Building Capacity, Continuing Professional Development (CPD)

9. Coordinating CPD in School


Designing & running in-school CPD events (Provision)

Creating Your Own Activities

Colleagues should be engaged at the design stage whenever possible so that their needs can be built into a programme of activities for school-based CPD. They may then feel a sense of ownership of the theme or topic and such CPD may become viewed as worthwhile involving activity geared to specific school-based needs. If a series of sessions is planned, such dialogue will allow consideration of the balance and sequence of activities envisaged. Where groups of staff are concerned, needs will vary but the engagement of staff with each other can often be a powerful learning experience. This may encourage staff to feel confident, respected and valued and they should be given opportunities to reflect, individually and in groups, on materials presented during CPD sessions; this would preclude reliance on 'stand and deliver' approaches.

There are some important areas to consider when designing and delivering CPD activity based sessions. Some suggestions follow but they are neither prescriptive nor exhaustive and they may not reflect the particular needs of your colleagues.

1. Make the necessary organisational arrangements in advance and have a contingency plan!

  • Room arrangements including 'breakout space' for smaller groups
  • A comfortable environment is always appreciated as are appropriate refreshments
  • AV requirements booked and checked that they are on-site on the day
  • Writing materials, pens, flipcharts, sugar paper, drawing pins, 'Blu Tack' etc all available
  • Do a last minute check

2. Plan / select / customise / design your activities

  • Clarify the purpose and the expected outcomes of the session
  • Is it to update colleagues?
  • Is it to effect some change in the way things are done?
  • If you intend using existing materials or resources are they fit for purpose?
    For example, does the video available really do the job you want?
  • Are you identifying problems and seeking solutions as a group?
  • Are you providing solutions for the group?
  • Use problems or issues which your colleagues are facing and can work on together
  • Ensure tasks are relevant, engaging, real and meaningful
  • Are the tasks complex, do they require specialist skills within a group, do these exist?
  • Is the task clear, will it be straightforward and achievable within the timeframe?
  • How will a group operate to achieve the task?
  • Will a task generate group trust, enthusiasm and commitment?
  • Is there a need for group leaders? If so, how are they selected and briefed?
  • What will be the mix of tasks/activities and how should the tasks be ordered?
  • Encourage colleagues to provide you with stimulus materials such as prompts for discussion or case studies
  • Who are the 'learners'?
  • What do you know about individual and group preferences for ways of working?
  • Can you devise a balanced approach?
  • Decide groupings in advance? This may avoid colleagues being inhibited and others dominating
  • Plan different combinations of people to suit particular activity eg Whole Group, Smaller groups, Pairs or Threes and Individuals
    - Each combination will allow colleagues to feel varying degrees of involvement, to generate many ideas and options, to be active and allow reflection and self-awareness
  • What slides/transparencies do you require?
  • Provide materials needed
  • Overview papers to be issued in advance so that colleagues can be prepared
  • Briefing papers and activity sheets available for issue during the session
  • Further information papers for issue to reinforce the session

3. During the session

  • Set the climate
  • Welcomes are important even though you may know everyone
  • Make colleagues feel relaxed and at ease (the venue will have an effect on this)
  • Engage colleagues, challenging views as necessary - this is not the same as imposing your own viewpoint
  • Be clear about the PURPOSE of the session
  • Introduce the activities and elements in the session, but be brief
  • Unobtrusively keep individuals and groups on task
  • If products are required, encourage completion
  • Encourage participation, challenge dominant behaviour
  • Chair feedback opportunities
  • Encourage a record to be kept eg on flipchart or 'post-its'
  • Don't impose your own views
  • Ensure the session runs to time

4. After the session

  • Collate and analyse the evaluation forms
  • Discuss outcomes and adjust subsequent activities as necessary
  • Collate and process feedback responses from tasks and activities and issue to all participants.

You could employ a variety of techniques:

  • Grouping and Pairing
  • Brainstorming
  • Debriefing
  • Handling conflict
  • Monitoring activities
  • Managing groups
  • Keeping to time
  • Responding to criticism
  • Ending sessions