An Evaluation of Cpd Policies in the Irish Postprimary Sector

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Table of Contents

1.0: Continuous Professional Development an Introduction1

1.1: What is Continuous Professional Development?2

2.0: An analysis of the key elements of CPD3

2.1: Education centres4
2.2: The Second Level Support Service5
2.3: Training for special educational needs5
2.4: Teacher Professional Network Scheme (TPN scheme)5
2.5: Technology (T4)5
2.6: National Behaviour Support Service (NBSS)5
2.7: Teacher Fee Refund Scheme6
2.8: Project Maths Development Team (PMDT)6
2.9: Leadership Development for Schools (LDS)6
2.10: Teacher Induction6
2.11: An Appraisal of CPD Activities in Ireland7
2.11.1: Areas for Review7
2.11.3: VFM Conclusions8
2.11.3: VFM Recommendations9

3.0: An analysis of the adaption and implementation of CPD in schools10

3.1: Forces which facilitate the adaptation and implementation of CPD in schools10 3.1.1 Benefits of CPD to the teacher10
3.1.2: Benefits of CPD to the school11
3.2: Forces which hinder the Adaptation and implementation of CPD in schools11 3.2.1 Resistance from Staff to CPD12
3.2.2 Overcoming resistance of Staff to CPD12
3.3: National Support for the adaptation and implementation of CPD13

4.0: Planning structures or processes which facilitate the introduction of CPD15

41: Support Structures for Staff Development16
4.2: CPD Support Structures17
4.2.1: Convener for staff development17
4.2.2: The Action Group17
4.2.3: Curriculum and Programme Teams17
4.2.5: Support from External Providers18
4.3: Planning for Staff Development in Schools18
4.3.1: Stage 1: Sharing a Rationale for Staff Development18 4.3.2: Stage 2: Identifying Staff Development Needs18
4.3.3: Stage 3: Prioritising Staff Development Areas19
4.3.4: Stage 4: Designing the Overall Staff Development Plan19 4.3.5: Stage 5: Implementing and Monitoring19
4.3.6: Stage 6: Evaluating the Staff Development Plan19 4.4: Challenges regarding the introduction of CPD policies in schools20 4.5: Overcoming the Challenges21

5.0: Conclusion22

6.0: References & Bibliography23

1.0: Continuous Professional Development an Introduction

"People can be encouraged to change, but if the structure of the system in which the individuals work does not support them or allow enough flexibility, improvement efforts will fail. Similarly, if the organization's governance, policies, structures, time frames, and resource allocation are changed but the individuals within the organization do not have opportunities to learn how to work within the new system, the improvement effort will fail."  - Todnem & Warner (1994)

I believe the above quotation is an accurate summary of what is required in order to facilitate professional development but also how professional development enables schools to transition teachers from established current practice to suggested models of best practice. Indeed I believe the education sector is on the precipice of significant change but it is unfortunate that the impetus behind this change is economic one rather than one motivated by the educational values of society.

The former British Prime Minister James Callaghan one said that “in today's world higher standards are demanded than were required yesterday and there are simply fewer jobs for those without skill. Therefore we demand more from our schools than did our grandparents”. That statement was made in the 1970s when the British Economy was heavily reliant on the industrial sector.

In today’s modern society we are now competing in a global economy where Ireland is attempting to carve a niche for itself as ‘the knowledge economy’ To help develop a labour force to meet this demand the post primary sector must be able to respond to these requirements. The knowledge economy requires graduates who operate in high value sectors of the economy such as research...
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