Peeke, Graham

English

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Graham PeekecontinuingIssuesinprofessionaldevelopmenttowards asystematicframeworkPublished by FEDAFeedback and orders should be sent toFEDA publications, Citadel PlaceTinworth Street, London SE11 5EHTel: 020 7840 5302/4 Fax: 020 7840 5401e-mail: publications@feda.ac.ukRegistered with the Charity CommissionersEditor: Huw JonesDesigner: Dave ShawISBN 1 85338 536 0© 2000 FEDAYou are welcome to copy this publication for internaluse within your organisation. Otherwise, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner.Introduction 11. Defining CPD 22. Personal and organisational development 33. Encouragement of CPD 44. The role of standards and qualifications 5References 5ContentsIntroductionprogrammes or research, within their own college or with their local HE institution. However, thisdevelopment is taking place against the backdrop of declining levels of finance allocated to staffdevelopment and calls for more specific attention to be paid to training in pedagogic skills and good quality management training.Whilst acknowledging much good practice, Learning to succeed, DfEE (1999), is specific in itscriticisms of management and teaching in furthereducation, stating that significant curricula andmanagement weaknesses exist, and that there areproviders where quality is not up to scratch. In thewake of recent announcements on failing colleges,the Government has called for a qualification forprincipals that will be a prerequisite for appointment,and for governor training on financial and other keyresponsibilities that should occur within six months ofappointment. The White Paper also states the intentionto require initial teacher training qualifications.All of this places the continuous professionaldevelopment (CPD) of governors, principals, managersand teachers centre stage in the drive to improvestandards within the sector, ensure the best learningexperience for students, and make colleges account-able to those who fund them and the learning commu-nities that use them. This paper examines some ofthe issues surrounding CPD including its definition,the link between personal and organisational devel-opment, the encouragement of CPD, the developmentof a systematic framework for CPD in the sector, and the role of standards and qualifications.Issues in continuing professional development1The second report of the National AdvisoryGroup for Continuing Education and LifelongLearning (1999) makes the point that lifelonglearning is regarded by many as unnecessary,unappealing or unavailable. It recommends a concertedeffort to instil a craving for learning in every adult andchild. A crucial group in a position to help instil thiscraving are the staff working in FE colleges.Staff in colleges are no strangers to the lifelonglearning culture either as the facilitators of thelearning of others, or as lifelong learners themselves.The recent report on professional development infurther education by the FEFC (1999) highlights staff participation in events organised by examiningbodies, professional organisations and a wide rangeof opportunities within colleges for the sharing ofgood practice, through working groups, staff meetingsand class observation. Many teaching staff will alsobe pursuing individual qualifications either by taught1.Defining CPDand academic awards, but also learning from other people and from the work itself.If we accept this broad definition, then CPD in thecollege setting can be considered to include study for further qualifications, in-college developmentprogrammes of a formal or more informal nature suchas mentoring, coaching, and networking, and learningfrom experience. Such a definition is helpful becauseof its inclusiveness: it can embrace all the furtherlearning that is carried out by the different groups of staff who work in colleges. It also suggests aweakness that exists in the breadth of activity thatcounts as CPD. There are a plethora of qualificationsavailable for those wishing to develop their skills andknowledge, and in-college development programmesare growing fast, particularly in the area of manage-ment development. Much learning from experience,however, could benefit from more structured reflectionon the issues and problems faced by college staff.Opportunities for such reflection and discussion arelimited in the ‘hurly-burly’ of everyday college life.Perhaps a more sector-specific definition of CPDwould be useful, one that attempts to distinguish CPDfrom what is often referred to as ‘staff development’ or ‘staff training’. CPD can be characterised as follows:usually individually driven and organised, pursued overan extended period of time, usually standards-based orleading to a formal qualification, focused on promotingimprovement or change in practice thereby leading to eventual impact on the quality of student learning,and adopting a broad approach rather than a ‘narrowskills development approach’ (Martinez, 1999).Issues in continuing professional development2Definitions of CPD vary, depending uponwho is putting them forward. Professionalbodies who operate CPD schemes for theirmembers tend to define CPD in terms of anannual minimum quota of activity measured in hours,points or credits which may or may not include qualifi-cations. Alternatively, they may define CPD in terms of a personal development plan, often involvingparticipation in work-based projects. A recent DfEEOpen Agenda Brainstorming Event (1999) on the themeof lifelong learning and CPD, suggested that CPD isessentially about ‘employment related learning andlife skills’ and as such was the main element of lifelonglearning that relates to any learning that is employmentrelated. This broad definition of CPD is close to thatproposed by Eraut et al. (1998) as ‘all the furtherlearning which contributes to how a qualifiedprofessional thinks and acts at work’. Such adefinition can encompass formal CPD activity 2.Personal andorganisationaldevelopmentcontributions of individuals to the achievement of departmental plans and also to identify thedevelopment needs they may have in order to support their effective contribution. It is not alwayspossible to see this system in operation in colleges.There has been a tradition of teachers determiningtheir own development, with a particular emphasisupon subject development. CPD linked to the needs of the college has not taken precedence.Developments like Investors in People (IiP) havedrawn attention to this shortcoming.One of the main reasons for this lack of systematiclinking of individual development to the needs of thecollege (as identified in its strategic plan) is the lack of effective models for evaluating the impact ofdevelopment upon the individual’s ability to do theirjob, and upon the effectiveness of the college itself.Whilst basic cost benefit models may be available,these are not sophisticated enough to link professionaldevelopment activity directly to the performance ofthe college. In the absence of any proven link, it isdifficult to argue that development related to theneeds of the college should take precedence overthose needs identified by individuals. A statementsuch as this contains an assumption that individualsundertake development activity that may be of littlebenefit to the college. This is unlikely to be true: as stated above, there is an argument that any kind of development can be beneficial because it isthe process of learning that is more important thanwhat is learnt. Putting this claim to one side, however,it is clear that the development activity that teachersand managers engage in, as identified by the FEFC(1999) and Martinez (1999), is highly relevant to their organisations.The key issues here are scarcity and priority.Limited resources imply selectivity, and pressingneeds to address specific requirements necessitatesome activities taking precedence over others. Collegesneed to become more effective at identifying theirspecific development needs and signalling these to their staff. Individuals will respond positively to the prioritising of some needs at certain times, in a culture where all development is valued.Issues in continuing professional development3Adistinction is often made betweenprofessional development that isdetermined by the individual and thatwhich is determined by the needs of thecollege. It is the latter form of development which is the subject of most discussion today, althoughclearly both are important. The concept of thelearning organisation stresses the importance oflearning by individuals and the way in which this canaccrue for the benefit of the organisation. In short,an organisation which is composed of individuals whoare themselves constantly learning and reflecting ontheir learning, will be an organisation which is flexibleand capable of adapting readily to its environment.Some companies have sought to promote individuallearning through the allocation of funding whichemployees can use to purchase learning of any type.The point is not that the learning has to be relevant tothe business of the organisation, but that individualswho are disposed towards learning and developing, in whatever situation or subject, are an asset to the company.In a situation where resources to supportdevelopment are rare, it becomes more important to ensure that CPD responds to the needs of theorganisation. Classically, organisational needs are diagnosed through the strategic planning cycle.Annual operating plans are derived from the strategicplan, and the contribution of various departments orcurriculum centres to achievement of the operatingplan are specified. It is then possible to identify the3.Encouragementof CPDmanagers in further education. With attention currentlybeing paid to the top and bottom of such a framework,that is the qualification for principals and initialteacher training qualifications, there is a clear need to address the gap in between. The framework needsto take into account such considerations as: The need for teachers to develop in their teaching role in addition to their subject or vocational knowledge and skill  The desire of some teachers to stay working in the classroom rather than move intomanagement as their career progresses The desire of some teachers to develop themselves as managers The need for managers, both academic andsupport, to undergo management development Those for whom the facilitation of learning is only a part of a broader role such as technician or librarian.Following initial training, the first stage of a CPDframework could be required updating in areascovered by initial qualifications where knowledge and practice moves on, and acquisition of skills andknowledge for those who have changed roles or takenon additional roles. After this, the framework splitsinto two, providing development routes for those who wish to continue developing their teaching roleeither through specialisation, or as an ‘expert’ or‘superteacher’. The other arm of the structure is forthose who wish to develop as managers. The twoarms need not be exclusive: individuals can selectdevelopment opportunities from either arm as bestsuits their own needs. The framework is reunited atthe apex through the requirement