At the start of any curricular reform or new initiative, the first challenge is to make all teachers aware of new information or expectations. Typically this is done by inviting attendance at conferences, or by developing packs or CD-ROMs which are distributed to schools. In many instances, teachers may first become aware of a new area of focus through its inclusion in the school or authority improvement plan.
This is clearly a necessary first stage, but there are difficulties which must be considered.
Firstly, this is a very passive form of CPD, and some teachers may not move past this stage, simply waiting for materials to be disseminated in order to find out ‘what to do’. There is a danger of teachers believing that attendance at such events is of itself a CPD activity, without considering the need for reflection and identification of next steps.
Secondly, in many instances, this is the full extent of support that is offered to teachers facing new challenges. It is relatively easy to organise and cheap to deliver, and can offer a false impression that teachers have been ‘trained’. It is important that this becomes recognised as just the first part of a teacher’s CPD journey in any field, initiative or new piece of learning. Providers of such events should be discouraged from issuing certificates of attendance which are often described as evidence that can somehow be ‘counted’ as part of CPD.
During annual professional review and development interviews, school leaders should encourage teachers in this phase of CPD to consider what the implications are for their classroom practice, and how they can begin to move on to Phase 2.
In association with Education Scotland