EXEMPLAR OF CPD Return from 2011
Changes from 2011 to 2012 CPD return highlighted in BOLD
S1: Declaration that information given is accurate 2011
The information given is true and correct and supports my wish to revalidate as a Chartered Science Teacher (CSci Teach).
For 2012 we have asked for more information, so while we do not require a current CV, it would be helpful if you stated
your current school/college/employer and briefly describe your current role in that organisation which will explain the
context of your CPD activity to the Registration Board.
It would be helpful to provide a brief summary of the cpd activities undertaken with date / evidence of activity and
which section S1-S5 it refers to.
S2.1: Work based learning 2011
GTP Mentor for student
Mentoring of Underachieving Y11 students (whole school and in science)
Leading sessions on Assessment for Learning as part of the Teaching and Learning Community (Year 1)
Running a trip to the Big bang science fair in London for Staff and Students
As an AST I acted as the Head of Science during Maternity Leave from October 2010- April 2011, supervising the science team
Head of Science appointment, leading a team of 12 staff.
Rregular sharing of good practice during departmental meetings.
NQT Mentor
S2.2: Professional activity 2011
Mentor for Science Learning Centre- involved with course development and running APP course
Ran whole school inset on:
1) Assessment for Learning
2) Gifted and Talented Education
3) The Virtual Learning Environment
Active ASE Regional Committee member
Writing book reviews for SSR
Work with the Science Learning Centre- planning materials to run session at ASE conference 2012
Writing training material for Teaching and Learning group in school to deliver inset
Hosted Primary Science Taster Sessions for local feeder schools
S2.3: Formal / Eductional 2011
Graduated from Masters in Education (Leading Learning) at Hertfordshire University
Book reviews for inclusion in SSR
Contributions as part of the Assessment for Learning Teaching and Learning Community (Year 2)
Preparing material to deliver at ASE conference 2012 session 'put the fun back in'
S2.4: Self-directed learning 2011
Book reviews for SSR
Reading of SSR and Education in Science Journals
Reading journal articles and sharing with colleagues and students.
Development of new teaching materials and Schemes of Work in light of curriculum changes.
Wrote Science Department SEF and analysed departmental results. Presented this to SLT.
S2.5: Other 2011
Involved with the organisation of a cultural exchange school trip to Ghana in 2012- fundraising to raise money for the school we
will work with out there.
Organising scientific lectures for students and the wider community at school.
S3: CPD Contributed to quality of practice 2011
This academic year I feel that I have undertaken CPD activities that have had a positive impact on my professional and
personal skills. The training I have conducted through my role as an Advanced Skills Teacher has changed the way I approach
working with others and let me to build upon my coaching skills developed through my recently completed Master’s degree.
Having implemented coaching techniques within my department this has been positively reviewed by my colleagues and
recognised at Senior Management level. I have been able to use this to develop teaching ideas with colleagues to support the
schools focus on assessment for learning.
The experience and training as an Advanced Skills Teacher has been very rewarding, and has given me the experience to
undertake a new role as a successful Head of Department in a new school. I feel I have developed the skills to support both
students and teachers and have gained the experience of guiding and implementing policies into practice. I recently wrote a
new departmental handbook alongside the Science Department SEF and was interviewed on my vision for my department
during an ISI inspection, with incredibly positive comments made by the lead inspector.
I have found being an ASE member and region Committee Member a great way to network in my local area and have been
alerted to TeachMeet Sessions that have facilitated me to generate discussion between local schools and colleagues. I have
worked with the Science Learning Centre East of England to plan a session to deliver at the ASE Conference 2012, as INSETs I
have delivered in school have been received very positively and given me the confidence to run this session. Through running
INSET and attending the National Conference 2011 I have developed a multitude of teaching ideas that I have implemented in
my teaching, and shared across the school. Feedback from colleagues and students has been positive.
Through writing new schemes of work I have attending training and collaborated with colleagues to develop resources to
support students with the long answer questions and new practical coursework demands. I now feel better prepared to be able
to support both my team and my students in this change.
S4: How CPD benefits users 2011
I have enjoyed working with staff across the school and developing resources to support teaching for G&T students in my role
as Advanced Skills teacher. One of my challenges This year has been to work with a group of underachieving Year 11
Geography students (as a Chemist this was a huge challenge) to develop their coursework, analytical skills and understanding
in an effort to improve behaviour in their other lessons. These students had the result of achieving a GCSE pass in Geography,
when they were at risk of being withdrawn from the course and my understanding of cross-curricular links has been improved
substantially. As a result I set up a science-geography project before I left the school.
I took on a failing Year 11 GCSE Science group due to long-term sickness issues and this group achieved the best value added
coursework and examinations in the department in August 2011. Many students personally thanked me for the support they felt
I had given them during their exam period. This also developed my understanding of Physics as I was required to teach Year 11
Physics to A* standard for the first time, supporting 18 students to achieve an A* in the process.
I have been a mentor at Hertfordshire University for a GTP student who has developed her teaching approaches and acted
upon advice given. She has achieved the highest levels in her observations and her University Tutor has commented on the
high level of support she has gained. I am currently mentoring an NQT student who has also achieved outstanding observations
this term. Student questionnaires have also highlighted high enjoyment of science lessons for both these colleagues. Being a
mentor allows me to reflect upon my own practice as I am constantly trying out new ideas, many of which I gain from reading
the SSR.
I have been responsible for organising community science lectures, attended by students, parents, the wider community and
local schools. This has been a great success, averaging 60 people per talk and the feedback from all has been excellent. Last
year I delivered numerous staff INSETs ranging from G&T provision and identification and Assessment for Learning to using the
School’s VLE effectively. Both staff and Senior Management have commented that this has been very effective and enjoyable
training.
For 2012 For some individuals, the differences between S3 (quality of practice) and S4 (benefit to users/students) is
such that a single written commentary covering S3/S4 may be sufficient.
S5: Agree to present CPD evidence on request
Evidence available upon request
For 2012 a statement such as: By uploading this record I declare that the information given is correct and supports my
wish to revalidate as a Registered Scientist (RSci)*, Registered Science Technician (RSciTech)* or Chartered Science
Teacher (CSciTeach)*. Further, if requested to do so, I will provide a written profile of my CPD.