Foundation Trust

I'm launching a 'credit' system for staff CPD but also looking for ideas to raise the profile of staff well-being. Looking for ideas for staff to lead, organise and attend for the week before half term 19th Oct. Would like one event per day: staff massgaes; bring a dish etc.

Anyone have any ideas?
Thanks Ross
http://www.webjam.com/sharinggoodpractice
http://www.linkedin.com/in/rossmcgill

Ross
We had a very successful range of well-being sessions to go alongside our CPD events at our last conference...Colour Therapy, Guitar Playing, Cake Decorating, Digital Photography etc. These were only an hour long so staff did not need to take huge chunks out of very busy schedules - is this what you mean? These were offered on a 'first come-first served' basis and were really welcomed as not being the usual 'work' events.

Anybody else out there involved in virtual teaching or interested in finding out more?

Hello to one and all in this forum. I've done extensive work with primary schools in East Cleveland on EBL and would be happy to engage in any discussion on the subject. Also, thinking skills & drama and a combination of both! All the best. John

Hello
I'm doing some research on the use of Teachers TV in CPD. Could CPD leaders tell me to what extent they make use of Teachers TV and how exactly? What features of the website do you find most useful? Many thanks
Jo

Hi
Just responding to your welcome message.

My main interests lie in personlising CPD, collaboration and professional recognition in order to promote a vibrant professional learning community with a focus on supporting the learning and development of young people in pursuit of continuous ans sustainable whole school improvement.
As well as leading professional learning and workforce development in my own school, I am involved with various partner organisations at local, regional and national levels, including Wakefield LA, local HEIs, the SSAT, NCSL and the TDA.
We have been described as a flagship school for the GTCE Teacher Learning Academy for which we are a pilot centre.
60+ teachers have gained recognition with the TLA.
We have also developed our own internal learning academy for associate (support) staff using exactly the same framework, proceses and verification criteria.
Very interesting and exciting times !!

Adrienne
During last academic year I was successful in applying for some funding for the TDA's Effective Practices in CPD project.
Our project was entitled, 'Supporting teaching and learning through the 3 P's (Pedagogy, Personalisation and People)' which involved some of our EPD teachers working in collaboration with members of the associate (support) staff team to improve their practice to support student achievement and development.
The participants were drawn from Science, Technology, Mathematics, PE and Health, and our Inclusion team. They were supported by 3 senior leaders, including myself as Project Leader.
The associate staff involved consisted of Cover Supervisors, HLTAs and TAs. Much of the funding went towards ensuring that the teaching staff and associate staff they supported had dedicated time to undertake coaching sessions and observation and feedback. Student feedback formed a important part of the learning process.
All this was linked to our strategy for Performance Management, Professional Learning and Professional Recognition underpinned by the Professional Standards for teachers, HLTA Standards, and the Occupational Standards for those supporting learning and teaching. Mutual understanding of each other's standards was a valuable part of the project.

IMPACT EVALUATION was a key feature of the project evaluation based on an OUTPUTS, PROCESSES AND OUTCOMES model which has now been adopted by the TDA. I have incorporated this model into our Performance Management processes and documentation, and also into our evaluation of professional learning activities proforma. Colleagues also have to work out the value for money of a professional learning activity via a simple calculation (which I stole from Doncaster LA !):

VFM = COST OF ACTIVITY divided by % SATISFACTION RATING

Hello

Just to reply to your welcome and to answer one part of your question - in this Further Education College where we have had a VLE for five years I have created a monthly Best Practice site for CPD reports. For couple of years it tended to be mostly reports of my own CPD - almost like an extension of my leanring log, but now it is growing and more teachers are starting to upload their own CPD 'findins' so that others can share and 'dip into' what is a growing bank of interesting reports.
Regards
Neil

From:
Neil Spurgeon
MSc FBCS CITP LCGI ADMS Cert Ed LCGI

Perhaps you're right.
(football lines and football betting system)

Hi Jo, I've been using the primary coaching materials to introduce the concept of whole school coaching to local schools in Leicestershire. I am concerned that some of the clips are proving models of practice to avoid rather than good practice. As coachng is becoming recognised as a very effective form of CPD - see State of the Nation report - I wonder if the videos could be revisited?

On Oct 27 2008 - 18:15 Adrienne Jones wrote:

Welcome to this new CPD Leaders Group.

The aim of this group is to exchange ideas and views about the kind of CPD practice that's taking place in schools - what is working and even what isn't!

It would be great to create a network of discussions about professional development in primary, secondary and special schools and find ways of sharing these across the workforce.

Here are a couple of questions to get us going:

- What is the key to good CPD?
- How do you balance whole school plans against team and individual needs?

There is some excellent practice going on out there. Tell us about it!

The group is growing. That's great.I look forward to hearing many more CPD 'stories' because they are all interesting and different.

I wonder what the outcome of the 'study' sessions is in Professor Dumbledore's school. Do staff have their own professional development folders where they keep a record of their 'study'? Does it feed back into the whole school plan?

Martin Beedle's emphasis on promoting a professional learning community suggests that whole school improvement happens as a by-product of personalised learning. It certainly sounds vibrant but by what means can you measure the effect on the school as a whole? This also picks up on Angelsoft's earlier point.

I look forward to further discussion.........

Adrienne

This year I have divided the 11 1/2 'twilighted' hours up as follows:

4 1/2 hours of a chosen pathway - this is 3 x 1 1/2 hours of 'study' on one particular theme - e.g. behaviour, AfL, Coaching etc
OR
Staff can choose 3 different sessions and 'study' each one for 1 1/2 hours each = 4 1/2 hours

Added to this there are two 1 1/2 hour twilights, plus one 1 1/2 hours of moderation time and a confederated twilight (with 2 other secondary schools) of 2 1/2 hours

Appreciate peoples thoughts!

My humble suggestions, which may well provoke a visceral response!

What is the key to good CPD?

Relevance. Which comes in a number of flavours - context, mode of delivery, ownership by the recipient of the CPD and timing

- How do you balance whole school plans against team and individual needs?

I would argue that the best whole school plans are comprised of individual and team contributions, and their needs are therefore based on, and part of, the whole school priorities and direction.

Welcome to this new CPD Leaders Group.

The aim of this group is to exchange ideas and views about the kind of CPD practice that's taking place in schools - what is working and even what isn't!

It would be great to create a network of discussions about professional development in primary, secondary and special schools and find ways of sharing these across the workforce.

Here are a couple of questions to get us going:

- What is the key to good CPD?
- How do you balance whole school plans against team and individual needs?

There is some excellent practice going on out there. Tell us about it!