CPD PDF

GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) ❷ Continuous Professional Development (CPD) What is Professional Development? Why is it important? Day (1999) defined continuous professional development as " the process by whic...

GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) ❷ Continuous Professional Development (CPD) What is Professional Development? Why is it important? Day (1999) defined continuous professional development as " the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purpose of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues through each phase of their teaching lives." Continuous Professional Development ensures that both teachers' academic and practical qualifications do not become outdated or obsolete. It also allows individuals to continually ‘up skill’ or ‘re-skill’ themselves. The need for CPD Continuing Professional Development is essential in helping individuals, organizations or entire industries to keep skills and knowledge up to date. CPD accredited training courses, workshops and events allow professionals to use the learning time towards individual CPD requirements. David Megginson and Vivien Whitaker (2007) stated that “the need for CPD arises because security for individuals no longer lies in the job or organization they work for but in the skills, knowledge and experience they have within themselves.” 12 The benefits of CPD The benefits of CPD for individuals: Peter Earley (2000) mentioned that Sadler Smith, highlighted in his book (Exploring Continuing Professional Development), three main benefits of CPD for individuals: updating (maintenance), competence (survival) and enhanced mobility. The benefits of CPD for employers CPD contributes to staff keeping their skills, knowledge and experience up to date. It also provides the envelop in which a diverse range of development strands may be held together and leveraged for maximum benefit. In addition, CPD helps with succession planning. It increases employee competency, resulting in greater efficiency in the workplace. Finally, it boosts morale and motivation in the workforce. Core concept of CPD What makes CPD different from other types of training and development? David Megginson and Vivien Whitaker (2007) highlighted four main characteristics of CPD: 1. The learner is in control – CPD starts from the learner's dream or need. 2. CPD is a holistic and systematic process and can address all aspects of life and balance between them. Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) 3. Regularly looking forward to how we want to be, reflecting on how we are, and working from our present position towards the future direction, help in achieving CPD's purposes and add zest and direction to work and learning. 4. CPD works if you have the support and financial backing of your employer. CPD is not a panacea- like anything else it must be looked at in relation to the rest of the individual's life, the organizational context, and the wider work environment. Key principles of CPD Professional standards are important for every employee. Listed below key principles of CPD to explore why it is so important: ! professional development is a continuous process that applies throughout a practitioner's working life. ! individuals are responsible for controlling and managing their own development. ! individuals should decide for themselves their learning needs and how to fulfill them. ! learning targets should be clearly articulated and should reflect the needs of employers and clients as well as the practitioner's individual goals. ! learning is most effective when it is acknowledged as an integral part of all work activity rather than additional burden. The training and development cycle 13 Peter Earley and Sara Bubb (2004) mentioned in their book “Leading and Managing Continuing Professional Development” the cycle of training and managing. Managing CPD in any organization requires an understanding and knowledge of many things. These include the processes by which adults best learn and devising of plans and policies to underpin affective practice. It is also crucially important to understand the training and development cycle which has five stages: ! Identifying and analyzing training and development needs ! Planning and designing training and development programs. ! The implementation or delivery of training and development ! Monitoring training and development ! Evaluation training and development and its impact Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) Identifying & analysing training and development needs Evaluation Planning and training and designing training development and and development its impact programmers The Monitoring implementation training and or delivery of development training and development Identifying and analysing training and development needs Alan Brine (2005) stated that any professional, in any field of expertise, should be aware of their own strengths and weaknesses. These can be separated into the skills the individual currently possesses and those that they wish, or need, to acquire. To ensure that skills are 14 acquired to the appropriate level, individuals should follow an appropriate path of continuing professional development that analyze their existing skills, including their strengths and weaknesses; builds on these and leads the individual to an increased and improved set of skills that will support their chosen career. SWOT Analysis Commonly strengths and weaknesses should be analysed in what is known as a SWOT analysis as described by Boydell and Learly D.A. Schon (1982). The SWOT acronym is defined under the headings: ! Strengths ! Weaknesses ! Opportunities ! Threats Alan Brine (2005) also mentioned that performing a SWOT analysis on one's own skills is a commonsense approach that will form the cornerstone of the individual's continuing professional development. The process has a slightly different context when used in a personal capacity. Strengths and weaknesses can be discovered by analyzing training needs. Opportunities and threats have a different perspective for the individual. Opportunities may simply be a list of possibilities or wishes that one has created, while threats may be a series of barriers that need to be overcome to attain the training or skills that have been identified. Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) Planning and designing training and development programs Michael Williamson (1993) stated that a general statement of aims and objectives of a plan might be as follows " The purpose of the plan is to provide advice and facilities to enable members of staff to acquire the necessary skills and knowledge to perform effectively the duties for which they were employed, and to develop themselves in order to meet the future needs of both the organization and the profession ". He also mentioned that the main body of the plan should list identified training needs clearly set against individuals or levels of staff to be trained and should specify the agreed method of training and where the responsibility for this training lies. Priorities and timescale may be defined. The implementation or delivery of training and development Anna Craft (1996) listed a wide range of methods of professional development. They include:  Action research  Self-directed study  Using distant-learning materials for receiving and / or giving on – the – job coaching, monitoring or tutoring  School-based and off-site courses of various lengths  Job shadowing and rotation 15  Peer networks  Membership of a work party or task group  School cluster projects involving collaboration, development and sharing of experience/skills  Teacher placement including those in business and those in other schools.  