Making the most of your PR&D conversation

Today’s aim

To think about how we can make sure that the

PR&D process is a meaningful experience –

with a particular focus on the PR&D conversation

The importance of PR&D

Position paper on CPD: “Embedding change through

professional development” (2009)

“PR&D is the key to effective staff development”

CPD Leaders: Roles and responsibilities (2010)

“PR&D and ERDP are the keys to effective staff development.”

The importance of PR&D

“It is a means of supporting teachers by ensuring that they are thoroughly prepared for their duties, in particular for the key role in teaching and learning.”

Scottish executive PR&D document (2002):

The importance of PR&D

Teaching profession for the 21stC (McCrone):

CPD activity should be “based on an assessment of individual need, taking account of school, local andnational priorities”

PR&D: It isn’t the paperwork that makes or breaks it!

What is important is ....

a)The reflection and thought put in before the meeting by both reviewee and reviewer

b)The conversation that takes during the meeting

c)The appropriateness of the resulting CPD decisions and Plan

Preparing for the meeting: reviewee

The CPD record:

..\PR&D old\HR-002-02-CPD-Record.doc

If you have this record kept in an alternative format, or have been doing this differently in the school, continue with current practice ….as long as your reviewer has a clear picture of what you have done in relation to your plan

Preparing for the meeting: reviewee

Self-evaluation pro-forma for review meeting

..\PR&D old\HR-002-02-Self-Evaluation-Proforma

.doc

See exemplar

Preparing for the meeting: reviewee

Self-evaluation pro-forma for review meeting

Decide what you want to say – and say it only once.

No-one really cares which box it is in!

See exemplar

PR&D meeting : What should you expect from a PR&D conversation?

Identifying what you want to get from a meeting makes it far more likely that you actually get this.

PR&D meeting : What should we expect from a PR&D conversation?For reviewee: to have successes and strengths recognised to deepen thinking both in relation to the past year

and in relation to the “needs” that have been identified

to get support for CPD planning to have an opportunity to discuss future career plans if

appropriate

For reviewer: to get a deeper picture of aspects of reviewee’s self-

evaluation and to give support with CPD planning

For both: agreement on broad aims of next CPD plan and discussion of appropriate activities

Phases of the meeting – this might work better for this than the previous agenda

Looking back to what has gone well / progress and impact of CPD

Looking ahead by considering future development focus/needs

Concrete decisions in relation to the CPD Plan

Preparing for the meeting: Reviewer

Activity: Thinking about questions

Focus on the information that reviewee has provided in

answers to Q1 – 3 (first phase of conversation)

Use the coaching triangle to decide on questions

which would help reviewee and reviewer achieve the purposes of the meeting in the context of the first phase = focus on Q 1,2,3

Preparing for the meeting: Reviewer Moving to the next phases of the conversation

Looking ahead by considering future development focus/needs – making concrete decisions about the plan

See answers 4 & 5

What needs to be explored by the reviewee and reviewer in the conversation at this stage?

What sort of questions might help?

Moving to the second phase of the conversation What needs to be explored at this stage of the conversation?

the reasons behind the reviewee’s ideas

what would be the positive outcomes/impact of focusing on these areas for the reviewee, his/her pupils etc? - how he/she will know (evaluation strategies)?

how appropriate the ideas are – would other ideas be more appropriate? – has the reviewee missed anything crucial, e.g. in relation to DIP/SIP?

is this manageable? – is reviewee being over ambition? - Is there an appropriate balance: individual / department / school?

Ideas about the shape of the future CPD Plan might change as a result

of the conversation!

Moving to the planning phase of the conversation

What might be appropriate CPD activities?

See support paper two

Two CPD planning examples

Feeling confident that it will all make a difference to the people that really count

CPD more likely to be effective and impactful if :

“There is clarity about the purposes of CPD, with its aims and activities well matched to identified need”

“There is clarity about the intended outcomes for young people and children”

“Evaluation of CPD (is) based upon outcomes for learners, not solely on the activity itself.”

From HMIE: Recent document on CPD “Learning Together: Improving teaching, improving learning”

(2009)

Feeling confident that it will all make a difference to the people that really count

Thinking about impact and evaluation strategies

See support paper three

Can impact and evaluation strategies be included in the present planning format?

..\PR&D old\HR-002-02-CPD-Plan.doc

Back to the paperwork: for those who are also reviewers

The record of the meeting

..\PR&D old\HR-002-02-Review-Record.doc

Make it a record of additional points and decisions

1. Becoming aware

2. Becoming engaged

3. Integrating into practice

4. Innovating & creating

Four stages of CPD

The four stages of CPD

Stage 1: Becoming aware: at an early stage of knowledge/understanding; new ideas/approaches not yet being used in practice

Stage 2: Becoming engaged – building a more in depth knowledge and understanding; beginning to experiment with new ideas/approaches; building new skills

Stage 3: Integrating into practice – new approaches/ideas now commonly used and making a difference

Stage 4: Innovating and creating – principles fully embraced; new approaches developed and embedded within the context of own practice; using new knowledge and skills in a wider role