Elgin Academy Support pack 3
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Presentation to help both reviewrs and reviewees with PRD
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Elgin Academy Support pack 3
- 1. Making the most of your PR&D conversation
- 21. 1. Becoming aware 2. Becoming engaged 3. Integrating into practice 4. Innovating & creating Four stages of CPD
Hinweis der Redaktion
- This slide is good for highlighting the need for balance in a CPD plan
- It is vital to highlight timescales at some point – not necessarily at this point but… The reviewee needs to have adequate notice of the date of the meeting so that they have plenty of time to think about what they are going to include in the self-evaluation pro-forma. A week would be a minimum but it would be best negotiated. “I was thinking that we could meet … Would that give you enough time to complete …? It is really important that the self-evaluation is with the reviewer a week before the meeting date so that they have time to read it carefully, think ahead to the meeting and plan for the conversation – what areas could be further explored – what sort of questions would help with this – see later slides.
- Points to highlight in relation to the exemplar that has been given: People should not spend excess “energy” debating with themselves about where things should go when they are completing the pro-forma! See next slide The concept of “need” should be widely interpreted when people are considering this – we tend to see “need” in a negative sense, as something that is not going well, a gap in knowledge/skills etc. People should be encourgaed to see this in a positive light as well – something that is already going OK or well that they “need” to build on / share etc. The aims and objectives in box 5 are really the reviewer's ideas that this stage – these may change as a result of the conversation Note that “stages” have been included in the answer to Q2 – this is because this had been introduced to the staff already – you would have to decide whether to delete this or whether you are going to explain this by introducing the “four stages”
- When I did this, I posed this as a group question and did a “sweep” for feedback before the next slide
- People did this in their groups and we again swept round the groups for questions You need the coaching question triangle which I have attached. It is a good idea to model at some point during this stage the type of questions that begins by referring to what has been said. E.G. “I was interested in what you have said here about ….. I wonder if you could tell me more about this?” If working with reviewers only you might want to explore what sort of questioning approach could be used to bring in new aspects that the reviewee hasn’t mentioned. Remember that the “Why” question should be used sparingly / avoided as it can elicit a defensive reaction. On the triangle it has a star round it which is misleading, perhaps suggesting the opposite of what is intended. It is supposed to be a danger sign!
- There are two apsects here: Firstly the purposes of this part of the conversation = what needs to be explored – see next slide And then what questions might help here.
- These are references to the support pack: Make the most of your CPD Support paper two should help get people away from thinking about courses – often people realise that there is more to CPD than courses but struggle with what else there is. This list is in no way exhaustive. Reviewers would find all support papers in this pack useful in their role as supporting / advising the reviewee at the “activity” planning stage. The two planning examples are based on the planning format for the revised system.
- Note that consideration of impact and impact evaluation at the planning stage in the “up front” way is not built into the present PR&D documentation. Point out that there is no harm, indeed a lot of positives, in doing this – ref the slide. (It will be an important part of the revised system.)
- There is a danger that the concept of “evaluation” panics people – thinking that this needs to be something big. This support paper should help here.
- The idea here was to show that, if people did want to build evaluation strategies into their plan then they would simply go in under activities – as that is exactly what they are – the evaluation strategy is simply one of the things that you would be doing to make sure that you have achieved your aim/objective
- This is to stress that time spent typing up what is already on the pro-forma, which would have been copied and kept by the reviewer, is non-productive – so suggesting that record should only be of additional ideas/points/concreter planning decisions etc. This is a step towards the revised procedures where the record takes that approach. This one is customised a little bit to show how that might work.
- Admit to having stolen this from national CPD team’s four stage approach to being ready for CfE