CPD
The Flexible Route offers a variety of ways to accumulate teaching service. In light of this, there is a range of experiences, provisions and support available to you.
It's vital that you tell the headteacher of your school that you have a probationary period to complete. The headteacher may be able to make arrangements to have relevant support put in place for you.
CPD experiences
As part of your probationary period you are required to carry out a range of professional development activities which should be documented.
You should identify the development opportunities offered by your employer (the local authority), your school and other providers that you have access to.
Types of CPD experiences
You can engage in a variety of CPD experiences. You should seek to divide your CPD between the following areas of experiences:
Classroom-based research
Classroom-based research is one of the many valuable types of CPD and is popular with teachers as it is based on what you are already doing in the classroom.
Many teachers have found research projects to be very effective personal learning experiences, developing their knowledge within a particular area of interest and having positive influences on the teaching and learning experiences of their pupils.
Existing research projects have been carried out on a wide variety of topics, including:
- researching assertive discipline
- researching Asperger's Syndrome
- left-handed research
- encouraging better pupil relationships
Fore more information, read Ian Matheson's article on the benefits of early career research.
Recording your CPD
Evidence of professional development during your probationary period should be gathered into a comprehensive CPD portfolio and kept for your own reference.
Your portfolio will include:
- details of relevant supply days/short term temporary service, accumulated through your teaching service, contributing to your CPD experiences and evidencing your teaching practice
- your Professional Development Action Plan allowing you to identify CPD requirements
- supporting evidence, discussed in how to meet the SFR, including plans and materials used during observed teaching sessions and other CPD experience
- a copy of your interim report (at the end of your second term, or equivalent) or final report (at the end of your fourth term, or equivalent)
You will keep hold of the portfolio and use it to plan your professional development beyond probation.
Collaborative working
This will be an opportunity to gain a broader knowledge and understanding of the work of the whole school by learning from other. This can be achieved through:
- co-operative learning
- in other classes within the same subject or stage
- in a different stage or subject
- lesson observation and analysis
- in own subject or stage
- in a different subject or stage
- work shadowing
- with staff in the SMT
- with experienced staff in other stages of the school or in different department
- on school board/parent groups
- with Support of Learning staff
- working with children in the pre-school environment
- working with parents
- psychological services
- careers officer
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. This can be achieved through:
- 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
- understanding the requirements for the Flexible Route
- familiarise yourself with all professional reading resources at your disposal or study new learning and teaching strategies
Engaging in other CPD experiences
These would include experiences organised with your local authority as well as experiences identified on a personal basis that may be carried out in school or from a centralised CPD register. These will have been identified through personal reflection and following in school discussions. This can be achieved through:
- visiting other schools or establishments, such as:
- associated primary/secondary schools
- special schools
- special units
- educational resource centres
- classroom-based research
- working with pupils outwith normal contract time
- working with, mentoring or supporting other staff
- leading staff development for other
- special projects involving parents or carers
- special projects involving the local community
- attending courses, meetings, workshops, conferences and other training events
- develop school policies and reports