1. Planning your CPD
Session 1 of CPD programme for teaching
vulnerable learners and those on
community orders or probation
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Our programme enables and offers…
• Independent delivery of CPD sessions by those
working within organisations
• Guidance and resources for collective CPD sessions
in small or large groups
• Collective participation in and development of CPD
• An accessible overview and a framework for CPD
rather than many detailed sessions
Planning your CPD programme
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Programme strengths
• Evidence-based
• Gives space for reflection on your own knowledge of
good practice
• Gives specific guidance for teachers of offenderlearners who are serving a sentence or are on
probation
• Also relevant to the teaching other disadvantaged
groups
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CPD: A definition
‘It is the process by which, alone and with others,
teachers review, renew and extend their commitment
as change agents to the moral purposes of teaching;
and by which they acquire and develop critically the
knowledge, skills and emotional intelligence essential
to good professional thinking, planning and practice.’
Day (2008) Continuing Professional Development (p4)
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Who is the programme aimed at?
• The programme is designed for professionals who
teach people serving a sentence or on probation
• It is also relevant for teachers or trainers of learners
with a criminal record
– 30 per cent of males over the age of 30 have a criminal
conviction
• There is also much which is relevant for teaching
other disadvantaged learners
– For example, exit strategies and working with employers.
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Principles to follow in CPD
• Should have a coherent plan for at least the medium
term
• Should be relevant to teachers in your organisation
and context
• Should involve teachers in active, collective
participation in CPD
• Should develop teachers’ knowledge of subject
content, pedagogy and underlying principles
• Should offer continuing support for teachers to
translate new ideas into practice
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Structure of the CPD programme
• We have designed 9 sessions for which there are
three types of materials
– A set of slides/lecture notes which offer information
– A task or tasks which involve participants in discussion,
trying out activities, etc.
– A set of resources to support the session but also to support
practitioners in implementing ideas in the classroom and
beyond
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List of sessions
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The evidence base
• Wherever possible the material in this CPD
programme is based on national and international
evidence relating to teaching and learning of people
with criminal records, it also often draws on evidence
from the teaching and learning of Adult Basic Skills
• The CPD programme draws on accounts of good
practice from practitioners and learners
• The CPD programme recognises your own teaching
experience as evidence and gives space for this
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Evidence-based principles of the CPD
• Promote learner-focussed teaching that encourages
autonomous learning
– Learners need to know why they are doing something, their
motivation needs to be nurtured, they need to critically
review their own work to make progress
• Support participatory teaching methods
• Support sound subject knowledge among teachers
• Support communities of practice
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Why these principles matter (1)
• Teachers benefit from sound subject knowledge
– Frequently not so much about the teacher being able to
perform a particular task (eg comprehend a passage,
calculate area and perimeter)
– More importantly, the teacher benefits from having an
explicit knowledge of the processes involved, so that they
can explain them
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Why these principles matter (2)
• It is helpful to understand the difficulties students
experience with specific subject matter
– An awareness of learners’ conceptions and misconceptions
is invaluable to the teacher, and comes from dialogue
between teacher and student which can result from
participatory methods
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Communities of Practice (1)
• Communities of practice are ‘groups of people who
share a concern or a passion for something they do
and learn how to do it better as they interact
regularly’ (Wenger 2006)
• Both action and reflection are required, and both
have individual and social dimensions
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Communities of Practice (2)
For example, if you were trying out different ways of
motivating learners from session 5 you would need:
1. to see how they worked in practice
2. to reflect individually
3. to share and reflect with colleagues
4. to consider how to take on to the next stage
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Communities of Practice (3)
• The reflection should have a ‘critical edge’
• Communities of Practice have a shared focus but
should have a creative, informal and enjoyable feel
where everyone can speak
• As part of the CPD, group sessions should be
scheduled where teachers, managers, learning
support assistants can work on selected tasks,
planning, reflecting, reviewing, and sharing resources
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Over to you
• CPD – you know the score, in the end you have to do
the work to develop your practice
• Here we try to provide you with some good ideas and
to facilitate your work with others
• You need to make space to apply these ideas and to
set up working groups with other professionals (even
one other is better than going it alone)
Please turn to the Session 1 Activity to plan your CPD
with others in your organisation
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Materials in this CPD were devised by the following members of the
Institute of Education:
Brian Creese (numeracy),
Jay Derrick (assessment and embedding),
Jane Hurry (motivation and exit strategies),
Maria Kambouri (ICT),
Irene Schwab (literacy) and
John Vorhaus (continuing professional development and learner
contexts)
Helpful suggestions and comments were made by Joe Shamash and
Olivia Varley-Winter at City & Guilds Centre for Skills Development.
If you would like to contact us please email
Jane Hurry at j.hurry@ioe.ac.uk
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The CPD Framework
An outline of the sessions
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