The important next phase in involvement in any new initiative is when teachers become interested in the area and reflect on ways in which they can become more knowledgeable. This is the beginning of active engagement and means teachers taking personal ‘ownership’ of their learning. They begin to build their knowledge, but do so against a background of their own practice and professional environment. They may make tentative changes to their practice, review these and share their reflections with colleagues. They will begin to record new learning and insights and use this record to identify appropriate areas for CPD activity.
School and council CPD co-ordinators can support this phase by creating opportunities for teachers to talk to each other, and by organising situations where teachers can observe colleagues and discuss their observations. It is helpful too if teachers are invited to reflect on their practice, how they might apply new insights and what further support they would wish to have during preparation for annual professional review and development interviews.
In association with Education Scotland