Implementing a CPD Model: Teaching and Learning Development Groups (Introduction)

This post is in four parts as it is rather long and I don't want you to fall asleep. I have taken segments out of my dissertation to share my journey of implementing a CPD model in my school setting: 

Using Teaching and Learning Development Groups as a model of CPD is based on ideas outlined in Allison’s (2014) book ‘Perfect Teacher-Led CPD’. Allison describes several practical tried and tested CPD strategies, one of which he calls Learning Development Groups. I chose this model as it appeared to be relatively straightforward to implement and allowed teachers to retain some independence within a framework. The structure of the Teaching and Learning Development Groups would provide the teachers with an opportunity to meet regularly throughout the school year to discuss and share best practice, support each other and try out new teaching strategies and ideas (Allison, 2014). I felt that the model would create an expectation of school improvement, while at the same time allow teachers to be part of the process by providing them with opportunities to be involved with the design. Gadsby (2012) believes that both top down and bottom up change processes are needed for success. Top down approaches can deliver a strong message of expectation and an emphasis for improvement but on their own, they are unlikely to emotionally connect with others or build internal capacity. Wheatley (1999) believes people need to contribute in anything that affects them. She goes on to explain this by comparing schools to living systems, stating that it is impossible to force something or someone to change in any direction but the one it choses for itself. 

‘We can’t succeed by handing them a plan, or pestering them with our interpretations, or relentlessly pressing forward with our own agenda, believing that volume and intensity will convince them to see it our way. One of the essential elemental characteristics of all life is freedom...whether it’s bacteria or humans, the freedom to self- determine is intrinsic to all life’ (Wheatley, 1999, pg. 5). 

The Teaching and Learning Development Groups would hopefully meet these needs of providing both direction and autonomy. Dedicated meeting times would be allocated throughout the year, a theme for the meetings would be selected through consultation with the staff and the expectation of trying something new would be open to teachers’ discretion, so that they could select appropriate teaching practices to meet the needs of their class. Ryan (2008) and Monk (cited in Ellis, 2016) both assert that a school that values genuine professional development needs to create the necessary time for professional dialogue to take place along with practice, feedback and reflection. Teaching and Learning Development Groups would potentially meet this criteria and move the school to a more ‘collaborative culture’, where teachers are empowered, accountable and committed to their professional development (Fleming and Amesbury, 2001). 

CYCLE 1