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Making an impact with CPD
By Margaret Alcorn, National CPD Coordinator
At the Building Windmills event a group of us discussed the worst CPD we'd ever had. For me it was a session on using the new technologies that were beginning to appear in schools. (It was a long time ago!) So on a cold Saturday, me and my pal trudged along to a local school to learn more.
It was awful. We were freezing; there were only enough computers for one between four and those worked only fitfully; we were not clear why we were there and the trainer had no idea how to bring tedious materials to life. Moreover I knew the chances of ever getting my hands on a computer back in school were small. What a disaster!
Why was it so bad? Well it was a one-off isolated experience, and I was learning out of context - never a good idea. I had gone along to chum a colleague not to address a development need. In a school with few computers, I knew there was likely to be few opportunities for me to process my learning by trying out new skills, nor could I make use of what I had learned in my classroom. In other words, there was no chance of impact on my practice.
In contrast recent programmes such as Assessment is for Learning and Co-operative Learning have created excellent models of CPD by encouraging teachers to share new ways of working over an extended period, and creating opportunities to reflect together on successes and difficulties.
By working together they have made a real difference to the learning of children and young people - and that's impact!