for the training orqualification of principals. Figure 1 below representsthis framework diagrammatically.Figure 1. A framework for CPDPrincipals’ qualificationsAdvanced Management teacher status developmentUpdating requirementInitial teacher trainingIssues in continuing professional development4In a paper to the APC annual conference, Silver(1999) makes the case that the FE sector has beenduped into believing that ‘change, modernisationand futurisation of colleges can be brought abouteither by declared desire or decree’. She cites the waycollege managers were stewarded, almost by corre-spondence, into coping with incorporation, and howteachers are constantly asked to introduce new orchanged products without ‘due and diligent preparation’.In arguing for the sector to make clear to Governmentwhat it needs in order to deliver its new educationalagenda, and suggesting that the sector asks for‘something for something’ in return she states:The something that we must ask for, fromGovernment, in return for the many new things that we are involved in, is the replenishment ofteachers in their expert roles and in their love of their subject.Silver summarises this task as breeding a new profes-sionalism. Some of the key features of professionalismare formal initial training, a requirement to continue to develop, and an ethical code, which determineseveryday practice. The building blocks for the creationof these requirements are beginning to be put in place.FENTO has produced standards for teaching andsupporting learning, and standards for managers are currently under preparation. The DfEE is workingon proposals for an initial teacher training requirementand for a qualification for principals. There have beenbroad discussions within the sector about the value of a professional body for FE staff. All of this serves to provide a positive climate for the encouragement of practitioners to engage in CPD activity, an encour-agement which needs to be reinforced at the level ofindividual institutions, and assisted by the develop-ment of a systematic framework.A systematic framework for CPDThe time is right for putting in place a systematicframework for the development of teachers and➔➔➔➔➔➔4.The role ofstandards andqualificationsReferencesIssues in continuing professional development5It is difficult to talk about any framework of CPDwithout considering the role of qualifications. In addition, where occupational standards exist itis appropriate to consider their role, both in termsof qualifications, and in setting expectations withregard to CPD functions.Qualifications can play an important part in CPDwhere there are procedures for approving courses forthis purpose. In the absence of any professional bodyin further education which requires members to remainin good standing through, for example, the accumula-tion of a set number of hours, points or credits, thereis no clear or agreed set of qualifications which form aCPD portfolio. Custom and practice within the sector,however, have established qualifications such asadvanced certificates and diplomas, MAs, MEds, and research degrees as CPD awards for teachers;and certificates and diplomas in management, NVQs in management, and MBAs, as CPD awards in management.The role of standards, now that they exist, is ininforming the development of qualifications and in setting expectations with regard to the design of CPD activities, and the construction of individualdevelopment plans. Standards can also play a part in assisting informal learning. As Eraut (1998) argues in relation to NVQs,[standards] might help people draw together some of their informal learning, reflect on it and bring it more under the control of their self-evaluative capability.In some parts of the UK, for example in Northern Irelandand Scotland, the place of qualifications in initialtraining and CPD has been formalised to some extent,with a clear link between specific qualifications andthe professional development of practitioners. With aconsensus on a systematic framework for professionaldevelopment in the rest of the UK, it should be easy tolink qualifications to various elements of the framework,resulting in a clear ladder of qualifications or standardsrelated activities to guide the professional develop-ment of FE staff.DfEE. Learning to succeed: a new framework for post-16 learning. HMSO, 1999.DfEE/Open Agenda. Lifelong learning and continuousprofessional development: moving forward. DfEE/Open Agenda Brainstorming Event report, April 1999.Eraut M et al. Standards and vocational qualificationsin continuing professional development (CPD).QCA discussion paper, number one, July 1998.FEFC. Professional development in further education.National report from the Inspectorate. FEFC, 1999.Martinez P. Learning from continuing professionaldevelopment. FEDA, 1999.National advisory group for continuing education andlifelong learning. Second report. 1999.Silver R. Towards a policy on building a professionalworkforce. Paper to the APC annual conference, June 1999.The publication of the White Paper, Learning to succeed, puts continuingprofessional development (CPD) ofgovernors, principals, managers andteachers centre stage in the drive to improve standards within the FE sector and to ensure the best learning experiencefor students. This paper looks at the varyingdefinitions of CPD, the link between personaland organisation development, and the roleof standards and qualifications in the CPD framework. ISBN 1853385360 £3

Issues in continuing professional development : towards a systematic framework

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