Making Your CPD Count
Introduction
I attended a Dialogue North West event called making your CPD
count in the New Quality Framework at Edge Hill University. There
were a range of topics which helped to bring some clarity to my
thoughts; these were about the changes which are happening with in
Education.
These changes are happening so quickly and very often are
happening before our very eyes but, without explanation and clear
direction we don’t know what they mean or which route we should
take.
The day gave us the opportunity to explore these changes. This
caused me to not only to think about what the changes mean for me
as an individual but also for my organisation.
The impact from this training prompted me to reflect and think about
the information I had learned and then put it into an acceptable format
so it was easy to read and understand, making it accessible for all.
This thinking led me to produce two Help Sheets for my Skills for Life
Tutors. I did this by using the information which I had gleaned from
the various activities during the training day. These included
workshops, discussions, and question and answer sessions.
These Help Sheets will be a useful reference tool for my tutors own
search and exploration for direction.
Please see the Help Sheets below.
Christine Hunter-hall
14th July 2008
How to Make Your CPD Meaningful and Count!!!
CPD is a reflective process which is critical to our own personal and
professional development.
I have registered with The IFL, so where do I go from here?
Each year regulations require tutors to submit their CPD record to
their employer and The IFL. If you work part-time, a minimum of six
hours is required but if you work full-time then a minimum of 30 hours
is required.
Your declaration of CPD hours needs to be submitted (latest
31.08.09).
How do I start collecting evidence towards my CPD?
Think about CPD in the same way you would collect points from a
garage or supermarket which you are able to redeem at a later date
for a reward.
Start collecting now!!!
You are probably doing CPD every day without even giving it a
second thought but, because it comes to you as second nature, you
forget to evidence it. Keep a record of all developments which cause
you to change your working practices.
It could be as little as a passing conversation with a colleague in the
corridor, a specific teaching task, attending a training course or
network meeting. We need to be much more rigorous in how we
record our CPD by not only evidencing what we have learned for our
own development but how we have used it and what impact it has
had on our learners and colleagues alike.
-2Detailed analysis is required in order to indentify the process by
finding some principles which will have an impact on our actions in
the future.
Christine Hunter-hall
14th July 2008
Kolb’s Theory of Learning Styles explores four stages of learning,
demonstrating the interrelation between thinking, feeling, acting and
observing states and how they relate to the style of learning.
Personal experience is the first, then reflection and its effects,
followed by the ability of forming abstract concepts to trying out new
ways of accomplishing tasks.
The definition of CPD by The Institute for Learning is:
CPD means maintaining, improving and broadening relevant
knowledge and skills in your subject specialism and your teaching so
that it has a positive impact on practice and the learner experience.
For information and advice visit www.ifl.ac.uk
Christine Hunter-hall
14th July 2008
How to take the Confusion Out of the New Qualification
Framework!!!
Education is going through ‘changing times’, therefore we need to
move with these times!
There are so many new abbreviations banded about but what do they
mean?
PTLLS, CTLLS and DTLLS are just a few! The New Framework and
regulations affect all new teachers from September 2007.
 PTLLS – Preparing to Teach in the Lifelong Learning Sector
 CTLLS – Certificate in Teaching in the Lifelong Learning Sector
 DTLLS – Diploma in Teaching in the Lifelong Learning Sector
There are three teaching qualification modules to choose from.
Which module in the qualification framework should I choose?
Integrated Diploma
Integrated programme
Diploma in Teaching in the Lifelong Learning Sector, full teaching
qualification, e.g. PGCE, Certificate in Education
with
Subject specific qualification in Literacy, Numeracy or ESOL
Two years part-time
Diploma in Teaching English (Literacy or ESOL) or Mathematics
(Numeracy) in the Lifelong Learning Sector
-2Partially Integrated Route
Year 1 - PTLLS – Subject specific qualification in Literacy,
Numeracy or ESOL
Year 2 – DTLLS – Generic Diploma in Teaching in the Lifelong
Christine Hunter-hall
14th July 2008
Learning Sector
Diploma in Teaching in the Lifelong Learning Sector (English Literacy
or ESOL) or (Mathematics Numeracy)
Concurrent Route
Generic teaching qualification, e.g. Diploma in Teaching in the
Lifelong Learning Sector DTLLS + Subject specific qualification, e.g.
Additional Diploma in Teaching English (Literacy or ESOL) or
Mathematics (Numeracy) in the LLS
The preferred route is an integrated diploma. It is completely
contextualised.
The concurrent route takes longer, so is therefore more expensive
and less satisfying.
The route you consider will depend whether you started teaching
before or after 2001?
According to regulations, if you were teaching pre-2001 you are not
required to do any of these qualifications, providing you stay in your
current job but expectations are that all staff will want to upgrade their
skills and qualifications for their own CPD.
For information and advice visit www.lluk.org
Christine Hunter-hall
14th July 2008