WIREDGOV

The Institute for Learning’s second review of continuing professional development (CPD) in the further education and skills sector shows that most members are carrying out double the minimum number of hours of CPD required. It also finds an increased interest in sharing CPD: 64 per cent of teachers and trainers said they shared their CPD with a colleague, compared to 44 per cent last year; and 67 per cent said they shared their CPD with their employer, compared to 46 per cent last year.

IfL’s recently published report, 2009–10 IfL review of CPD: Excellence in professional development: Looking back, looking forward, reveals that:

· More than 134,000 IfL members declared the number of hours of CPD they had carried out during the year.

· A random sample of 401 CPD portfolios with samples of evidence was shared with a team of experienced peer reviewers.

· The number of teachers and trainers using REfLECT – the personal space that IfL provides for members to plan, record and review their CPD – for online reflection on the impact of CPD has increased from 82,000 to over 106,000.

· More and more members are reporting that they use mobile technology to capture the effects of development on themselves and others.

· Trainee teachers carry out more CPD a year, on average, than others.

· The average number of hours of CPD undertaken by members in all parts of the FE and skills sector has increased to over 49 in 2009-10.

· Nearly 82 per cent of members declared their CPD by the reporting date, 31 August 2010, compared with 66 per cent last year.

Dr Jean Kelly, director for professional development at IfL, said, “We are pleased with the significant increase in declarations, which could indicate increased familiarity with a new culture and system, as well as the value and importance of CPD for remaining in good professional standing, and commitment to excellent and up-to-date teaching for learners.

“It was good to see how many more teachers and trainers have shared their CPD with colleagues and employers in the last year. We know that the impact of CPD can be strengthened by reciprocal feedback from peers, and it is really important for members to establish an effective means of asking for and securing valuable feedback.

“There is evidence in this review that IfL members continue to endorse strongly our values-based approach to professional development, by which the IfL values of professionalism, development, autonomy, integrity and equality are translated into key questions for members to ask themselves when completing professional development activities. Adopting this approach means that while CPD is self-directed and owned, it is also meaningful and relevant to the context and to others. The CPD content and impact are reviewed critically through self-reflection and by peers, and outcomes are shared.”

Toni Fazaeli, chief executive of IfL, said, “Millions of young and adult learners depend on teachers and trainers to prepare them for tomorrow’s world. Our members’ engagement in professional development and staying up to date in their subject or vocational area, as well as in teaching methods, demonstrates their dual professionalism and their commitment to providing the best possible learning experiences for their learners. Our review shows encouraging progress since 2008‑09 and celebrates CPD that works and makes a difference. It also offers a menu of ideas for teachers and trainers; a set of five priority areas for action by IfL; and our suggestions for organisations and employers to consider in supporting their teachers and trainers.”

Related Documents

• InTuition
• InTuition February 2010