CPD experiences

As part of your induction year you are required to carry out a range of professional development activities, documented in your CPD portfolio.

Through a series of Supporter Meetings you will discuss the development opportunities offered by your employer (the local authority), your school and other experiences you can engage in on a personal basis.

Using the 0.3

It’s important to consider how you best utilise the 0.3 element of your timetable. You could consider sharing it over a term, for example:

  • using 0.1 for team teaching / collaborative working
  • using 0.1 to carry out enhanced planning and preparation
  • using 0.1 to engage in other, core, CPD experiences

Please note that we are well aware of the flexibility that is required to enable probationers to receive appropriate experiences in the school setting and, therefore, the following groupings have been provided only as a broad guide.

Team teaching/collaborative working

This will be an opportunity to gain a broader knowledge and understanding of the work of the whole school by learning from others.

Learning from others
Forms Examples

Co-operative learning:

  • in other classes within the same subject or stage 
  • in a different stage or subject
  • Co-operative teaching a writing project in P2 (for three weeks, for example).
  • Co-operative teaching a Higher class (for two period each week for one month, for example).

Lesson observation and analysis:

  • in own subject or stage
  • in different subject or stage
  • Observe the teaching of practical problem solving skills by a stage partner.
  • Observe how other members of staff handle difficult pupils in S4.
 Work shadowing:
  • with staff in the SMT
  • with experienced staff in other stages of the school or in different departments
  • on school board/ parent groups
  • with Support for Learning staff
  • working with children in the pre-school environment
  • working with parents
  • psychological services
  • careers officer
  • Shadow the primary / secondary liaison teacher in language, P6–S2.
  • Assist the part-time pupil support teacher (for example, for one period each week for one month).

Enhanced planning and preparation

The use of the word ‘enhanced’ is important as this should not be time spent on, for example, keeping up with marking. This is time when you can undertake enhanced planning and additional study.

Undertaking enhanced planning and additional study
Forms Examples
Carrying out self-evaluation by:

  • looking in detail at your planning and assess how you are meeting the needs of your pupils.
  • reflecting on how you are progressing towards the Standard for Full Registration, which will in turn inform the discussions that you have with your Supporter.
  • Reading GTC Scotland's Publications and local authority produced materials.
Understanding the requirements for the induction year.

Familiarise yourself with all professional reading resources at your disposal or study new learning and teaching strategies.
  • Quality indicators.
  • Syllabus notes linking 5–14 to Standard Grade and Standard Grade to NQ courses.

Engaging in other CPD experiences

Engaging in other CPD experiences would include:

  • core experiences organised with your local authority
  • experiences identified on a personal basis which may be carried out in school or from a centralised CPD register. These will have been identified through personal reflection and following discussions with your supporter.

Engaging in other CPD experiences
Forms Examples

Visiting other schools or establishments, such as:

  • associated primary/secondary schools
  • special schools
  • special units
  • educational resource centres
  • Visit another school to observe successful practice in using Successmaker on Smartboard.
  • Visit a primary school associated with your secondary school to see how Maths is taught there.
Classroom-based research.
  • Read about Classroom-based research projects, such as "Researching Assertive Discipline".
  • Investigate whether the introduction of revision cards for Higher Geography has contributed to improving pupil attainment.

Working with pupils outwith normal contact time.
  • Out of hours learning (for an eight-week block, for example).
  • Involvement in maths competitions.
Working with, mentoring or supporting other staff.
Leading staff development for others.
  • Demonstrate the use of Successmaker on the Smartboard on an In-service Day or to a department.
Special projects involving parents or carers.
  • Work with a stage partner to develop and deliver a reading workshop for parents.
  • Writing parent prompts for "Mental Maths" as part of homework unit.
Special projects involving the local community.
  • Work on projects in partnership with local sports, community or volunteer groups.
Attending courses, meetings, workshops, conferences and other training events.
Develop school policies and reports.
  • Become a member of school groups and committees for:
    • health promotion
    • raising achievement
    • eco-school
    • anti-bullying
    • use of ICT in the classroom

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