Implementing a CPD Model: Teaching and Learning Development Groups (Cycle Two)
CLICK TO GO BACK TO CYCLE 1 At the end of cycle one, a questionnaire was distributed to gather feedback from staff about the CPD model and what could be improved. The outcomes from the cycle one feedback influenced the design of cycle two. It was clear from the evidence gathered that staff felt that involvement from an expert would help them move forward with their thinking. They reported that they had only shared what they already knew about differentiation before the implementation of the Teaching and Learning Development Groups had taken place, and that the impact on the way they were teaching was small. In addition, the teachers preferred the Teaching and Learning Development Group sessions to be more practical and they felt that they would benefit from having more opportunities to share their thinking with the wider group. These are all key themes identified by Timperley et al. (2007) of what works best with professional development. Therefore, these fa...