Page 88: My "must do's" when delivering staff training and or CPD

Page 88: My "must do's" when delivering staff training and or CPD

This term, I have/will be continuing to deliver a range of CPD for staff, through staff meetings. I enjoy sharing my passion with staff and working alongside them to improve and promote specific areas. Some areas I have delivered staff CPD on or will be in the future include Religious Education (as I am one of the subject leaders in this area), staff governor responsibilities and teaching and learning (I am passionate about teaching and learning and I am currently supporting the school in rewriting the policy). This year I am taking part in completing my NPQ in Leading Teaching. Stated by Teach First (the provider of my training) implementation is the fundamental phase. Getting staff on board and working alongside staff is vital. I have combined my learning and reflections from working on this qualification with my experiences and reflections of training delivered my colleagues and outside agencies to support my delivery of staff inputs. 

A impactful quote that I like to think about is:

Implementation "is the process of putting a decsion or plan into effect" - seeks to close the gap between knowing and doing (Dyssegaard et al, 2017).

There are 4 stages of implementation.

1. Explore

Here we identify the problem and seek out evidence based practice to address it.

2. Prepare

Here we get ready to implement change by developing a clear plan for delivering training.

3. Deliver

Here we reinforce initial training, collect data to understand addressing barriers and problem solve to address these.

4. Sustain

Here we evaluate impact and plan for continual success in the developed area. 

When all of these areas are combined in a cycle, meaningful and succesful change can take place. This must be considered in place alongside implementation outcomes. Implementation outcomes are the effects of the purposeful and deliberate actions taken to implement a new process. It is key to note that there is a need to distinguish between the effectiveness of the practice itself compared to the implementation. These are adoption, appropriateness, fidelity, reach, sustainability and acceptability. 

The most significant point to focus upon when driving implementation and supporting staff in school is delivering the change. It should be carefully considered that this area is about recognising that implementation is not over, and it needs to be continually monitored and improved. It is vital to address potential barriers such as staff changes, human resources, budgeting constraints and community concerns and ensure that the correct coaching and training is in place, ensuring that delivery is predominantly based upon monitoring and evaluation and being aware of staff emotions. 

Much of my research that has informed my reflections is derived from teach first who predominantly use EEF research to support there courses. Please revisit page 75 where I explore the Education Endowment Foundation in more detail. 

I have enjoyed writing this post and reflecting on this aspects further supports me in developing my leadership abilities and capabilities to lead, inspire and motivate others. I look forward to developing my next input. 

- Miss Yeoman