Research into Practice

CUREE Newsletter July 2012

Philippa’s Summer Blog

AlpsI simply can’t remember a summer as wet as this. Looking on the bright side perhaps it means students with hay fever had an easier exam time? It also makes weeding easier as I discovered last weekend after 6 weekends “on the road “ – a mix of work and festivities. But that’s it for the up side - so I am sharing a photo from a very sunny weekend in the Italian Alps to remind you what the sun looks like. Last time I was there in June it was snowing!

Summer CPD – a case study

TDA Postgraduate Professional Development (PPD) Reports - Year 3

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It is clear that the partnership models and operations have developed over the three years of the project. In particular, schools have become more knowledgeable consumers of professional development. Partnerships also tend to be more equal and schools are making a more substantial contribution (for example in the design of new modules in response to a specified need) than appeared to be the case at the start of the project. HEIs appear to have developed processes and systems which enable them to be more responsive in terms of both content and delivery.

There were indications from three providers that they were positively encouraging schools to develop their contribution as an equal partner, rather than a purchaser of what the provider had to offer. On this evidence, there may be more scope for providers to review the actions they take to help schools build their muscles to define their own CPD needs and exploit the partnership for solutions and specialist resources.

TDA Postgraduate Professional Development (PPD) Reports - Year 2

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In 1998 the Teaching and Development Agency for Schools (TDA) led the Award-bearing In-Service Education and Training (INSET) scheme for the (then) Department for Education and Skills (DfES). A joint review by TDA and the DfES published in 2003 highlighted areas for development, including:

  • improving the responsiveness of courses to local needs;
  • increasing the accessibility and flexibility of courses; and
  • increasing participation amongst teachers and monitoring the impact of courses.

 

In response to these recommendations, and building on the strengths of the existing award-bearing INSET scheme, the TDA developed a new programme of award bearing postgraduate courses known as the Postgraduate Professional Development (PPD) programme. The TDA PPD programme provides funding to support teachers’ learning and development at postgraduate level (M level). Allocations of the first round of funding for PPD courses were made in February 2005, for the academic year 2005/06.