Personal reflection  Experimental assignments  Collaborative learning Monitoring training and development The process of mentoring can be utilized using different methods. Alan Brine (2005) suggests that there are five styles that will support the development of the individuals:  Coaching  Counselling  Networking;  Guiding  Mentoring Coaching is described as a “directive” method of helping someone, especially if its is something with which they are having difficulty, going so far as to even demonstrate the process or technique. Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) Counselling is a supportive process where the mentor listens to the individuals and helps them to analyze their own decisions on how to develop their skills or career. Networking is essential to developing the skills of the individuals and helping them achieve their goals, whether in adding them to discover what they need to know, or how to influence others, over whom they may not have direct control. Guiding is a more direct approach for mentors and often requires giving advice to the mentee. Lastly mentoring is an amalgam of the other four. It draws on the other style and a good mentor will use them all, at different times and in different circumstances to provide the individual with the best mentoring experience. Evaluating your training program As trainers and learners participate in the program, evaluation should occur of the quality of the activities and the extent of achievement of the objectives. After the program, evaluation should occur to assess the extent of achievement of the overall goals of the program. Evaluation might focus on short-term, intermediate and long-term outcomes. 16 Evaluation of CPD has two forms Formative assessment. (How can the program be improved?) Scriven (1967) mentioned that formative evaluation occurs during the operation of a program or activity. Its purpose is to provide those responsible for the program with ongoing information about whether things are going as planned and whether expected progress is being made. If not, this same information can be used to guide necessary improvements." To keep formative evaluations efficient and avoid expectations that will be disappointing, Scriven (1991) recommends using them as "early warning" evaluations. In other words, use formative evaluations as an early version of the final, overall evaluation. As development and implementation proceed, formative evaluation can consider intermediate benchmarks of success to determine what is working as expected and what difficulties must be overcome. Summative evaluation. (Does the program improve outcomes?) In the book (Developing Teachers and Developing Schools in Changing Context, Chi-Kinee (2008) mentioned that Scannell (1996) stated that summative evaluation is conducted at the completion of a program or activity. Its purpose is to provide program developers and decision-makers with judgments about the program's overall merit or worth. Summative Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) evaluation describes what was accomplished, what the consequences were (positive and negative), what the results were (intended and unintended), and, in some cases, if the benefits justified the cost. "These two goals can best be served by collecting data in different ways, test scores for example often being used combatively while interview and survey data can be used to guide formative evaluation." For evaluation to be most effective in contributing to CPD as well as evaluating it, the following points should be put into consideration:  Alma Harris (2006) mentioned that Knight (2002) stated: evaluation at best will provide not just an overview of whether CPD itself has been successful but will also have strong positive learning benefits to teachers in the school.  Schwartz, et al, (1977) recommended that feedback on evaluation should be provided to participants wherever possible. Providing continuous feedback is one way of reducing excessive evaluation anxiety which has been found as a problem in many evaluations. It often results from negative past experience of evaluation, and fear of negative consequences. Donaldson and others (2002) mentioned that: Evaluation anxiety is characterized by 17  conflict with evaluators.  refusal to cooperate.  stalling and resistance.  trying to hide program weaknesses. Evaluation anxiety can be reduced by ! stressing positive as well as negative outcomes. ! involving stakeholders in evaluation. ! explaining and discussing the purpose of the evaluation. Conclusion: Continuing Professional Development is essential in helping individuals and organizations to keep skills and knowledge up to date. Providing CPD enables organizations to become a knowledge bank to key stakeholders of any organization. CPD accredited training courses, workshops and events allow professionals to use the learning time towards individual CPD requirements. Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) References  A.D. Schon (1982) The Reflective Practitioner. New York: Basic Books  Alan Brine (2005), Continuing Professional Development, A guide for information professionals. Chandos Publishing (Oxford) Limited  Alma Harris and Others. What Difference Does It Make? Evaluating the Impact of Continuing Professional development in Schools. Article in Scottish educational review (2006)  Anna Craft,1996, Continuing Professional Development, Second Edition, Routledge Falmer  David Megginson and Vivien Whitaker (2007), Continuing Professional Development, 2nd Edition, Chartered Institute of Personnel and Development  Day, C. (1999) ―Professional development and reflective practice: purposes, processes and partnerships‖, Pedagogy, Culture and Society, 7(2): 221–233. Edmonds, S. and Lee, B. (2001) Teacher Feelings About Continuing Professional Development, Education Journal, 61, 28–29  Developing teachers and Developing schools in changing Context. Edited by John Chi-Kinee and Ling-po Shiu. The Chinese University of Hong Kong. (2008)  Donaldson, SI, Gooler, LE, & Scriven, M. (2002) Strategies for managing evaluation anxiety: Toward a psychology of program evaluation. American Journal of Evaluation, 23(3), 261-273  Michael Williamson,1993, Training Needs Analysis, Library Association Publishing Ltd  Peter Earley and Sara Bubb, 2004, Leading and Managing Continuing Professional Development. Paul Chapman Publishing  Schwartz, H. Lichon D, et al. (1997) The use of multiple research methodologies to evaluation on in service curriculum. Annual Meeting of the American Educational Research Association, New York  Scrivern, M. (1967) The Methodology of Evaluation. In R.E.(Ed.), Curriculum Evaluation. American 18 Educational Research. Association Monography Series on Education, No 1- Chicago: Rand McNally Table of Contents