We are all familiar with the term CPD, but what does it truly mean when we break down each part of the phrase and examine its core components? Andrew Blench explores how we can prioritise professional development, both now and in the future
CPD – Continuous Professional Development
Continuous underlines the fact that we want to be lifelong learners. In fact, we need to be lifelong learners to do more than survive in the world of education. As soon as we feel that ‘we know what we are doing’ then some new initiative or programme will come along that we need to learn.
Professional stresses the fact that we are all working in a profession and that we want to be professional. That we want to be treated with respect for the knowledge, skills and contributions that we make.
Sadly, for education support staff this has not always been lead from the top and in some education settings the teachers are the only ones who are viewed as a profession or professionals. By taking control of our own CPD we will raise the profile of who we are and what we do.
Development is my favourite word here as it takes us beyond training into our growth as a whole person. CPD is about training but extends to much more than that. The approach to apprenticeships illustrates this. All apprenticeship programmes have criteria that the learner needs to meet to gain the qualification. These criteria are categorised by knowledge, skills and behaviour. Development extends beyond the facts that we hold in our minds to their application in the real world. It’s also about our behaviours, which in themselves are an extension of who we are as a person.
Professional Standards
So how do we know what CPD we need to access? Where do we start? Many occupational roles now have developed professional standards which people working in the role can compare their own knowledge skills and behaviours against. These can be used to identify strengths in your performance and areas for development. Examples are the School Business Leader Professional Standards ISBL Professional Standards — ISBL. The ISBL also offer a free self-assessment tool to see where you stand in relation to them.
Personal Development Plan (PDP)
Where institutions run a performance management system which includes support staff you will have an annual and/or 6 monthly meeting with your line manager during which you will discuss your development needs and how to address them. Sadly, in some educational setting school support staff do not have access to the performance management system. In my opinion this is a missed opportunity but does not mean that you can’t take the initiative yourself. You can draw up your own personal development plan and ask for a meeting with your line manager to discuss this.
CPD Cycle
HR practitioners will refer to something called the CPD cycle. This is a useful tool to help you to plan your CPD. It has 7 steps: –
Identify
We have covered most of this in the article above. Whilst it is nice when our line manager identifies a CPD need or opportunity for us, we also need to do this. Someone said it is better ‘To do, than to be done to’.
Plan
‘The time is right when we make it right’. There is a danger that we wait for the right or perfect time and before we know it the years have rolled past. Make a promised to yourself and keep it. Be specific in your goals. I will complete the Level 4 SBM Diploma by 2026, is an example. Someday never comes!
Act
An absence of progress is often due to a failure to act. Find out where the training course is, ask how much it will cost, enquire about how this might be financed.
Reflect
A great way of identifying our CPD needs is to reflect on our own daily practice. Reflecting upon a day’s work and asking ourselves – ‘in the light of what happened today what do I need to stop, start or continue doing? ‘is a great question to help us identify needs.
Apply
Apply your reflections to your practice.
Share
Tell colleagues what you have learned. This isn’t about bragging but about creating a positive work environment and culture.
Impact
Measure the impact. What? Where and how? Are great questions to ask. What am I doing differently because of this CPD? What do I need to do next? How has this changed the outcomes for young people?
Free CPD
Common barriers to accessing CPD are time away from the role and the cost of training. Whilst I accept that schools as employers should facilitate time away for CPD activities I also believe that there are times were some of this must be completed in my own time. Especially when the CPD will directly benefit me personally as well as the school. This is where we must summon our best negotiating skills. Watch your choice of words when negotiating. Use ‘investment’ instead of ‘cost’. How this can be linked to school improvement priorities for example.
Recommendations
There is wide range of free CPD resources out there, many of which offer free courses, webinars and coaching. These are just a few examples;
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