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EDUCATION IN A CHANGING ENVIRONMENT

EDUCATION IN A CHANGING ENVIRONMENT. SANDY COPE UNIVERSITY OF DERBY. PILOT CPD FRAMEWORK – A SIX YEAR PROJECT. Why 6 years? Ownership takes time, Staff and Institution Building Communities of Practice locally Building Dispersed Communities e.g. Nationally

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EDUCATION IN A CHANGING ENVIRONMENT

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  1. EDUCATION IN A CHANGING ENVIRONMENT SANDY COPE UNIVERSITY OF DERBY

  2. PILOT CPD FRAMEWORK – A SIX YEAR PROJECT • Why 6 years? • Ownership takes time, Staff and Institution • Building Communities of Practice locally • Building Dispersed Communities e.g. Nationally • Takes the project past TQEF funding • Technical Infrastructure Support Development

  3. Key Drivers • Personal • Dual Professionalism • Creation of a Learning Communities/Culture • Organisational Stance • Coaching or Command and Control

  4. PERSONAL MAKES THE DIFFERENCE • Lorriman (1997) • “the systematic maintenance, improvement and broadening of knowledge and skill, and the development of personal qualities necessary for the execution of professional and technical duties throughout the practitioner’s working life” • Rodgers and Smith (2002) • Argues that professional status is always contingent and unfinished

  5. ORGANISATIONAL STYLE • Technical Rationale and Artistic View (top down/bottom up) • Problem from a management perspective, appears to be an inability by companies to quantify the benefits of CPD in monetary terms (Burgess, 2000) • Creating opportunity costs • Balance between value added and cost – should we be doing it anyway?

  6. University Values • Quality, Valuing People, Opportunity and Openness, Customer Focus, Challenge and Innovation • E.g. Quality • Derby: We are committed to doing the best that we can do in all we do. We take responsibility for setting and achieving high standards and are proud of what we are able to achieve. We value quality in others, seek to learn from our mistakes, transfer good experiences and strive to continuously improve. We deliver what we have committed to do. We meet our deadlines and keep those affected of our progress. • Professional Teaching Standards: We know our subject material; endeavour to understand the implications of quality assurance and enhancement for professional practice, design and planning of learning activities and/or programmes of study; and a commitment to continuing professional development and evaluation of practice.

  7. PROFESSIONAL TEACHING STANDARDS – How we are building into structure and processes • Embedded in the new Validation and Revalidation procedures for teams • Recommended to use, but not formally tied to the DPR • Tie up of LIS systems • HEA accreditation visit – focus on how we interpret the standards and apply them to our own institution at each level • Fellow – belong to a CoP, participation in VARSP • Senior Fellow - lead a CoP, externality

  8. COMMUNITIES OF PRACTICE • Wenger (1998) • Creating contexts that make development possible • “Practice is first and foremost a process by which we can experience the world and our engagement with it as meaningful”

  9. Some Components of Continuing Professional Development (CPD) Activity

  10. Biggest Challenges for Implementation? • Recognising what we do • Valuing what we do • Capturing what we do • Crediting what we do • Evaluating what we do

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