Professional Review and Development 2002
The following exemplars suggest ways in which teachers and schools might wish to approach the professional review and development process. There is no obligation to adopt any of the models here outlined. The exemplars are simply provided as optional aids to self-evaluation, reflection and recording.
Exemplar 1: Process of Self-Evaluation for CPD
The diagram on the next page indicates how an individual might plan her or his continuing professional development with reference to the main qualities expected of the developing teacher. The questions posed aim to provide prompts for self-evaluation. They help individuals to identify where their strengths lie and those areas in which they would benefit from further development.
Exemplar 2: Learning Cycle
If CPD is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolb's Learning Cycle below, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolb's four-staged cycle, the individual reflects on experience and draws theoretical conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development.
When reflecting on a development experience, teachers might find it helpful to consider the stages highlighted in Kolb's learning cycle. An examination of these stages might provide a useful basis for discussion at the annual professional review. The cycle could also be used as a structure to follow when describing learning experiences in the CPD Portfolio.