Embedded CPD (Continuing Professional Development)
Our Embedded CPD events have evolved from a mixture of our own experience in the education profession, but also the concern of other educators and leaders.
As teachers, we attended many courses. Some were inspirational. Some were engaging. Yet, if we are honest, only the odd few had any long-lasting impact on practice. There were potentially many reasons for this.
After reflecting on our own experiences (honestly), as well as reading and digesting extensive research articles and projects on effective, sustainable CPD, we began to develop a process within our own teaching that enabled us to focus on long-lasting implementation. This resulted in tools and strategies moving from just being the 'new gimmick' to becoming embedded in the learning process. CPD was moving from surface level to a greater depth that had real purpose.
The 'Embedded CPD' that we offer takes place in real classrooms, schools and workplaces. We work alongside the teachers and learners in real situations. The process may take different forms, depending on individual requirements. However the component elements include co-planning, co-delivering, co-reflecting, coaching and transcript observations (non-judgemental) to provide a stimulus for reflecting on and taking responsibility and ownership of your own CPD.
As teachers, we attended many courses. Some were inspirational. Some were engaging. Yet, if we are honest, only the odd few had any long-lasting impact on practice. There were potentially many reasons for this.
After reflecting on our own experiences (honestly), as well as reading and digesting extensive research articles and projects on effective, sustainable CPD, we began to develop a process within our own teaching that enabled us to focus on long-lasting implementation. This resulted in tools and strategies moving from just being the 'new gimmick' to becoming embedded in the learning process. CPD was moving from surface level to a greater depth that had real purpose.
The 'Embedded CPD' that we offer takes place in real classrooms, schools and workplaces. We work alongside the teachers and learners in real situations. The process may take different forms, depending on individual requirements. However the component elements include co-planning, co-delivering, co-reflecting, coaching and transcript observations (non-judgemental) to provide a stimulus for reflecting on and taking responsibility and ownership of your own CPD.
One example of an 'Embedded CPD' Package...
Initial training event(s) or information sessionFocus agreed for the 'embedded CPD' sessions between Single Steps Learning, School Leaders and Staff.
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Embedded CPD Session 1Teacher released from class for initial 'coaching and planning' session with Single Steps Learning.
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Embedded CPD Session 2Single Steps Learning/Teacher co-deliver an agreed session and/or 'Observation Transcript' recorded (timeline of what is seen and heard within the session).
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Embedded CPD Session 3Teacher released from class for 'feedback and coaching' session with Single Steps Learning.
Transcript is analysed by both teacher and Single Steps Learning in a 'shared' way. Single Steps Learning guides the process using a specific analytical tool, but the emphasis is on the teacher 'in control' of their own CPD/action points. |
Embedded CPD Session 4'Observation Transcript' process is repeated, with an emphasis on the action points from Session 3.
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Points to consider...
The success of the 'embedded CPD' process depends on the relationship that builds between all involved. The ownership of the process needs to be with the educator. It is not something 'done to' them, but rather something that they are fully engaged with and value in terms of their own practice and professional growth.
'Embedded CPD' is not a short-term, one-off fix. Once Single Steps Learning has been initially involved, the process can become a part of the school or establishments ongoing learning cycle where staff guide and support the development of themselves and each other.
Every member of staff involved in 'Embedded CPD' will need to have enough time allocated to them. The one-to-one feedback, guided reflection and coaching part of the process is essential and needs to be planned for appropriately.
'Embedded CPD' is not a short-term, one-off fix. Once Single Steps Learning has been initially involved, the process can become a part of the school or establishments ongoing learning cycle where staff guide and support the development of themselves and each other.
Every member of staff involved in 'Embedded CPD' will need to have enough time allocated to them. The one-to-one feedback, guided reflection and coaching part of the process is essential and needs to be planned for appropriately.
Current 'Embedded CPD' Focus in Schools (Scotland, England and Wales)
The following are examples that we are currently facilitating. However the format for each is slightly different. If you would like to enquire about a specific focus that is not mentioned below, please contact us.
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'A Curriculum in Wales'
Whole school focus on designing and leading learning experiences for children based on 'Successful Futures' (Donaldson 2015) report. |
Designing for Literacy and Numeracy LearningWhole school focus on developing literacy and numeracy opportunities across the curriculum.
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Problem-Based TasksWhole school focus on designing and delivering collaborative, problem-based tasks to enrich the curriculum.
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Developing Independent LearnersWhole school focus on independent learning.
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Developing Higher Order Reading Skills
A particular focus for the whole school. |
EYFS (Early Years Foundation Stage, England)
A particular focus on the language of learning and the use of the outdoor environment. |
Embedding Formative AssessmentWhole school focus on the use of tools and strategies to involve learners in their own learning and progress.
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"That's the first time I've enjoyed an observation process and felt that I was a real part of it! It didn't feel like you were there to catch me out and you were actually interested in my opinions and thoughts."
(Teacher, England)
