To have effective teacher development we need both the theory and the experience. We also need time to reflect on the experience and to understand the theory
Zoe Enser & Mark Enser, The CPD Curriculum: Creating conditions for growth, 2021
When planning any CPD curriculum, we must see staff as learners and support them in their individual journeys. Some educational writers have gone so far as to suggest that ‘CPD’ should be changed to ‘CPL’, referring to continued professional learning.
The Graduate CPD programme was launched in September 2021 with the aim of supporting new staff in their first year of teaching. Most sessions have been directly tailored to planning and teaching lessons, for example, behaviour management, marking, report-writing, giving feedback, and ideas for starters and plenaries. Mrs Krystle Flack delivered two excellent sessions on how we can support students with learning difficulties in our lessons and strategies for differentiation. We have also provided CPD on tutoring and life in the boarding house and tips for time management.
As well as offering practical advice to support new staff in their teaching, this programme has, more importantly, created time and space every week where new staff feel they can share their experiences, reflect on their lessons and ask questions. Cranleigh is a busy school and I hope that this group has helped them to feel that they are supported, valued and part of a school community which is working together to continually learn, innovate and improve.
Learning on the job is exciting but also a huge learning curve and therefore the Graduate CPD Programme has provided a much needed source of teacher training in a constructive and practical way, without excessive pressure or time commitment. This CPD community has allowed us to reflect with our peers on new ideas we have tried in lessons, and gain support from others at a similar stage. All in all, a much valued part of my first year at Cranleigh!
Miss Taya Sellers, Graduate Assistant, Geography
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