Catriona Oates and Bob Cook National CPD Team

Catriona Oates and Bob Cook National CPD Team Professional Review and Development: The Wicked Issue

PRD: 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!

What makes for effective PRD? 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

and for the reviewee … 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

Effectiveness of PRD according to Donaldson • 10% very effective • 42% effective • 27% neither • 18% ineffective • 7% very ineffective

Our survey said …. 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

Impact … 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

However … 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

Reviewer feedback … 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

Impact … 84% of reviewers focused on impact on professional practice 77% identified evidence of impact

However … 44% do not feel skilled in conducting PRD reviews – 26% not using coaching style 50% do not ask their reviewee for feedback

The good news … 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 issues … 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

In summary … insufficient ownership by many teachers of their own professional learning and development

How is it for you? 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

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

Catriona Oates and Bob Cook National CPD Team