I’ve got an idea that needs challenging please - it’s about CPD.

Firstly, it’s based on an assumption which I’ll explain using this model:

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The aim of CPD is to affect outcomes for children but leaders cannot directly affect those things. Systems lead to those.

We cannot create systems without first influencing staff behaviours.

And we cannot affect their behaviours without first influencing their knowledge.

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Here’s the idea. For every CPD activity we should be clear about the domain of impact that we’re aiming for. In the initial stages of of a project, make it clear that we are only aiming to develop colleagues’ knowledge and not rush into ‘doing’.

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And when we’re working on colleagues’ behaviours, make it clear that we cannot expect them to become systematic before they’re refined and autonomous.

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Different colleagues might be working in different phases. For example, while the majority of staff are working on developing knowledge of an issue, early adopters might already be working on refining behaviours / pedagogy.

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So what have I missed? Is this a worthwhile model? Feedback appreciated...

@TeacherDevTrust @PhilippaCcuree @Garflittle @informed_edu

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