In Phase 3, teachers consolidate their learning and begin to internalise the new knowledge, skills and attitudes so that they become part of how each teacher teaches. Strategies become integrated into everyday practice, but teachers continue to try new ideas, evaluate these and share learning with colleagues.
As confidence grows, teachers begin to think more widely about learning, and may choose to become involved in small-scale whole school projects. Teachers in this phase of development might also consider seeking professional recognition in some aspect of their new practice or learning. They become more skilled in drilling down into the Standard for Full Registration in order to think more deeply about how they are doing, and this is reflected in their preparation for PRD. Teachers in Phase 3 begin to evaluate the impact of their professional development on pupil learning, using a range of evidence.
In supporting CPD for teachers in this phase, schools and authorities might offer courses in such areas as Project Leadership and Classroom-based Research. Teachers will be encouraged to move out of traditional methodologies and take calculated risks where the school culture supports collaboration and collegiality. School leaders conducting PRD should be challenging teachers in this phase to seek opportunities to share their learning across the whole school or within the authority as part of their CPD.
In association with Education Scotland